Reflections on Structural Inequality, Struggle and the Meanings of Citizenship: A "zainichi" Korean Teacher Narrative

Autor/in	Osler, Audrey
Titel	Reflections on Structural Inequality, Struggle and the Meanings of Citizenship: A "zainichi" Korean Teacher Narrative
Quelle	In: Multicultural Education Review, 10 (2018) 1, S.52-70 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2018.1423541
Schlagwörter	Citizenship Education; Global Education; Cultural Pluralism; Foreign Countries; Civil Rights; Personal Narratives; Reflection; Social Justice; Ethnic Studies; Children; Childrens Rights; International Law; Treaties; Theory Practice Relationship; Multicultural Education; Korean Culture; Asian Culture; Japanese; South Korea + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Lernen; Kulturpluralismus; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Erlebniserzählung; Soziale Gerechtigkeit; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Theorie-Praxis-Beziehung; Multikulturelle Erziehung; Japaner; Japanisch; Korea; Republik
Abstract	Teachers across the globe engage in day-to-day struggles for justice, often with support from unions and community-led groups. Teacher narratives reveal opportunities for building an inclusive theory and practice of education for social justice. I profile one teacher, a third generation "zainichi" Korean permanent resident in Japan, employed to teach ethnic studies. Her account highlights teachers' political and moral responsibilities, and ways in which professional and political commitments may coincide. Her work is contextualised within historical and ongoing struggles for equality in Japan. Despite structural inequalities , she empowers students to claim their rights. Through the curriculum, she challenges asymmetrical power relations and hate speech, presenting a complex narrative of twentieth century Japanese history. She presents a cosmopolitan vision, to meet the challenges of global citizenship. I argue teachers need to recognise both ethical and political dimensions of their role, to provide a solid foundation in empowering youth to work for justice and human rights. . (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01