Legitimising the Need for Another Curriculum Reform and Policy Framing: The Case of South Korea

Autor/in	Jang, Soo Bin
Titel	Legitimising the Need for Another Curriculum Reform and Policy Framing: The Case of South Korea
Quelle	In: Journal of Curriculum Studies, 52 (2020) 2, S.247-269 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1657955
Schlagwörter	Educational Change; Educational Policy; Policy Analysis; National Curriculum; Agenda Setting; Figurative Language; Discourse Analysis; Neoliberalism; Power Structure; Western Civilization; Foreign Countries; Policy Formation; Competition; Elementary Secondary Education; Kindergarten; South Korea + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Politikfeldanalyse; Diskursanalyse; Neo-liberalism; Neoliberalismus; Ausland; Politische Betätigung; Wettkampf; Korea; Republik
Abstract	This paper examines how the initiation of a national-level curricular reform invites different educational ideas and how such ideas attain legitimacy through policy narratives that confer meanings about school knowledge, schooling, and the nation using the case of the South Korean national curriculum reform of 2015. By critically analysing curricular proposals presented during the agenda-setting stage of the 2015 National Curriculum Reform (2015 NCR), this project sought to identify problem-definition structures of suggested educational ideas. The analyses of political communications during the early stage of the 2015 NCR were organized and presented as the following four policy narratives: "Metaphors of Competition," "Bread and Butter Worries," "The Unhappy Protagonist," and "A Place for Common Experience." This study found that policy narratives within the 2015 NCR reinforced the neoliberal ideology, Western world--centric power relations, and the authority of the state. Ultimately, the analyses of this study encourage researchers and educational leaders in different national contexts to pay attention to policy narratives that drive the transformation to a new authorized curricular text because these narratives confer or renounce status and power to particular knowledge, skills, values, and practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01