• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.465-479
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• 2011

This paper deals with the research trend of world geography (excluding geography of Korea) in Korean geographers' academic society through the analysis of the articles published during the last 21 years in three Korean geographical journals(Journal of the Korean Geographical Society, Journal of Korean Association of Regional Geographers, and Journal of Cultural and Historical Geography). The portion of articles concerned with world geography is relatively the lowest during the years 1990-1994, relatively the highest during the years 1995-1999, and rather decreasing during the years 2000-2010. The research areas of the articles concerned with world geography are mostly limited to USA, Japan, China, and Europe. It is not only expected that the more research on world geography should be done by Korean geographers but also that the research areas should be expanded in worldwide areas at this time when Korea is entering an international, global, and multi-cultural society.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2008.06a
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• pp.346-350
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• 2008

본 연구의 목적은 국가기준점체계의 세계측지계 전환에 따른 인천 연안지역의 환경지리정보 변환 방안을 연구하는데 있다. 이를 위해 세계측지계 변환 방안과 관련된 각종 자료를 수집 분석하여 환경지리정보의 세계측지계 변환을 위한 방안을 연구하였다. 환경지리정보들을 다양한 구축방법에 따라 다양한 형태로 제공되고 있어 일괄적은 변환에는 어려움이 있을 것으로 판단된다. 환경지리정보들을 변환하기 위해서는 우선 국토지리정보원의 수치지도의 세계측지계 변환 지침을 기준으로 원시자료부터 변환을 수행하여 환경지리정보를 다시 구축하는 방안과 기존에 구축된 환경지리정보를 변환하는 방안이 있음을 알 수 있었다. 새로운 측지좌표계 도입에 따른 환경지리정보의 세계측지계 변환 방안을 제시하고, 환경지리정보에 대하여 국가기준계의 세계측지계 전환에 능동적으로 대응하고 세계측지계 도입에 따라 예상되는 초기 혼란을 최소화 하고 향후 구축될 환경지리정보들의 정확도 향상의 기반을 조성 할 수 있을 것으로 기대된다.

• Journal of the Korean Geographical Society
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• v.43 no.1
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• pp.154-169
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• 2008

Geography textbooks often have treated the world as a collection of independent nations. Also, many scholars have warned of ethnocentric bias in geography textbooks. Global education that emphasizes world interdependence and pursues global perspectives offers some possibilities to go beyond the status quo of current World Geography textbooks. The primary objective of this study is to analyze current US World Geography textbooks in terms of global education. A secondary objective is to explore a framework for rereading World Geography textbooks critically. This interpretive qualitative case study indicates that US World Geography textbooks maintain an imperialist and American-centered perspective. Especially, the case of Korea shows that other places and people are underrepresented through dichotomy, negative attitude and exclusion, misconception and stereotyping, and simplification in textbooks. Therefore, we need to detect conscious and unconscious fallacy and bias, to understand the world view and experiences of underrepresented people, and to deal with controversial global issues from diverse perspectives through global perspectives and post-colonial perspectives of global education.

• Journal of the Korean association of regional geographers
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• v.22 no.3
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• pp.730-744
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• 2016

This study aims to seek for solution to reinforce affective domain in World Geography instruction using travelog. The result can be summarized as follows. First, The World Geography textbooks are given too much emphasis on cognitive domain. This overevaluation is due to the fact that official World Geography curriculum is concentrated in cognitive domain. Second, Travelogs can be effectively used for reinforcing affective domain in World Geography education. They can reinforce the various attitudes and values that students need. I hope that this study could activate discussion on affective domain and graphic skills in geography education.

• Journal of the Korean Geographical Society
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• v.47 no.2
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• pp.297-309
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• 2012

This study examines how East Asia is represented in US World Geography textbooks and what kind of cultural and political epistemological frameworks are embedded in those representation focused on China and Japan. For this, four World Geography textbooks that widely used in public middle school throughout the State of Connecticut are selected as the major units of analysis and analyzed using content analysis. The results are as follows. First, The textbooks have the cultural epistemological framework that East Asia are portrayed not only as homegenous and static world but also as exotic world whose mode of life is quite different from that the West. Second, China are represented as having more traditional and negative images, whereas Japan are portrayed as receiving more modern and positive images in the textbooks. This difference is caused by the relationship between the U.S. and them and imply that the epistemological framework on East Asia of American can change according to the relationship between the U.S. and East Asia. Third, the textbooks seem to be dominated by colonialism epistemological framework that emphasize hierarchical order between the U.S. and East Asia and omit East Asian countries' contribution to global cultures and economies as political epistemological framework. These findings suggest the need to investigate the epistemological frameworks underlying World Geography textbooks used Korean classroom about neighbor Asia or non-Western societies.

• Journal of the Korean association of regional geographers
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• v.16 no.2
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• pp.167-181
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• 2010

The multicultural society under globalization have made an impact on the education since the end of 20th century. This study is for the theoretical approach and presentation of method about global citizenship education in globalization & multicultural society today. As an education which is suitable in the globalization & multicultural society I present 'cultural diversity' education. The 'cultural diversity' education for fostering global citizenship is needed to enhance the cultural sensibility while learning other cultures. The 'cultural diversity' education is having the values of human rights, fairness, diversity respect and living together. So I present the study lesson plans of 'cultural diversity' education for a global citizenship education from elementary school 6 grade social studies "Natural environments and cultures of world regions" chapter.

• Journal of the Korean association of regional geographers
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• v.16 no.2
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• pp.182-200
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• 2010

This study aims to review the problem of East Asia notation and location in the world geography textbook. Major findings from this study are follows. First, Eastern Asia is used to denote the area where the Korea, China and Japan are located in world geography textbook, while Eastern Asia area covers Korea, China, Japan, Taiwan, and Mongolia on the map. Second, East Asia is appeared in textbook from the 2th national curriculum, as a cultural region shares same cultural tradition. It is recommended that East Asia might be the suitable place name to designate Northeast Asia and Southeast Asia, Northeast Asia can be use for the area where Korea, China, Japan, Taiwan and Mongolia are located.

• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.786-801
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• 2013

This study aims to elucidate features of the geography assessment of France in which geography has a high status in school curriculum. The main data for analysing are the geography examinations(1999-2013) of the Baccalaur$\acute{e}$at. In terms of objectives of the assessment, the exams put emphasis on promoting cultural knowledges of students and developing their competences in graphic languages. In terms of formal aspect, the exams take a simple layouts to raise a readability, use variable test tools, especially an essay and a 'croquis'. They also emphasize students self-directedly constructing and representing geography knowledges and their inquiry abilities with geography materials. In terms of contents aspect, the exams mainly cover subjects of political-economic geography, particularly a spatial organization, a development inequality and the world powers in global contexts or macro spatial scales. One of a distinguishing characteristics of Baccalaur$\acute{e}$at's History-Geography examinations is that it designs to keep balance between two parties; history and geography.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.527-540
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• 1997

이 글에서는 해외지역연구에 있어 세계와와 관련한 여건 변화, 지리하계의 동향, 그리고 21세기의 새로운 지역연구에 지리학의 역할이 어떠하여야 할 것인가를 살피고자 한다. 해외지역연구는 2차대전 이후 미국을 중심으로 발달하였다. 냉전기에 세계적 우위를 유지하고 국익을 보호하기 위하여 외국 현지어 구사 능력을 포함한 해외 정보 수요가 늘어 지역연구의 발달을 보게 된 것이다. 이러한 배경 때문에 지역연구는 개성기술적(ideographic)성격을 띠게 되었다. 요즘에는, 지역연구가 주로 초국적기업, 국제 경영대학원 등을 중심으로 이루어 지고 있다. 새 지역연구는 해외시장정보 수집 등 경제적 동기로 이루어지고 있어, 경제적으로 편향되는 취약점이 있다. 세계화는 요즘 하계의 화두(話頭)로, 세계 경제와 사회에 일고 있는 이 변화를 바로 이해하는 것은 향후 지역연구의 방향을 정립하는데 매우 중요하다. 세계화는 세계 어디서나 똑같이 일어나는 동질적인 현상이 아니라, 매우 다양하고 여러 의미가 담긴 현상이다. 마치 동전에 양면이 있듯이, 세계화는 수렴과 분화를 동시에 일으키고 있는 것이다. 따라서, 국경을 개방하고 장애를 없애 하나의 동질적인 세계시장환경을 지향하는 신자유경제 논리에 바탕한 지역연구는 설득력이 약하다. 지리학이 지역연구에 기여하기 위해서는 다음과 같은 노력이 계속되어야 한다. 첫째, 해외지역을 이해하려면 공간(space)과 장소(place)연구가 필수적이라는 점을 인식하고, 둘째, 인간과 환경의 상호작용 관점에서 지리적 차이를 파악하려는 노력이 필요하다. 셋째, 지리학은 이론정립 노력을 계속해야 하며, 넷째, 그 이론들은 해외지역의 현장답사와 정보수집을 통하여 검증되어야 한다. 지리학은 일찍부터 도시, 농촌 등 미시적 수준의 연구를 수행해왔기 때문에 경험적 연구에 강하다. 다섯째, 정부와 기업 등 조직에 대한 지리학적 연구가 이루어져야 할 것이다. 경제활동 분포에 대한 조직의 역할, 소유권에 대한 정부의 규제, 생산 조직의 환경 영향 등의 연구가 그 예이다. 여섯째, 지리학의 발달을 위하여 국가, 국제적 학술 기구를 활용하는 전략이 필요하다. 국제지리학연합(IGU)에서 개발한 지리교육과정, 미국National Research Council에서 세계지리에 밝지 못한 국민을 대상으로 펴낸 지리서 등이 그 사례이다. 지역연구는 사회과학 이론과 문화연구가 서로 접목되도록 새롭게 방향이 설정되어야 하며, 지리학의 인간-환경 연구 전통이 여기에 기여할 수 있을 것이다. 그러나 지리학의 역할이 효율적이기 위해서는 지리학 자체의 담론을 다시 확립해야 한다. 지리학계에서 지난 20여년간 추구해왔듯이 일반적 법칙을 지향(nomothetic)하는 접근법을 활용해야 하며, 여타 사회과학 및 환경과학과도 긴밀한 관련을 유지할 필요가 있는 것이다.