Politics and the Practice of School Change: The Hyukshin School Movement in South Korea

Autor/inn/en	Sung, Youl-Kwan; Lee, Yoonmi
Titel	Politics and the Practice of School Change: The Hyukshin School Movement in South Korea
Quelle	In: Curriculum Inquiry, 48 (2018) 2, S.238-252 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yoonmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2018.1435976
Schlagwörter	Politics of Education; Educational Change; Teaching Methods; Progressive Education; Democratic Values; Administrative Organization; Educational Administration; Competition; Neoliberalism; Caring; Accountability; Communities of Practice; Public Schools; Foreign Countries; School Culture; Elementary Secondary Education; Interviews; South Korea + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Reformpädagogik; Progressive Erziehung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Wettkampf; Neo-liberalism; Neoliberalismus; Care; Pflege; Sorge; Betreuung; Verantwortung; Community; Public school; Öffentliche Schule; Ausland; Schulkultur; Schulleben; Interviewing; Interviewtechnik; Korea; Republik
Abstract	In this article, we examine the characteristics of a progressive school-change project in South Korea called the "Hyukshin" School (HS) movement. HSs are public schools that are intended to disseminate progressive and democratic practices. We obtained data from interviews with participating teachers, official documents, reports, and various statements from the stakeholders involved in the project. First, we found that in the case of the HS movement, decentralization as a global practice interacts with local politics, producing an unintended result that promotes a progressive approach to counter both competition-based pedagogy and the neoliberal accountability system. Second, the teachers in HSs have developed their own democratic approaches that feature the four key strategies of a learning community, a community of caring, a democratic community, and a professional community. Third, teachers in HSs perform their practices within the relationship between their new praxis and the East Asian style of pedagogy, which we believe to be the consequence of the latter's compressed modernization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01