Gender as an Organizing Concept in the History Curriculum Kang, Sun-Joo School history curriculum and textbooks are not satisfying in terms of women’s history and issues. Because elementary and middle school history curricula are organized chronologically, with an emphasis on political history, the field in which few women have been allowed to participate, most women are excluded from the curriculum and textbooks or are portrayed in relation to standards appropriate to men. Women’s history scholarship has developed dramatically since the 1960s. However, historians in the field of women’s history have made little effort to infuse women’s history into school history. To give students an opportunity to view history from women’s perspectives and recognize gender as an important category to analyze history, we should put a great deal of energy into making their research results applicable to educational settings. This paper examines how different approaches to women’s history can be adopted to develop the history curricula and suggests a way to revise the national level history curriculum by adopting gender as a main concept to organize the school history curriculum.

Gender as an Organizing Concept in the History Curriculum Kang, Sun-Joo School history curriculum and textbooks are not satisfying in terms of women’s history and issues. Because elementary and middle school history curricula are organized chronologically, with an emphasis on political history, the field in which few women have been allowed to participate, most women are excluded from the curriculum and textbooks or are portrayed in relation to standards appropriate to men. Women’s history scholarship has developed dramatically since the 1960s. However, historians in the field of women’s history have made little effort to infuse women’s history into school history. To give students an opportunity to view history from women’s perspectives and recognize gender as an important category to analyze history, we should put a great deal of energy into making their research results applicable to educational settings. This paper examines how different approaches to women’s history can be adopted to develop the history curricula and suggests a way to revise the national level history curriculum by adopting gender as a main concept to organize the school history curriculum.

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History Education, History Curriculum, History Textbook, Women, Gender, General History, Social History, Cultural History, Structure, Women’s History, Gender History