Column
The Shared Histories of Korea and France
Noh Sun-ju
Principal, Dijon Hangeul School, France
On December 31, 2023, the French state-run news channel LC1 aired a report on North and South Korea entitled “Five-Day meeting of the central committee of the Workers’ Party of Korea to set the country’s strategic direction” (Réunion de 5 jours du comité central du Parti des travailleurs de Corée qui fixe les orientations stratégiques du pays). However, a significant error occurred in the process, involving the South Korean national flag being incorrectly displayed.
In response, I immediately requested a correction and official apology from LC1. TF1, France’s primary state-run broadcaster and news channel, corrected the report on January 3, 2024, and the related video was removed from all digital platforms, including websites and social media. The official email I received contained the following statement of apology:
“We sincerely apologize for this regrettable mistake. We confirm that there was a human error in the computer graphics department, and we acknowledge that our verification process did not work as it should have. We conveyed a stern warning to the program editor to prevent this from happening again, and the problematic video was immediately removed from all channels.”
Cases like this highlight the importance and necessity of the Understanding Korea Project in France. Today, due to various media channels, including not only the press but also websites, writing activities, and generative AI, distorted images or information on Korea are often spread as if they are fact. When historical facts are not sufficiently verified, the risk of incorrect information being accepted as established truth is particularly high.
The Understanding Korea Project conducted in France aims to inform French students, especially learners of diverse ages who want to learn the Korean language, of Korea’s scientific and aesthetic excellence and cultural heritage experiences. Moreover, by teaching how Korean history fits within the global context of World War II and the Cold War era, it emphasizes Korea’s position in the world history at that time.
As part of these efforts, the project aims to widely convey how contemporary Korea, as a “technological powerhouse” and “artistic leader,” is not a one-time phenomenon but has a basis in ancient history by developing scientific and aesthetic contents as part of Korean history. By allowing Korea’s diverse cultural contents, which were forgotten or overlooked in Western society, to be naturally encountered through France’s primary and intermediate educational curriculum, this project carries out its core objective and aim, which is to shine light on Korea’s past excellence and current status.
“We sincerely apologize for this regrettable mistake. We confirm that there was a human error in the computer graphics department, and we acknowledge that our verification process did not work as it should have. We conveyed a stern warning to the program editor to prevent this from happening again, and the problematic video was immediately removed from all channels.”
Cases like this highlight the importance and necessity of the Understanding Korea Project in France. Today, due to various media channels, including not only the press but also websites, writing activities, and generative AI, distorted images or information on Korea are often spread as if they are fact. When historical facts are not sufficiently verified, the risk of incorrect information being accepted as established truth is particularly high.
The Understanding Korea Project conducted in France aims to inform French students, especially learners of diverse ages who want to learn the Korean language, of Korea’s scientific and aesthetic excellence and cultural heritage experiences. Moreover, by teaching how Korean history fits within the global context of World War II and the Cold War era, it emphasizes Korea’s position in the world history at that time.
As part of these efforts, the project aims to widely convey how contemporary Korea, as a “technological powerhouse” and “artistic leader,” is not a one-time phenomenon but has a basis in ancient history by developing scientific and aesthetic contents as part of Korean history. By allowing Korea’s diverse cultural contents, which were forgotten or overlooked in Western society, to be naturally encountered through France’s primary and intermediate educational curriculum, this project carries out its core objective and aim, which is to shine light on Korea’s past excellence and current status.
1. Key Events and Images of Korea in French Intermediary and Secondary History Textbooks
The representative Korea-related events that appear in French history textbooks are focused on the significant parts of contemporary history from the 20th century onwards. Most textbooks cover key issues of Korean history like Japan’s colonization of the Korean Peninsula, the Korean War, and the division of the Korean Peninsula. This project analyzed all history and geography textbooks published in France over the last three decades and found the following major themes.
• The Scapegoat of Imperialism
Textbooks depict the history of colonial rule over the Korean Peninsula without a detailed description, mainly presenting Korea as part of the “Japanese Empire” within the context of imperial expansion. Through maps and charts, they indirectly reveal that Korea was once not an independent nation, mentioning it alongside international justice issues such as the Nazi and Japanese war crimes trials. This portrayal has the effect of presenting Japanese colonial rule as an issue concerning international society.
• The Irony of a Divided State and Ideological Conflict
After colonial rule, Korea is portrayed as a third-word country that experienced confusion over its national identity amidst division and prolonged conflict within a Cold War framework. The Korean War is shown as a symbol of global ideological confrontation, with the Korean Peninsula serving as the stage of geopolitical sacrifice. Some textbooks pay special attention to North Korea’s development of nuclear weapons and international threats, emphasizing that inter-Korean tensions remain an ongoing, unresolved issue to this day.
• Political Transformation, Democratization, and Economic Development
Contemporary Korean history continues with narratives of democratization in the 1980s, rapid industrialization, and the economic leaps of the “Four Asian Tigers.” Recent textbooks briefly cover various contemporary issues, like K- culture and modern/contemporary socioeconomic shifts, such as the IMF financial crisis, the structure of conglomerates, and urban changes in Seoul.
• The Perpetual Victim of Great Powers
The image of an “endless struggle against conquerors” is repeated in publications like L’histoire, Historia, and Le Monde Histoire et Civilisation. There is a strong tendency to portray foreign invasions by the Chinese, the Mongols, the Japanese, the Russians, and the Americans, from the Three Kingdom’s period until today, as central to the Korean identity.
• The Cold War and Inter-Korean Conflict
Though often called the “Forgotten War,” the Korean War was once viewed as having the potential to trigger to World War III. Its discussion is not complete without topics like the division of the Korean Peninsula, North Korea’s nuclear weapons development, and North Korea’s provocation toward other countries.
• Compressed Growth and Its Shadows
Although the global success of Korea’s high-level economic growth, IT industry, and popular culture (Culture coréenne) is highlighted, at the same time, internal discomforts and tensions, such as deep social polarization, materialism, and a competitive social atmosphere, are critically addressed.
• Unresolved Issues Like Reunification
Issues like the conflicts between Korea and Japan (such as the comfort women issue), Korean reunification, and the legacy of the Cold War are presented as unresolved tasks.
• Representative Works of Popular History
In recent popular books on Korea produced in France (such as those by Frédéric Ojardias, Cédric du Boisbaudry, and Juliette Morillot), there has been an increased effort to explain the complex nature and hidden aspects of Korean society in a way that goes beyond traditional stereotypes (such as Korea as a “novel” or “exotic” country, or simply as a “divided country”).
In this way, France’s educational field and popular discourse consistently presents Korea in the frameworks of “international society’s geopolitical scapegoat,” “ideological division and conflict,” and “rapid, contradictory growth.” Textbooks focus on contemporary political and economic history—often presenting it in a formulaic manner—, emphasizing a “tragic history shaped by foreign powers, yet marked by a dynamic drive to overcome” from a French person’s perspective. As popular history publications have recently began to shed light on Korea’s contemporary achievements, like the Korean Wave, along with their inner aspects, both Korea’s hidden potential and unsolved tasks are shown simultaneously. This trend highlights the need for more in-depth introductions to Korean history and culture, or projects to promote the proper understanding of Korea.
However, these images of Korea began to show signs of change in 2023. With the reform of the French education curriculum, textbooks, such as the history and geography textbook published by Livres Scolaire, began to cover the topic of “the global spread of Korea’s popular culture” from an educational perspective, focusing on the success of BTS in particular.
• The International Spread of K-pop
K-pop began in Korea in the 1990s and spread to neighboring Asian countries, before expanding globally in the 2000s to Europe, the Middle East, the Americas, Australia, and beyond, with artists like BTS at its center. This process is explained in textbooks as a cultural example of globalization.
• Paths of Diffusion and Visualization
Textbooks visualize the spread of K-pop, from its initial expansion through Asia to the world’s major continents, through maps and charts. This allows students to learn how culture can spread globally through the visualized interpretation of K-pop’s key markets, less reached regions, and concert locations.
Textbooks depict the history of colonial rule over the Korean Peninsula without a detailed description, mainly presenting Korea as part of the “Japanese Empire” within the context of imperial expansion. Through maps and charts, they indirectly reveal that Korea was once not an independent nation, mentioning it alongside international justice issues such as the Nazi and Japanese war crimes trials. This portrayal has the effect of presenting Japanese colonial rule as an issue concerning international society.
• The Irony of a Divided State and Ideological Conflict
After colonial rule, Korea is portrayed as a third-word country that experienced confusion over its national identity amidst division and prolonged conflict within a Cold War framework. The Korean War is shown as a symbol of global ideological confrontation, with the Korean Peninsula serving as the stage of geopolitical sacrifice. Some textbooks pay special attention to North Korea’s development of nuclear weapons and international threats, emphasizing that inter-Korean tensions remain an ongoing, unresolved issue to this day.
• Political Transformation, Democratization, and Economic Development
Contemporary Korean history continues with narratives of democratization in the 1980s, rapid industrialization, and the economic leaps of the “Four Asian Tigers.” Recent textbooks briefly cover various contemporary issues, like K- culture and modern/contemporary socioeconomic shifts, such as the IMF financial crisis, the structure of conglomerates, and urban changes in Seoul.
2. Korean History in French Popular Historical Discourse
France’s representative popular history magazines and popular history books have also recently begun to cover more of Korean history. The contents and perspectives are as follows.• The Perpetual Victim of Great Powers
The image of an “endless struggle against conquerors” is repeated in publications like L’histoire, Historia, and Le Monde Histoire et Civilisation. There is a strong tendency to portray foreign invasions by the Chinese, the Mongols, the Japanese, the Russians, and the Americans, from the Three Kingdom’s period until today, as central to the Korean identity.
• The Cold War and Inter-Korean Conflict
Though often called the “Forgotten War,” the Korean War was once viewed as having the potential to trigger to World War III. Its discussion is not complete without topics like the division of the Korean Peninsula, North Korea’s nuclear weapons development, and North Korea’s provocation toward other countries.
• Compressed Growth and Its Shadows
Although the global success of Korea’s high-level economic growth, IT industry, and popular culture (Culture coréenne) is highlighted, at the same time, internal discomforts and tensions, such as deep social polarization, materialism, and a competitive social atmosphere, are critically addressed.
• Unresolved Issues Like Reunification
Issues like the conflicts between Korea and Japan (such as the comfort women issue), Korean reunification, and the legacy of the Cold War are presented as unresolved tasks.
• Representative Works of Popular History
In recent popular books on Korea produced in France (such as those by Frédéric Ojardias, Cédric du Boisbaudry, and Juliette Morillot), there has been an increased effort to explain the complex nature and hidden aspects of Korean society in a way that goes beyond traditional stereotypes (such as Korea as a “novel” or “exotic” country, or simply as a “divided country”).
In this way, France’s educational field and popular discourse consistently presents Korea in the frameworks of “international society’s geopolitical scapegoat,” “ideological division and conflict,” and “rapid, contradictory growth.” Textbooks focus on contemporary political and economic history—often presenting it in a formulaic manner—, emphasizing a “tragic history shaped by foreign powers, yet marked by a dynamic drive to overcome” from a French person’s perspective. As popular history publications have recently began to shed light on Korea’s contemporary achievements, like the Korean Wave, along with their inner aspects, both Korea’s hidden potential and unsolved tasks are shown simultaneously. This trend highlights the need for more in-depth introductions to Korean history and culture, or projects to promote the proper understanding of Korea.
However, these images of Korea began to show signs of change in 2023. With the reform of the French education curriculum, textbooks, such as the history and geography textbook published by Livres Scolaire, began to cover the topic of “the global spread of Korea’s popular culture” from an educational perspective, focusing on the success of BTS in particular.
• The International Spread of K-pop
K-pop began in Korea in the 1990s and spread to neighboring Asian countries, before expanding globally in the 2000s to Europe, the Middle East, the Americas, Australia, and beyond, with artists like BTS at its center. This process is explained in textbooks as a cultural example of globalization.
• Paths of Diffusion and Visualization
Textbooks visualize the spread of K-pop, from its initial expansion through Asia to the world’s major continents, through maps and charts. This allows students to learn how culture can spread globally through the visualized interpretation of K-pop’s key markets, less reached regions, and concert locations.
• Factors of and Reflections on Cultural Diffusion
The global success of K-pop is attributed to a combination of factors, including the use of digital platforms (such as YouTube and Twitter), the active engagement of fandom culture (notably BTS’s fan club, ARMY), innovative music and performances, and the supportive cultural industry policies of the Korean government.
• Key Learning and Discussion Points
Teachers pose critical and creative questions to students, such as “Which continents lie outside the influence of K-pop’s spread?” and “Why is that so?” This encourages students to not merely evaluate outcomes but to consider the reasons behind why K-pop has not spread in certain areas (such as geographic distance, digital divides, and international relations), the limits of globalization, and the strategies for further dissemination.
• Shifts in Soft Power and National Image
The success of the Korean Wave has contributed to the formation of a positive image of Korea as a technological powerhouse and a creative cultural leader. Whereas Korea was once marginalized in an Asia dominated by Japan and China, textbooks now emphasize its rise as a standard of Asian cultural diffusion and a global soft power.
• The Importance of Social Media and Fandom Culture
Billions of Twitter posts related to K-pop are generated annually, with Indonesia, the Philippines, and South Korea being the most active. The global fandom’s digital participation is also given considerable importance as a key driver of K-pop’s success.
The Understanding Korea Project conducted at the Korean Language School in Dijon established a basis for substantive exchange through the effective design and topic selection of an educational platform for Korean history and culture that is targeted towards French locals. The current status of Korean history and culture education in France was analyzed to develop content that is friendly and approachable for locals, applying a comparative approach with a cross-cultural perspective, with a focus placed on the following topics.
• Content Diversification and Increased Accessibility
During the development of educational materials, materials from conferences and classes in which the program’s participants were directly involved were collected and supplemented. Based on this, various activity sheets and examples were developed. Designed for easy use by educational institutions and private organizations, the materials’ usability and impact were significantly expanded.
• The Systematization of Topic Selection
Focused on the period-based learning of Korean history, the program selected a wide range of themes that included comparative analysis with local French textbooks and international perspectives, such as UNESCO. Topics were structured to encompass Korea’s representative documentary heritage—such as the Goguryeo tomb murals, the Tripitaka Koreana, the Anthology of Great Buddhist Priests’ Zen Teachings (Jikji), the Hangeul writing system (Hunmin jeongeum), the Precious Mirror of Eastern Medicine (Dongui bogam), and paintings of scholar’s accoutrements (chaekgeori)—as well as the historical and artistic origins of contemporary Hallyu content.
• Linking with Local Textbooks
The pamphlet incorporates findings from an analysis of French history textbooks, adding Korea-related information and supplemental content in areas where Korea has received relatively little attention (such as its importance within East Asian history and the uniqueness of its printing technologies). This provided a practical foundation for introducing Korean history in French educational settings.
• The Development of Participatory Activity Sheets
To go beyond the simple transmission of information, an activity booklet was separately created to encourage direct reader participation. It guides readers to introduce Korea in their own words and express their views on key historical topics, thereby providing a venue for substantive cultural exchange.
Overall, this project achieved clear outcomes, such as the development of customized educational materials suited to the local setting, the expansion of the scope of utilization, and the establishment of a base for encouraging exchange. It is considered to have made substantive contributions to the promotion of cultural and historical understanding and the broadening of mutual cooperation between Korea and France. After actively conducting seminars at institutions such as University of Burgundy, the University of Franche-Comté, and the Charles de Gaulle International High School, students were given opportunities to discover Korea through diverse hands-on experiences.
The global success of K-pop is attributed to a combination of factors, including the use of digital platforms (such as YouTube and Twitter), the active engagement of fandom culture (notably BTS’s fan club, ARMY), innovative music and performances, and the supportive cultural industry policies of the Korean government.
• Key Learning and Discussion Points
Teachers pose critical and creative questions to students, such as “Which continents lie outside the influence of K-pop’s spread?” and “Why is that so?” This encourages students to not merely evaluate outcomes but to consider the reasons behind why K-pop has not spread in certain areas (such as geographic distance, digital divides, and international relations), the limits of globalization, and the strategies for further dissemination.
• Shifts in Soft Power and National Image
The success of the Korean Wave has contributed to the formation of a positive image of Korea as a technological powerhouse and a creative cultural leader. Whereas Korea was once marginalized in an Asia dominated by Japan and China, textbooks now emphasize its rise as a standard of Asian cultural diffusion and a global soft power.
• The Importance of Social Media and Fandom Culture
Billions of Twitter posts related to K-pop are generated annually, with Indonesia, the Philippines, and South Korea being the most active. The global fandom’s digital participation is also given considerable importance as a key driver of K-pop’s success.
The Understanding Korea Project conducted at the Korean Language School in Dijon established a basis for substantive exchange through the effective design and topic selection of an educational platform for Korean history and culture that is targeted towards French locals. The current status of Korean history and culture education in France was analyzed to develop content that is friendly and approachable for locals, applying a comparative approach with a cross-cultural perspective, with a focus placed on the following topics.
• Content Diversification and Increased Accessibility
During the development of educational materials, materials from conferences and classes in which the program’s participants were directly involved were collected and supplemented. Based on this, various activity sheets and examples were developed. Designed for easy use by educational institutions and private organizations, the materials’ usability and impact were significantly expanded.
• The Systematization of Topic Selection
Focused on the period-based learning of Korean history, the program selected a wide range of themes that included comparative analysis with local French textbooks and international perspectives, such as UNESCO. Topics were structured to encompass Korea’s representative documentary heritage—such as the Goguryeo tomb murals, the Tripitaka Koreana, the Anthology of Great Buddhist Priests’ Zen Teachings (Jikji), the Hangeul writing system (Hunmin jeongeum), the Precious Mirror of Eastern Medicine (Dongui bogam), and paintings of scholar’s accoutrements (chaekgeori)—as well as the historical and artistic origins of contemporary Hallyu content.
• Linking with Local Textbooks
The pamphlet incorporates findings from an analysis of French history textbooks, adding Korea-related information and supplemental content in areas where Korea has received relatively little attention (such as its importance within East Asian history and the uniqueness of its printing technologies). This provided a practical foundation for introducing Korean history in French educational settings.
• The Development of Participatory Activity Sheets
To go beyond the simple transmission of information, an activity booklet was separately created to encourage direct reader participation. It guides readers to introduce Korea in their own words and express their views on key historical topics, thereby providing a venue for substantive cultural exchange.
Overall, this project achieved clear outcomes, such as the development of customized educational materials suited to the local setting, the expansion of the scope of utilization, and the establishment of a base for encouraging exchange. It is considered to have made substantive contributions to the promotion of cultural and historical understanding and the broadening of mutual cooperation between Korea and France. After actively conducting seminars at institutions such as University of Burgundy, the University of Franche-Comté, and the Charles de Gaulle International High School, students were given opportunities to discover Korea through diverse hands-on experiences.
