역사교육에서 젠더사의 의의 (The Significance of Gender History on History Education)

서지정보

· 발행기관 : 역사교육연구회
· 수록지 정보 : 역사교육 / 112호 / 1 ~ 29페이지
· 저자명 : 구민정

초록

One of the characteristics of post-modern society is to compose the by-self selection and mixture among the various elementof identity rather than doing it by authority or repression. In order to comply with these social changes and for the education of history which might lead the changes, I suggest gender history.
The gender identity, which is a very important element that affects the formation of self-identity, has almost never been considered in history education so far. With the influence of feminism, we began to recognize that the awareness of gender influences on all aspects of human life which comes with various metamorphosis process on time and space up to now. The results of that awareness are verified in the history of woman and the history of gender.
Although the research of the women’s history for the confirmation of women's subjective identity enabled the expansion of history perception via the research of women’s own experience and socioeconomic status, it did not answer the question of why women’s experience and discrimination went that long. In the mean time, under the influence of postmodernism, we became to reach the recognition that human identity is being composed by influence of structured gender awareness. In other words, the problem of gender is not merely women's own but participates in all the aspects of human life as discoursed structure.
Joan W. Scott, the pioneer of the gender history, showed that the subject is being composed by both structure and subjective will. For history education, if we sort out the contents on her research, there are the gender as the subject category and the gender as the analysis method. The former which refers to gender, includes genders’ experience, system, ideology, power structure, etc. The latter regards the gender as an analysis category when it comes to the interpretation of history. It includes the significance of the change and progression as well as the gender analysis of revolutions and wars.
In history education which includes gender history as a curriculum contents, for the construction of gender identity, there is a structural characteristic in which gender's experience and consciousness are historically changed with its diversity. Students would recognize his/her-self as an object of change by discourses and as a positive subject agent. History education with the gender history is educational in that it issues not only the gender’s experience but questions about the elements which produce discrepancy between genders’ experiences. As a result, students shall have chance of self-reflection.
In this work, I suggested the necessity of history education for the consciousness of gender identity. From now on, the researches which verifies the relationship between historical perception and growth to an affirmative self-identity of student must be continued in line with development of teaching materials and practice in the class.

영어초록

One of the characteristics of post-modern society is to compose the by-self selection and mixture among the various elementof identity rather than doing it by authority or repression. In order to comply with these social changes and for the education of history which might lead the changes, I suggest gender history.
The gender identity, which is a very important element that affects the formation of self-identity, has almost never been considered in history education so far. With the influence of feminism, we began to recognize that the awareness of gender influences on all aspects of human life which comes with various metamorphosis process on time and space up to now. The results of that awareness are verified in the history of woman and the history of gender.
Although the research of the women’s history for the confirmation of women's subjective identity enabled the expansion of history perception via the research of women’s own experience and socioeconomic status, it did not answer the question of why women’s experience and discrimination went that long. In the mean time, under the influence of postmodernism, we became to reach the recognition that human identity is being composed by influence of structured gender awareness. In other words, the problem of gender is not merely women's own but participates in all the aspects of human life as discoursed structure.
Joan W. Scott, the pioneer of the gender history, showed that the subject is being composed by both structure and subjective will. For history education, if we sort out the contents on her research, there are the gender as the subject category and the gender as the analysis method. The former which refers to gender, includes genders’ experience, system, ideology, power structure, etc. The latter regards the gender as an analysis category when it comes to the interpretation of history. It includes the significance of the change and progression as well as the gender analysis of revolutions and wars.
In history education which includes gender history as a curriculum contents, for the construction of gender identity, there is a structural characteristic in which gender's experience and consciousness are historically changed with its diversity. Students would recognize his/her-self as an object of change by discourses and as a positive subject agent. History education with the gender history is educational in that it issues not only the gender’s experience but questions about the elements which produce discrepancy between genders’ experiences. As a result, students shall have chance of self-reflection.
In this work, I suggested the necessity of history education for the consciousness of gender identity. From now on, the researches which verifies the relationship between historical perception and growth to an affirmative self-identity of student must be continued in line with development of teaching materials and practice in the class.

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