Departmental Bulletin Paper 日韓国交回復直後の韓国地理教科書における日本に関する記述

南, 春英

13pp.1 - 18 , 2016-03-07 , 法政大学大学院 国際日本学インスティテュート専攻委員会
In order to respond to the globalization of society as a whole, mutual understanding between the countries and regions of the world is essential. Promoting education ininternational and intercultural understanding is one of the most seriouschallenges in modern education. In geography education in recent years, the necessity for the development of teaching materials for international and intercultural understanding has been advocated. In recent years, more and more Japanese have become active abroad, the number of foreigner visitors has been growing rapidly, and there have also been increasing numbers of international marriages. Coming into contactwith different cultures in everyday life has become much more common. However, people are prone to take prejudiced or mistaken attitudes toward people with different cultural backgrounds, and they often lack a mutual understanding grounded in sympathy to cultural heterogeneity. In this context, education in geography can be thought of as the teaching of international and intercultural understanding, with the aim of giving the students a concrete image of the world based on a rational, scientific understanding of it. Japan and South Korea is a neighboring country enough to be possible to see each other from sea. And, they has had a close historical relationship for a long time. However, Japan recognized Korean can’t be said to be never enough. On June 22, 1965, Japan and the concluded Japan-South Korea Basic Treaty with Republic of Korea, it restored the diplomatic relations that had been lost in the Korean Peninsula of the colonial rule of Japan over 36 years. Thus, the relations, came to start is struck also intermittently held that was being normalization talks for 14 years while repeating the restart. In this study, I analyze the description of Japan in high school geography textbooks, which was published immediately after the Korean diplomatic normalization day of 1965, to reveal the center of its features and description. Incidentally, it analyzes the "curriculum" in Korea, which is conducted at this time, and provides the basic knowledge. That time the President policy had been in office in, or to analyze the country's policy, we will consider whether there is a relationship between features and its policy statements regarding Japan.

Number of accesses :  

Other information