• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.292-302
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• 2018

This article examines how India's major colonial cities-Madras, Calcutta, Bombay (today, Chennai, Kolkata, Mumbai) and New Delhi- are described in India's history textbooks and analyzed them from the perspective of Indians. It is explained the major colonial cities as the process of making the cities and their political, social, economic and cultural changes, the separation between British and Indian, urban planning, colonial architectures built by British colonial power in Indian history textbooks. The viewpoint of its descriptions is featured by the coexistence of 'deprivation, exclusion, discrimination, resistance, challenge' and 'grant of opportunity, acceptation, absorption'. That is, this characteristic maintains a mutual confrontational and inseparable relation. And in a multi-layer, it enables to consider the inherent characteristics of a colonial city reflecting the British ruling ideology and the society within which the rulers and proprietors are forming without simplifying the cultural characteristics. It is clear that there was a resistance against the unreasonable discrimination and exclusion that had been suffered by the British colonial government as well.

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.497-508
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• 2005

The investigation of the curriculum in other countries provides meaningful implications to reflect our own curriculum. Since Korea is now under the curriculum revision, international comparative research was conducted with the curricula of Singapore and India to elicit some implications. These two countries were especially chosen because their curricula have not been actively investigated yet. Singapore mathematics curriculum starts the tracking based on students' mathematical ability from the 4th grade, and provides different curricula for the three tracks. This differentiated curriculum provides rich implications to next Korean curriculum which aims to classify the contents based on students' mathematical achievements. Indians, who have contributed significantly in the history of mathematics, have unique mathematics curriculum, remote from so called 'canonical curriculum'. After the U.S. announced the Curriculum and Evaluation Standard for School Mathematics in 1989 and the Principles and Standards for School Mathematics in 2000, many countries benchmarked these NCTM documents, and Korea was no exception. Since each country has their own school system, educational environment, and national mentality, it is not desirable to just adopt the curriculum of other countries. In this regard, Indians who have preserved their own mathematics curriculum can be a model. In sum, when we revise the curriculum, it is required to keep the balance between the open-mindedness to accept the strengths of other curricula, and the conservative attitude to preserve our own characteristics of the curriculum.