{"id":1939,"date":"2025-05-22T11:13:01","date_gmt":"2025-05-22T02:13:01","guid":{"rendered":"https:\/\/africabridge.prkorea.com\/?page_id=1939"},"modified":"2025-06-10T15:19:42","modified_gmt":"2025-06-10T06:19:42","slug":"%ec%b4%88%eb%93%b1-%ea%b5%90%ea%b3%bc%ec%84%9c-%ec%95%84%ed%94%84%eb%a6%ac%ec%b9%b4-%ea%b4%80%eb%a0%a8-%eb%82%b4%ec%9a%a9-%eb%b6%84%ec%84%9d","status":"publish","type":"page","link":"https:\/\/africabridge.prkorea.com\/en\/%ec%b4%88%eb%93%b1-%ea%b5%90%ea%b3%bc%ec%84%9c-%ec%95%84%ed%94%84%eb%a6%ac%ec%b9%b4-%ea%b4%80%eb%a0%a8-%eb%82%b4%ec%9a%a9-%eb%b6%84%ec%84%9d\/","title":{"rendered":"\ucd08\ub4f1 \uad50\uacfc\uc11c \uc544\ud504\ub9ac\uce74 \uad00\ub828 \ub0b4\uc6a9 \ubd84\uc11d"},"content":{"rendered":"
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Corrective action on elementary school textbooks<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Recently, VANK identified biased portrayals of Africa in Korean elementary school social studies textbooks.<\/p>

Focusing on the second-semester 6th-grade social studies textbooks published by five major Korean publishers<\/p>

\u2014Donga Publishing, Keumseong Publishing, MiraeN, Chunjae Education, and i-Scream Media \u2014<\/p>

VANK analyzed the content related to Africa and found the following key issues.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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There are 3 common problems:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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1. Image of Africa as a Passive Recipient<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\ud83d\udce2\u00a0<\/span>Textbook Message<\/strong><\/p>

  • Africa is portrayed as <\/span>a continent of poverty<\/strong>, <\/span>conflict, and constant crisis<\/strong>.\u00a0<\/span>\u2192<\/b>\u00a0<\/span>depicted as a region in need of external help<\/strong>.<\/span><\/li>
  • Africa is repeatedly portrayed through fixed images of \u201c <\/span>poverty, hunger, and civil war<\/strong>\u201d<\/span><\/li>
  • Narratives focus on Korea\u2019s aid and volunteer efforts, emphasizing Africa as a recipient rather than highlighting its path toward self-reliant development<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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    Dong-A Publishing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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    Mirae-N<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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    \ud83d\udccd<\/b>Best Practices<\/span>
    • MiraeN, p.25 \u2013 Uses the phrase\u201cA country where the World Cup was held\u201d<\/b>to convey dynamism<\/li><\/ul><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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      \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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      2. Lack of Cultural and Economic Diversity<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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      \ud83d\udce2\u00a0<\/span>Textbook Message<\/span><\/p>

      • Africa is portrayed as\u00a0a uniform and unchanging entity,<\/span>almost as if it were a\u00a0single country.<\/span><\/span><\/li>

      • Textbooks lack sufficient description of\u00a0the continent\u2019s racial, climatic, cultural, economic, and political diversity.<\/span>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/span>Examples: Repetitive images of Black people, primitive tribes, clothing made of leaves or simple cloth, safaris, and deserts.<\/span>\u00a0<\/span><\/span><\/p><\/li>

      • Differences among cultures and countries <\/span>within Africa are largely ignored.<\/b><\/p><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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        Mirae-N<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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        Dong-A Publishing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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        Chunjae Education<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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        \ud83d\udccd<\/span>Best Practices<\/span>
        • Chunjae Education, p.31 \u2013 Lists various characteristics of African countries, showcasing diversity across the continent.<\/li><\/ul><\/h2><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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          3. Lack of Information on Korea-Africa Exchange<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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          \ud83d\udce2\u00a0<\/span>Textbook Message<\/span><\/p>

          • No mention of the relationship or exchanges <\/span>between Africa and Korea.<\/b><\/li>
          • In the chapter \u201c1-3. Countries Close to Korea,\u201d African nations are barely referenced.<\/b><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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            KeumSeong Publishing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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            KeumSeong Publishing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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            Dong-A Publishing<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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            \ud83d\udccd<\/span>Best Practices<\/span>
            • Chunjae Education and MiraeN include examples of exchanges with Ethiopia and Kenya.<\/span>
              <\/li><\/ul><\/h2><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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              In response, VANK launched a \u201cDomestic Awareness Campaign on Africa\u201d and formally urged the Ministry of Education to revise distorted depictions of Africa in elementary school textbooks.<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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              Starting with this elementary textbook revision campaign,\nVANK plans to expand its long-term monitoring and reform efforts to include middle and high school world history and social studies textbooks, focusing on how Africa is portrayed in the curriculum.\n\nWe believe that with the support of our Global Ubuntu Ambassadors,\nwe can create even more meaningful change.\n\nA small shift we make together today\ncan become a big step toward changing how the world sees Africa.<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

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