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One of the most conspicuous phenomena of World History education in the USA is the Renaissance of publishing World History textbooks for college, which came of age especially since 2000. In order to confirm both the variety of the narrative strategies and the conceptual change, this paper selects seven different World History textbooks for college, con sidering both the prominence of the authors and the first publication year. Instead of reviewing the whole contents and the general narrative strategies, this paper concentrated on analyzing three subject areas, i.e. the Indian Ocean, the Industrial Revolution and imperialism, in which the global historical debates and corrections are most actively taking place. As the result of the analysis, I could confirm that higher numbers of participants from more-varied world regions are involved into more de centralized storytelling in all of the textbooks examined, compared to the history textbooks for the secondary world history education. However, the innovation level of these textbooks for college was not very high when comparing with the current academic discussions about these three subject areas, and the global-historical perspectives of the most recent textbooks were even narrower in some aspects than older textbooks. Facing the dilemmatic question how much the Eurocentrism should be torn down in order to articulate the global connectedness and interaction, the textbooks examined have demonstrated dynamic and diverse experi ments to negotiate between these two unidentical agendas. These various kinds of experiments will surely help the future generation to prepare themselves for the global transformation properly and adeptly.
키워드열기/닫기 버튼
world history, global history, education, textbook, college, USA
