A Theoretical Analysis of How Critical Literacy May Support the Progressive Goals of the Korean National Curriculum

Autor/in	Pederson, Rod
Titel	A Theoretical Analysis of How Critical Literacy May Support the Progressive Goals of the Korean National Curriculum
Quelle	In: English Teaching, 74 (2019) 4, S.51-74 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Critical Literacy; Teaching Methods; National Curriculum; Microteaching; Second Language Learning; Second Language Instruction; English (Second Language); Educational Change; Social Justice; Personal Autonomy; Situated Learning; Student Centered Learning; Citizen Participation; Foreign Countries; Elementary Secondary Education; South Korea + Suchen Sie Ihr Suchwort? Kritisches Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Soziale Gerechtigkeit; Individuelle Autonomie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Ausland; Korea; Republik
Abstract	Many Korean scholars have praised progressive initiatives in the current Korean National Curriculum (KNC) and Korean National English Curriculum (KNEC), although they also state that the actual teaching practices have changed little. With each new iteration of the KNC it is apparent that the Korean Ministry of Education (MOE) is encouraging a pedagogical agenda that reflects the necessities of situated learning and 'student-centered' approaches to teaching and learning. The MOE's inclusion of 'micro-teaching' in tertiary teacher training program reviews also illustrates its increasingly active measures to affect educational change in Korea. Concomitant with the recent MOE initiatives, there has been a growing interest in practices of critical literacy/pedagogy in English education over the past 15 years in Korea. The purpose of critical literacy is to educate students to be knowledgeable, creative, and active participants in a democracy for the purposes of increasing social justice and agency. Thus, it becomes possible, and desirable, to undertake a theoretical analysis of the language and intent between the KNC/ KNEC and theories of critical literacy. This paper analyzes the language ant intent of the KNC and KNEC to determine the extent to which they reflect the theories and pedagogies of critical literacy. Results of this analysis indicate that that critical literacy supports the goals of the curricula and suggest that it should be included in tertiary teacher education programs. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01