The potential of transnational history education: Attempts at university teaching practice in East Asia

This essay explores transnational history education through the China-Korea-Japan CAMPUS Asia ENGAGE Program. Utilising active learning, project-based activities and joint history textbook creation, students navigate East Asia's contested past. The approach encourages a shift from national to transnational identities, fostering a 'global citizen' perspective. By deconstructing conventional history narratives and constructing alternative, intersectional viewpoints, students develop a nuanced understanding that transcends divisive national boundaries. This pedagogical strategy underscores the potential of active learning in advocating global history perspectives for conflict resolution and reshaping historical memory.

Automated summary

This essay discusses the transnational history education program in China, Korea, and Japan, which utilizes active learning and project-based activities to guide students in exploring the contested past of East Asia. It encourages students to shift from a national perspective to a transnational identity, fostering a global citizen viewpoint.