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The Change of ‘Revolution’ Narratives in High School Korean History Textbooks

  • Journal of Humanities, Seoul National University
  • 2018, 75(1), pp.177-218
  • DOI : 10.17326/jhsnu.75.1.201802.177
  • Publisher : Institute of Humanities, Seoul National University
  • Research Area : Humanities > Other Humanities
  • Received : January 10, 2018
  • Accepted : January 31, 2018
  • Published : February 28, 2018

Yoon Hyunsang 1

1서울대학교

Accredited

ABSTRACT

In the early South Korean textbooks, ‘revolution’ was a tool that reflected the orientation of the regime in the form of narratives. The early Park Chung-hee regime attempted to derive its legitimacy by establishing the narrative of ‘revolution’ which started from the Donghak Revolution and extended to the April Revolution (April 19) and the May 16 military coup, which was considered the culmination of the ‘democratic revolution.’ After the Yushin Constitution was adopted, the regime established their legitimacy through the narrative of the ‘military revolution,’ which stemmed from the revolutionaries of new sadaebu (士大夫) which led to the Donghak Revolution and the May 16 coup. The Chun Doo-hwan regime was unable to use ‘revolution’ as its narrative, and thus Donghak was exempted from the history of revolution and the revolution narrative faded away in textbooks. The Kim Young-sam administration was the first to recognize the April Revolution as the only ‘revolution.’ This was a sign of democratization, but was similar with the attempts made by previous regimes, since the new administration was also trying to derive its legitimacy from a ‘revolution.’ The 7th National Curriculum marked a new beginning, as various revolutions that took place around the world and the term revolution in the socialist context also appeared in textbooks. The April Revolution was also defined as an ‘unfinished revolution.’ The appearance of various types of ‘revolutions’ led to the disappearance of the revolution narrative itself. The revolution narrative, which first appeared in textbooks published under the 2nd National Curriculum, was now lost. However, this also signified that ‘revolution’ was no longer a narrative for political reasons, but was coming closer to the meaning of ‘revolution’ in the context of world history.

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