Exploring Historical Reading of Textbook Narratives - Framework and Inquiry Questions for Deconstructive Reading -

The historical narrative explaining Goryeo’s foreign relations reveals how present-day frameworks influence the perception and interpretation of past historical events, selectively organizing evidence to construct plausible narratives. In particular, Myocheong’s attempt to relocate the capital to Seogyeong serves as a striking example of the shift in textbook narratives, transitioning from the dichotomous framework of “independence versus submission” (self-reliance versus subordination) to the framework of “pragmatic subordination.”<br/> This study critically examines textbook narratives that, as canonical explanatory frameworks, have persisted despite changes in curricula and textbooks by linking historical events and contexts in conventional ways. Using Myocheong’s Seogyeong capital relocation movement as a focal point, this study problematizes its representation in textbooks and employs deconstructive reading as a tool to reassess these narratives.<br/> This research explores the origins and development of textbook narratives regarding Myocheong’s movement, and critically analyzes the context of Goryeo’s relationship with the Jin dynasty through historian-driven, source-based questioning and deconstructive reading processes. To achieve this, this study adopts historians’ contextual reading strategies while investigating historical thinking and the process of generating historical questions. The ultimate goal is to illustrate how the interplay between historical sources and inquiry can shape learning activities for historical exploration.<br/> The findings of this study offer three key contributions. First, it provides concrete examples of historian-driven questioning and critical/deconstructive reading of textbook narratives. Second, it establishes a methodological framework for generating source-based inquiry questions grounded in historical analysis. Third, it proposes practical instructional strategies to support students’ engagement in deconstructive reading of textbook narratives, thereby contributing to the improvement of history education practices.