How do Japanese and Korean social studies textbooks describe the same historical event? A comparative analysis of the descriptions of the treaty on basic relations between Japan and the Republic of Korea in high school social studies textbooks

Kim Jongsung, Takushima Hirotaka, Morozumi Ryohei, Kang Wonjun, Oh Yeonsun

doi:10.15027/49112

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日韓の社会科教科書は同じ歴史的事象をどのように語っているのか : 高等学校社会系科目教科書における「日韓基本条約」記述の比較・分析を通して
ニッカンノシャカイカキョウカショワオナジレキシテキジショウオドノヨウニカタッテイルノカ : コウトウガッコウシャカイケイカモクキョウカショニオケル「ニッカンキホンジョウヤク」キジュツノヒカク・ブンセキオトオシテ

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Abstract

The history of Japan colonizing Korea for 35 years during WWII and how to remember the history has affected the relationship of the two countries over several decades. The different understanding of “the Treaty on Basic Relations between Japan and the Republic of Korea,” which Japan argues that all compensations are done by the treaty and South Korea argues that individual right to request compensation is still valid, causes current conflicts between the countries. This article defines social studies textbooks as a consensual discourse of each country and compares and analyzes how both countries’ textbooks describe the same historical event. During discourse analysis on the contents of the treaty, the following codes emerged: “The Evaluation of Diplomacy,” “Colonialization,” “The Relationship with the U.S.,” “Settlement,” and “Postwar Compensation.” In this article, we explain the codes with the representative excerpts and search for the characteristics of the individual country's discourse of the treaty based on the result of comparative analysis. By considering intertextuality, we also answer the reason for the different narratives presented by the countries. Finally, we discuss how we can improve the descriptions and possible future studies.

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学校教育実践学研究

学校教育実践学研究 26 29-36, 2020-03-20

広島大学大学院教育学研究科附属教育実践総合センター

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