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Since the first national curriculum was released in 1955, seven revisions have occurred, with the largest shifts in national identity appearing in the last two iterations. Reviewing those changes highlights implications that offer a markedly different understanding of national identity than earlier views.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/national-identity-in-korean-curriculum-special-issue-graduate-work-in-social-studies-education/597717/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/national-identity-in-korean-curriculum-special-issue-graduate-work-in-social-studies-education/597717.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How has the Korean social studies curriculum shaped national identity over time?","Question",{"text":112,"@type":113},"The paper argues that national identity evolved through seven curricular revisions since 1955, with the biggest conceptual shifts occurring in the last two iterations of the social studies curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the author say is the purpose of social studies education?",{"text":117,"@type":113},"It should develop civic competence for citizenship and strengthen responsibility and solidarity toward one’s community, which the author links to personal and national identity.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did Korean national curricula change repeatedly between 1955 and later periods?",{"text":121,"@type":113},"Curriculum changes were led largely by the central government and closely tied to political leadership shifts, producing confusion, conflicts, and mistakes in curricular development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597717,1792209778,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CANADIAN SOCIAL STUDIES  \nVOLUME 38 NUMBER 3, SPRING 2004  \n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nSpecial Issue: Graduate Work in Social Studies Education  \nNational Identity in Korean Curriculum  \nHyo jeong Kim  \nUniversity of Alberta  \nReturn to Articles  \nAbstract  \nThe concept of national identity has evolved during the last half century within the Korean social studies curriculum. There have been seven curricular  \nrevisions since the first national curriculum was released in 1955. Each time  \nthe concept of national identity was changed with the biggest changes to this concept within the last two iterations ofthe social studies curriculum. After areview of the curricular revisions, a discussion of the implications of these changes indicates a much different view of national identity than just a short while ago.  \nIntroduction  \nAs a social studies teacher, my primary concern is based on the question 'what should I teach and why' rather than 'how should I teach?' This tendency began when I first realized that the subject matter that I taught in my class was quite different from what I had been taught as a schoolgirl. For example, I learned that the communists (especially, the North Koreans) were monstrous and extremely cruel. However, now I have to teach that the people in the North and in the South are actually brothers and we have to reunite. How can we create a family with monsters? Although I understand that the curriculum contents must be changed as the circumstances change, it has caused me to be suspicious about the correctness of what I am teaching. It also makes me ask why I teach what I teach, which is connected to the question about the purpose of education.  \nThus, the question arises, what is the purpose of social studies education? Sears (1997, p.20) points out that \"civic competence\"—preparation for citizenship—is social studies' raison d'être. According to Ken Osborne (1997, p.39), to be a citizen is not only to be a member of a state and fulfill his rights and duties for the state but also to get involved in community affairs. Needless to say, to be a person who actively gets involved, one would need to have a sense of responsibility or solidarity toward the community he or she is attached to. I believe that this particular sense is developed on personal and national identity. The problem is that the identity, especially national identity, is not innate but must be developed. It is important to  \nnote that the most effective means to raise this issue would be through education. Therefore, when we want to grasp the characteristics of national identity of one nation, the most effective way we can use would be the examination of a nation's curriculum.  \nIn this context, I would like to review the Korean high school social studies curriculum regarding national identity. Korea has a long history as a nation and it has developed a unique national identity under the Confucius tradition seeing the nation as an extended form of\"family.\" However, such a conception of national identity has been changing under rapidly changing circumstances such as globalization. Now, in various areas, Koreans are struggling viewing themselves somewhat differently from the past and trying to re invent their new (national) identity. The educational realm is no exception to this tendency since the curriculum is directly related to social changes. To meet the demand of the new age, a new curriculum was established and implemented in 2000.  \nIn this paper, first, I will briefly summarize the history of Korean national curriculum change focusing on the social studies. The second part of this paper will review the sixth and seventh periods of curriculum development regarding Korean national identity. A look at the implications of the changes within the curriculum will then be reviewed.  \nPart 1: A History of the Korean Social Studies curriculum  \nGenerally, there is consensus that the purpose of the social studies as a","cbCaioh5xYvI6fni","https://ap.wps.com/l/cbCaioh5xYvI6fni","pdf",331388,11,"English","# Introduction\n## Purpose of social studies education\n# Part 1: A History of the Korean Social Studies curriculum\n## Democratic citizenship and its disputes\n## Curriculum revisions and political change\n## Distinct features of the Korean social studies system","[{\"question\":\"How has the Korean social studies curriculum shaped national identity over time?\",\"answer\":\"The paper argues that national identity evolved through seven curricular revisions since 1955, with the biggest conceptual shifts occurring in the last two iterations of the social studies curriculum.\"},{\"question\":\"What does the author say is the purpose of social studies education?\",\"answer\":\"It should develop civic competence for citizenship and strengthen responsibility and solidarity toward one’s community, which the author links to personal and national identity.\"},{\"question\":\"Why did Korean national curricula change repeatedly between 1955 and later periods?\",\"answer\":\"Curriculum changes were led largely by the central government and closely tied to political leadership shifts, producing confusion, conflicts, and mistakes in curricular development.\"}]","National Identity in Korean Curriculum - Special Issue: Graduate Work in Social Studies Education | PDF",1792085561,28]