Global citizenship in the South Korean school geography curriculum : a post-structural perspective

This thesis investigates notions of global citizenship in the secondary geography curriculum in South Korea. A revised national curriculum was introduced by the South Korean Government in December 2009, in which the notion of global citizenship was newly added to the educational agenda. Despite the...

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Main Author: Kim, Gapcheol
Other Authors: Winter, Christine
Published: University of Sheffield 2015
Subjects:
370
Online Access:https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677341
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spelling ndltd-bl.uk-oai-ethos.bl.uk-6773412018-09-25T03:27:38ZGlobal citizenship in the South Korean school geography curriculum : a post-structural perspectiveKim, GapcheolWinter, Christine2015This thesis investigates notions of global citizenship in the secondary geography curriculum in South Korea. A revised national curriculum was introduced by the South Korean Government in December 2009, in which the notion of global citizenship was newly added to the educational agenda. Despite the stress on global citizenship, there is little interest in the notion of global citizenship for social justice among geography educators in South Korea. This study critically examines discourses of global citizenship under the headings: 'modern' (neoliberal and cosmopolitan) and 'progressive' (postcolonial and poststructural). Drawing on the latter as my theoretical perspective for justice towards global 'others', I explore the notion of global citizenship in the geography curriculum to see if it is slanted towards the ideologies of some interest groups and if so, how geography professionals interplay with these power relations. To identify relationships between power, knowledge and subjectivity in the geography curriculum, the study adopts two main methods: a deconstructive reading of the curriculum policy and the geography textbook and semi-structured interviews with geography teachers, geography textbook authors and textbook inspectors. The study reveals that the language of the geography curriculum policy and the world geography textbook pins down modern discourses of neoliberal and/or cosmopolitan global citizenship by legitimating certain ways of geographical thinking at the same time as obscuring others. I reveal that geography professionals in my sample, regulated by certain technologies and tactics, unconsciously attend the (re)production of hegemonic geographical knowledge pertaining to some interest groups, towards the perpetuation of neoliberal and/or cosmopolitan discourses of the world. I propose that for the development of just global citizenship education, deconstructive, democratic and deliberative spaces, where students are encouraged to ask ethical and political questions about geographical knowledge, should be established in the school geography curriculum in South Korea.370University of Sheffieldhttps://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677341http://etheses.whiterose.ac.uk/11555/Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
topic 370
spellingShingle 370
Kim, Gapcheol
Global citizenship in the South Korean school geography curriculum : a post-structural perspective
description This thesis investigates notions of global citizenship in the secondary geography curriculum in South Korea. A revised national curriculum was introduced by the South Korean Government in December 2009, in which the notion of global citizenship was newly added to the educational agenda. Despite the stress on global citizenship, there is little interest in the notion of global citizenship for social justice among geography educators in South Korea. This study critically examines discourses of global citizenship under the headings: 'modern' (neoliberal and cosmopolitan) and 'progressive' (postcolonial and poststructural). Drawing on the latter as my theoretical perspective for justice towards global 'others', I explore the notion of global citizenship in the geography curriculum to see if it is slanted towards the ideologies of some interest groups and if so, how geography professionals interplay with these power relations. To identify relationships between power, knowledge and subjectivity in the geography curriculum, the study adopts two main methods: a deconstructive reading of the curriculum policy and the geography textbook and semi-structured interviews with geography teachers, geography textbook authors and textbook inspectors. The study reveals that the language of the geography curriculum policy and the world geography textbook pins down modern discourses of neoliberal and/or cosmopolitan global citizenship by legitimating certain ways of geographical thinking at the same time as obscuring others. I reveal that geography professionals in my sample, regulated by certain technologies and tactics, unconsciously attend the (re)production of hegemonic geographical knowledge pertaining to some interest groups, towards the perpetuation of neoliberal and/or cosmopolitan discourses of the world. I propose that for the development of just global citizenship education, deconstructive, democratic and deliberative spaces, where students are encouraged to ask ethical and political questions about geographical knowledge, should be established in the school geography curriculum in South Korea.
author2 Winter, Christine
author_facet Winter, Christine
Kim, Gapcheol
author Kim, Gapcheol
author_sort Kim, Gapcheol
title Global citizenship in the South Korean school geography curriculum : a post-structural perspective
title_short Global citizenship in the South Korean school geography curriculum : a post-structural perspective
title_full Global citizenship in the South Korean school geography curriculum : a post-structural perspective
title_fullStr Global citizenship in the South Korean school geography curriculum : a post-structural perspective
title_full_unstemmed Global citizenship in the South Korean school geography curriculum : a post-structural perspective
title_sort global citizenship in the south korean school geography curriculum : a post-structural perspective
publisher University of Sheffield
publishDate 2015
url https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677341
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