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1. The Profitable Adventure of Threatened Middle-Class Families: An Ethnographic Study on Homeschooling in South Korea (EJ850592)
Author(s):
Seo, Deok-Hee
Source:
Asia Pacific Education Review, v10 n3 p409-422 Sep 2009
Pub Date:
2009-09-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Nontraditional Education; Korean Culture; Home Schooling; Ethnography; Foreign Countries; Cultural Context; Middle Class; Educational History; Middle Class Culture; Social Status
Abstract: South Korean society in the late 1990s was confronted with socio-economic setbacks and discursive turbulence concerning the quality of education being provided. It was at such a particular historical juncture of South Korean society that I conducted ethnographic research on homeschooling families. Based on field data collected from four homeschooling families, this article examines how lower middle-class families at first manifested their education fever in an unprecedented adoption of homeschooling, and then returned their children to school within the same socio-cultural context. Central to this article's analysis is what members of these middle-class families, especially children, experienced during the homeschooling period, and how parents negotiated their rationale for homeschooling and returning their children to school within contesting discourses (e.g., deschooling and neo-liberalism). As will be shown, despite experiencing difficulties in pursuing a self-fashioned education in a school-centered society, the families benefited from homeschooling in terms of acquiring "neo-liberal" mentalities for survival without risking their established socio-cultural status. As such, this article reconfirms the ambivalent characteristics of the alternative education movement in South Korea and its inevitable connection with the middle-class "habitus" embedded in the South Korean socio-cultural context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Speaking Up: Six Korean Students' Oral Participation in Class Discussions in US Graduate Seminars (EJ845736)
Lee, Given
English for Specific Purposes, v28 n3 p142-156 Jul 2009
2009-07-00
Journal Articles; Reports - Research
Descriptors: Education Courses; Student Attitudes; Educational Practices; Classroom Environment; Student Participation; Graduate Students; Foreign Students; Interviews; Language Proficiency; Sociocultural Patterns; Cultural Differences; English for Academic Purposes; Academic Discourse; Discussion (Teaching Technique); Group Discussion; Korean Culture; Small Group Instruction; Asians
Abstract: The purpose of this study was to explore the factors that influenced the oral classroom participation of six Korean students attending graduate school in the US, and how these factors impacted their oral interaction in class discussions. Data came from formal and informal interviews and class observations over the course of the semester. Participants included three masters' students and three doctoral students, two males and four females, enrolled in two education courses. The study showed that multilayered factors, including the students' English proficiency, differences in sociocultural values and educational practices between two cultures, individual differences, and classroom environment were intertwined, and each factor singly and together influenced the students' oral participation in class discussions (OPCD). While the students in this study demonstrated many cultural similarities with other Asian students, they also revealed unique Korean cultural features. Regardless of their length of study in the US, all students felt challenged to participate in whole class discussions. However, in small group discussions, participation varied greatly among the individual students. In particular, the female students, with one exception, participated more actively than the male students. The findings suggest pedagogical implications for promoting the oral classroom participation of Asian international students, especially Korean students. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. "I Listened to Korean Society. I Always Heard that Women Should Be This Way ...": The Negotiation and Construction of Gendered Identities in Claiming a Dominant Language and Race in the United States (EJ856544)
Park, Gloria
Journal of Language, Identity, and Education, v8 n2-3 p174-190 2009
2009-00-00
Descriptors: Asians; Preservice Teacher Education; Language Dominance; Teacher Education Programs; Korean Culture; Females; Foreign Countries; Language Teachers; Qualitative Research; English (Second Language); Second Language Instruction; Second Language Learning; Self Concept; Interviews
Abstract: Based on a year-long, qualitative study of five East Asian women, pre-service teachers enrolled in U.S. Teaching English to Speakers of Other Languages (TESOL) teacher education programs, this article examines one Korean woman's journey as she navigates through her multiple identities as a daughter, spouse, mother, and language teacher inside and outside of Korea and the United States. In narrative accounts audiotaped during in-depth interviews conducted over a period of seven months, Han Nah shared experiences that have been shaped by her gendered identities while also being transformed by these identities. Han Nah's identities are viewed as a site of struggle in multiple contexts: (1) Han Nah was influenced by how her parents positioned her as a traditional Korean woman in the larger Korean patriarchal society, which in turn impacted her own decisions navigating through both Korean and U.S. educational and professional contexts; and (2) Han Nah's "mothering" and "spousal" identities influenced and somewhat superseded her professional aspirations, which led Han Nah to claim her dominant language and race in the Western educational system. This article concludes with TESOL teacher education implications. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Re-Locating the National: Spatialization of the National Past in Seoul (EJ851812)
Kim, Soochul
Policy Futures in Education, v7 n2 p256-265 2009
Journal Articles; Reports - Descriptive
Descriptors: Cues; Nationalism; Korean Culture; War; Global Approach; Foreign Countries; Mobility; Tourism
Abstract: This article is an attempt to make sense of the emerging culture of mobility in Seoul in the 1990s. The 1990s in a South Korean context is emblematic of a changed social reality and transformation. Grand narratives of development, anti-state democratization activism and Cold War politics were losing their effect and authority. Meanwhile, new forces of consumption, individualism, westernization and globalization were increasingly claiming a central presence in society and accentuating the crisis of identification and representation in cultural life and production. Looking at this particular historical situation, this article argues that the culture of mobility, in terms of the reorganization of mobility and visuality, interrupted the existing norms and mode of national identity and culture in South Korean society. The article focuses upon a new socio-cultural phenomenon known as "Yu Hong Jun Syndrome", which emerged in the early and mid 1990s. It asks how a culture of mobility, while providing cues for ways of experiencing and seeing national landscapes and cityscapes, makes Seoulites rediscover the nation and locality as a potential space of belonging and, further, allows them to renegotiate alienated forms of social relations and everyday experiences in a globalizing metropolitan city. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Parental Goals and Parenting Practices of Upper-Middle-Class Korean Mothers with Preschool Children (EJ825310)
Park, Ju-Hee; Kwon, Young In
Journal of Early Childhood Research, v7 n1 p58-75 2009
Descriptors: Middle Class; Mothers; Korean Culture; Parenting Styles; Child Rearing; Preschool Children; Parent Child Relationship; Psychological Patterns; Parenting Skills; Cultural Influences; Goal Orientation; Interviews; Social Development; Child Development; Academic Achievement; Parent Influence
Abstract: In order to understand how mothers develop their parenting styles under rapidly changing cultural contexts, this study examines and compares Korean upper-middle-class mothers' parental goals and real parenting practices as they reported. For this purpose, face-to-face in-depth interviews with 20 Korean mothers were conducted. By analyzing the data, we found that Korean mothers' parenting beliefs focused on "raising a child with good social and emotional characteristics", while their reported practices mainly concentrated on children's academic achievements. Korean mothers failed to connect their beliefs and behaviors because they tended to compare their parenting practices with those of other mothers. Although the mothers followed expectations from current Korean society, they constantly had to deal with guilty and uncomfortable feelings of not corresponding with their personal parental beliefs and goals. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Sexism, Ageism and Racism Prevalent Throughout the South Korean System of Education (ED506242)
Jambor, Zoltan Paul
Online Submission
Reports - Descriptive
N/A
Descriptors: Korean Culture; Females; Ideology; Foreign Countries; Homosexuality; Gender Discrimination; Gender Bias; Age Differences; Racial Bias; Social Influences; Social Bias; Males; Equal Education; Educational Environment; Educational History; Equal Opportunities (Jobs); Principals
Abstract: Korean society has for long been shaped by Confucian ideologies wherein age and gender among other factors predetermine one's position in relation to others among friends, family and society as a whole. Especially the determiners pertaining to age and gender lead to sexism and ageism which in essence encompass the widely spread prejudicial treatment of individuals in society based on their age and gender. In all segments of society older males hold the highest ranks while younger females hold the lowest positions. Moreover, since foreign and mixed racial children are not considered to be a part of the normal sphere of "Korean society", these groups of students are regarded to hold even lower positions than the youngest of Korean females. "Full-blooded Korean" homosexual children fair even worse due to the lack of tolerance for homosexuality in traditional Korean society. These prejudicial attitudes are widely evident throughout the Korean system of education and the system needs to have checks and measures in place to alleviate such racist, sexist and ageist attitudes so as to create equal opportunities and a safe environment for all students in Korea. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (783K)
7. The Association between Education and Society: The Educational Struggle for Korean Identity in Japan 1945-1948 (EJ835205)
Kim, In-duck
Asia Pacific Education Review, v9 n3 p335-343 2008
2008-00-00
Descriptors: Social Structure; Educational Change; Foreign Countries; Educational Development; Politics of Education; Educational Opportunities; Activism; Nationalism; Foreign Policy; Political Attitudes; Social Change; Social Justice; Korean Culture
Abstract: This study attempts to elucidate the idea that education reflects the contemporary social structure. This inference is focused on the educational struggle for Korean identity led by the Korean Federation in Japan (KFJ) during 1945-1948. The KFJ disseminated the educational movement for Koreans in Japan (Zainichi). The General Head Quarters (GHQ) suppressed Korean identity education (KIE) and tried to disrupt the activities of the KFJ. KIE was identified and destroyed during the HanShin educational struggle as part of the conflict with the GHQ. However, HanShin movement survived to form the basis for the new start of the Korean educational movement in Japan and has served as the cornerstone of KIE. This case elucidates the ways in which education is strongly associated with the social structure and the status quo. (Contains 5 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (122K) | More Info: Help Find in a Library | Publisher's Web Site
8. Confucian Family Values and Childless Couples in South Korea (EJ789790)
Yang, Sungeun; Rosenblatt, Paul C.
Journal of Family Issues, v29 n5 p571-591 2008
Descriptors: Foreign Countries; Cultural Context; Korean Culture; Values; Childlessness; Spouses; Birth Rate; Family (Sociological Unit); Social Change; Qualitative Research; College Students; Family Characteristics; Parent Role
Abstract: The Korean family has long met Confucian values by producing children to maintain and support the paternal family line, but in South Korea's transition to a low birth rate, an increasing number of couples have remained childless. Have Confucian family values been abandoned? In this study, 103 young single South Koreans wrote protocols describing their thoughts about childless couples and having children. Most of them viewed childless couples negatively and said that they planned to have children of their own. Confucian values were clearly central in what students wrote about childlessness. The results suggest that the increase in voluntary childlessness does not mean that Confucian values have been abandoned by young South Koreans. Confucian family values seem to remain primary, but they may be reinterpreted or reluctantly violated because economic and other circumstances make it difficult or impossible to meet those values in the South Korean context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Eco-Early Childhood Education: A New Paradigm of Early Childhood Education in South Korea (EJ784110)
Kim, Eunju; Lim, Jaetack
Young Children, v62 n6 p42-45 Nov 2007
2007-11-00
Descriptors: World Views; Early Childhood Education; Models; Religious Factors; Religion; Philosophy; Korean Culture; Social Influences; Social Sciences; Young Children; Social Stratification; Ecology; Environmental Influences; Foreign Countries; Holistic Approach; Cultural Influences
Abstract: In the early 1990s, university faculty members, early childhood educators, and preschool teachers in South Korea created a new paradigm for education. Eco-early childhood education uses an ecological point of view to reform existing child-centered education. This perspective proposes moving from child- to life-centered, individual- to community-centered, and cognitive- to body, mind, and spirit-centered early childhood education. The ideological root of eco-early childhood education is based on its philosophy of life and the cycle of birth, growth, death, and rebirth. It contains elements of traditional Korean ideology, Confucianism, Buddhism, Christianity, and Taoism. It also borrows from new eco-philosophy, including deep ecology, which considers mankind as a part of the ecosystem; social ecology, which considers social stratification to be the root of the current ecological crisis; and New Age science, which criticizes scientism--"an exaggerated trust in the efficacy of the methods of natural science applied to all areas of investigation (as in philosophy, the social sciences, and the humanities)." Eco-early childhood education encourages living in the here and now in accordance with the rhythms of nature. It values a child's present--not just his or her future. The curriculum emphasizes the importance of harmony between humans and nature. In this article, the author illustrates the elements of a typical program through early childhood activities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The History of Korean School Music Education (EJ845252)
Choi, Mi-Young
International Journal of Music Education, v25 n2 p137-149 2007
2007-00-00
Descriptors: Music Education; Korean Culture; Foreign Countries; Political Influences; Social Influences; Social Change; Politics of Education; Textbook Evaluation; Curriculum Evaluation; Educational Change; Educational History; Educational Development
Abstract: Music education does not exist independently, but is influenced by changes in society. Music educators must be responsive to those influences. By relating music education to political, economic, social, cultural and educational developments in the Republic of Korea during the period from 1945 to 2005, this article aims to put that education in a historical and social context. During those 60 years, Korean school music education has changed considerably in response to the development of government, economy, culture and general education in Korean society. Music curricula and textbooks have been transformed seven times in response to changes in Korean public life. The most substantial changes may be summarized as follows: (1) as the political influence on music education lessened, educators deemphasized moral development and stressed the development of aesthetic perception and sensitivity; (2) the nation's economic growth contributed to the provision of adequate music programs; (3) as music education became more receptive to social changes, songs from continents and cultures other than Europe and the USA were included and the use of music technology in the classroom was encouraged; and (4) continuous efforts to encourage reverence for Korean traditions led to a significant increase in the percentage of traditional Korean music included in the curriculum. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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