Practice and Expansion of Diversity Competence in History Learning

This study explores the role of history education in a school setting where diversity has become normalized beyond a multicultural era, theoretically establishing the concept of ‘diversity competence’ required in history education and examining its practical application in classroom teaching. This study examines the lives of foreign residents in Joseon Dynasty Korea, their adaptation processes, contested acceptance and exclusion they faced within Joseon society. The study analyzes how students understand the complexity and contestability of historical diversity and connect this understanding to contemporary individual and societal issues, fostering cognitive transformation and practical attitudes. Results show that students recognized the multi-layered historical narratives and contestabilities, reflected on their own positionality, and proposed concrete actions to overcome social prejudices. The findings suggest that history education can transcend mere knowledge transmission to embrace diversity and conflict, contributing to coexistence and envisioning a communal future in today’s divided society.