2023 Volume 46 Issue 2 Pages 61-74
This paper examines how students constructed historical narratives from their learning process. Historical Narrative is a concept used to deconstruct stories for nation-building in the context of history education. In today’s world, where conflicts of historical perceptions are becoming increasingly radicalized, students are expected to construct their own historical narratives based on pluralistic interpretations.
The research design in this paper is an interpretive practitioner research. This approaches the researcher and the practitioner as one and the same. The following two points are research procedures. (1) Development and practice of a unit that allows students to inquire into the conflict of historical perceptions about Japan’s colonial rule over Korea; (2) An interview survey to ask students about how they came to describe their historical narratives on the worksheet as a result of the inquiry.
The significance of this paper is, First, that it qualitatively demonstrates factors that promote or inhibit students’ pluralistic historical narrative constructions from three analytical perspectives: “Perspective”, “Agency”, “Interpretation of Evidence”. Second, it draws a roadmap for using the research results in classroom practice by comparing them with previous research. The limitation is that this research was targeted at schools with academically advanced. In the future, research needs to be advanced in a wide range of school contexts.
