A Study on the Tasks and Limitations of Solution on the Post-colonialism in History-Education after the Liberation

The purpose of this paper is to examine the tasks of ‘post-colonization’ in history education in Korea after liberation, and what problems should be solved in history education in Japanese colonial era. In addition, it also examined our independent post-colonial efforts during the period of U. S. Army Military Government in Korea (USAMGIK) immediately after liberation, and what have not been resolved so far.<br/> At the end of the Japanese colonial era, nation course in elementary schools(國民學校 國民科) combined history, Japanese language, and geography only for “emperor country’s subject policy (皇國臣民化).” This paper focuses on the efforts to find our history, made right before the social studies was announced as a curriculum in September 1946, which has not received much attention so far. The nationalist line, including Hwang Ui-don, and teachers’ movements, as well as the efforts of university professors who opposed social studies, did not shine properly amid the pro-Japanese and anti-communist criticism of those who led the education at the time. For this reason, the controversy over social studies continued even after the US military government was over and the Korean government was established. Now it would be good to open up the discussion on a new ‘K-history education,’ leading world history education that is structurally combined with our own historical content and knowledge.