역사 교과서 집필의 ‘블랙박스’를 열다 - 정책 실행의 관점에서 본 교사 집필자의 행위자성 -

초록

This study examines history textbook authorship by focusing on history teachers who participated in textbook writing, challenging the view of authorship as a straightforward implementation of curriculum policy. The findings show that textbook authorship is an interpretive practice shaped by multilayered approval conditions, including screening risks, adoption prospects, social controversy, and classroom acceptability. Curriculum interpretation tended to converge within authors’ sense of what was likely to be approved. Accordingly, authors maintained relatively stable narratives in the main text while introducing new emphases through peripheral spaces such as inquiry activities, source materials, and margin notes. Teacher-authors’ agency appeared not as unrestricted autonomy, but as strategic judgment that organized possible choices within given constraints. This study suggests that policy enactment involves not only contextual transformation but also anticipated adjustment and convergence within institutional approval structures.

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