BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//pretalx//pretalx.com//wha-annual-meeting-korea-2026//talk//HE3JNA
BEGIN:VTIMEZONE
TZID:KST
BEGIN:STANDARD
DTSTART:20000101T000000
RRULE:FREQ=YEARLY;BYMONTH=1
TZNAME:KST
TZOFFSETFROM:+0900
TZOFFSETTO:+0900
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
UID:pretalx-wha-annual-meeting-korea-2026-HE3JNA@pretalx.com
DTSTART;TZID=KST:20260625T160000
DTEND;TZID=KST:20260625T162000
DESCRIPTION:This study examines how the global history paradigm—particula
 rly its emphasis on relational and cross-regional processes—is translate
 d into secondary-level world history curricula. Drawing on global historio
 graphy and curriculum theory\, it investigates whether curricular framewor
 ks and textbooks reorganize historical knowledge around interregional proc
 esses or continue to privilege regionally organized narrative structures. 
 \n  Using a comparative qualitative approach\, the study analyses two infl
 uential yet structurally distinct systems: the Korean National Curriculum 
 and state-approved textbooks\, and the AP World History: Modern Course and
  Exam Description with its aligned materials. Focusing on the period 1200
 –1750—a formative era of intensified interregional exchange—the anal
 ysis proceeds along three dimensions: (1) the structural positioning of in
 terconnectedness within curricular organization\; (2) the explanatory role
  assigned to cross-regional interaction in narratives of historical change
 \; and (3) the forms of historical reasoning foregrounded in learning obje
 ctives and assessment prompts.\n  The findings show that both systems expl
 icitly reference global interconnectedness\, yet its curricular translatio
 n differs in scope and institutional expression. In both contexts\, region
 ally organized sequencing remains prominent\, and cross-regional interacti
 on often functions as thematic emphasis or contributing background rather 
 than as a consistently structuring explanatory principle. Differences are 
 evident in how reasoning about cross-regional processes is articulated and
  institutionalized within curricular and assessment frameworks. The study 
 argues that the translation of global historiography into secondary educat
 ion does not occur primarily through the addition of global content\, but 
 through shifts in structural organization\, explanatory logic\, and reason
 ing demands. Historiographical innovation becomes durable only when embedd
 ed within institutional design and assessment practice.
DTSTAMP:20260412T140203Z
LOCATION:Room 201 (Seats 42)
SUMMARY:Structuring Global Interconnectedness in World History: A Comparati
 ve Analysis of South Korea and AP World History: Modern (1200–1750) - Je
 ewon Park
URL:https://pretalx.com/wha-annual-meeting-korea-2026/talk/HE3JNA/
END:VEVENT
END:VCALENDAR