이스라엘과 아랍간의 분쟁에 대한 세계사 교재분석 : 한국과 미국의 세계사 교재 비교를 중심으로
An Analysis of the Descriptions in the World history textbooks over the Conflicts between Israel and Arab world
- 발행기관 강릉대학교 교육대학원
- 지도교수 구학서
- 발행년도 2007
- 학위수여년월 2007. 2
- 학위명 석사
- 학과 및 전공 역사교육전공
- 원문페이지 47 p.
- 본문언어 한국어
초록/요약
The advance in information technology and traffic network has turned the world into a global village of which every part is closely linked across the board. As international tieup among different countries has increasingly heightened in the fields of economy and society, a change in a nation has a firsthand impact on another. Education of the world history aims to have learners aware of the developmental process and stages of the world, to let them think wide from a global standpoint, and to help improve their identity as a Korean and their problem-solving abilities. Since the 1980s, there has been lots of disputes in American education community about the directions for world education. In the past, the focus of American textbooks had coherently been placed on the interests of the nation. Since the 1980s, however, the advent of the globalization era has called on American education to present multicultural textbooks, and that is the case for Korean education as well. It's not an easy task to compare every textbook of the two countries to track changes in the way of description, and the purpose of this study was to examine what changes there were in the description of textbooks about the Middle East conflicts after the 9?11 terrorist attack, as that region drew a huge attention from the world in the wake of that attack. The seed of discord in this region could be said to be rooted in Palestine dispute. American textbooks published before 1995 were grounded in the self-centered, Western history view of the nation. In contrast, American textbooks issued after that year looked upon PLO and Israel as the major interested parties of Palestine conflicts and described reconciliation and standoff between the two in a relatively objective manner. Whereas the former was pro-Israeli, the latter shed light on the cause of that dispute from political and sociocultural viewpoint, which made it possible to have a relatively better understanding of the antagonism between Israel and Arab. Such a change could be regarded as a step to keep up with the times that calls for the right understanding of other culture, and that also could be said to stem from the changing way of looking at the Middle East conflicts at the same time. After the Gulf War, the Arab states established a diplomatic relationship with foreign countries in pursuit of their own interest, instead of keep on confronting with the West. To stay abreast with such a change, the United States took a multidimensional approach toward that region, and was actively involved in the Middle East conflicts to defend its own resources and cope with terrorist attacks. However, there appeared a new attempt in the Madrid Middle East Peace Talks to resolve the Palestine conflicts through the negotiation of the nations concerned, and the changing policy of the United States exerted an influence on textbooks. Korean textbooks provided historical data on the positions of both parties and let students find out about their claims on their own. The textbooks spoke for Palestine by explaining that the oppressive ruling of Israel made the Palestine conflicts more compounded, and by portraying the lives of uprooted Palestinian people. It is very encouraging that Korean textbooks contributed to spreading awareness of the gravity of the matter, without leaning toward the United States or Israel, by stirring up public opinions favorable for Palestinian people that are the weak in the international community. Korean textbooks seemed to take that position as a third who isn't much involved in that matter. In order to look at the history of the Middle East correctly, there is a necessity for delving into not only Israel or Palestine but every Arab state from diverse angles. In today's globalization era, textbooks should describe every cultural bloc in the right way without merely centering around powerful states, and every field of different cultural blocs, including politics, society, economy and culture, should be introduced to improve the overall understanding of learners.
more목차
Ⅰ. 머리말 = 1
Ⅱ. 한 · 미 양국의 사회과 교육과정 비교 = 4
1. 미국의 사회과 교육과정 = 4
2. 한국의 사회과 교육과정 = 8
Ⅲ. 한 · 미 세계사 교과서의 이스라엘과 아랍 분쟁에 관한 서술 분석 = 12
1. 팔레스타인 분쟁의 기원 = 12
(1)시오니즘 = 13
(2)이스라엘의 건국 = 17
2. 4차에 걸친 중동 전쟁 = 21
(1) 제 1차 중동전쟁과 팔레스타인 난민 문제 = 21
(2) 수에즈 운하와 제 2차 중동 전쟁 = 25
(3) 제 3차 · 4차 중동 전쟁 = 29
(4) PLO에 관한 서술 = 32
3. 평화를 위한 노력 = 34
Ⅳ. 맺음말 = 44
참고문헌 = 46
