ABSTRACT

Many world history teachers in the US have tried to pluralize world history teaching from a more global perspective. This research focuses on how American teachers with an intention to change their current history teaching select Asian history topics and challenge traditional Western knowledge on Asia. I review world history scholarship to see how Asia is located within the curriculum, and literature to investigate the relations between knowledge and power dynamics. I individually interviewed eight teachers who teach a world history curriculum at public high schools in the Midwestern region of the US. Research findings showed that teachers felt comfortable in integrating ancient Asian history more into the history curriculum. For medieval history, teachers needed to obtain new knowledge for Asian history and they faced a dilemma in fundamentally challenging the Eurocentric framework. For recent history, teachers listed several pedagogical reasons for limited coverage of Asian history. These findings show that history teachers keep integrating Asian agency in their struggle towards globalizing history teaching.

摘要

美国的许多世界历史教师都试图从更全球化的角度使世界历史教学多元化。本研究的重点是美国教师如何有意改变他们目前的历史教学选择亚洲历史主题并挑战传统的西方亚洲知识。我回顾世界历史奖学金以了解亚洲在课程中的位置，以及文学以调查知识与权力动态之间的关系。我分别采访了八位在美国中西部地区的公立高中教授世界历史课程的老师。研究结果表明，教师愿意将古代亚洲历史更多地融入历史课程。对于中世纪历史，教师们需要获得有关亚洲历史的新知识，他们面临着从根本上挑战以欧洲为中心的框架的困境。对于最近的历史，教师列出了亚洲历史覆盖面有限的几个教学原因。这些调查结果表明，历史教师在历史教学全球化的斗争中不断融入亚洲能动性。