Carving out a Hybrid Space: A Self-Study of Contextualizing Teaching for Social Justice in South Korea

Autor/in	Cho, Hyunhee
Titel	Carving out a Hybrid Space: A Self-Study of Contextualizing Teaching for Social Justice in South Korea
Quelle	In: Asia Pacific Education Review, 22 (2021) 3, S.495-513 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Hyunhee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-021-09683-z
Schlagwörter	Social Justice; Teaching Methods; Equal Education; Barriers; Teacher Educators; Cultural Context; National Standards; Teacher Role; Public Officials; Student Diversity; Student Characteristics; Educational Strategies; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Lehrstrategie; Ausland; Korea; Republik
Abstract	Throughout the world, issues of justice, equity, and diversity have been extensively discussed and are now ubiquitous in educational research circles under the overarching term, "teaching for social justice." The expansion and worldwide popularity of teaching for social justice is promising, but it opens up new challenges with "contextualization": situating the global-scale discourse within local and national contexts. With careful attention to the context of South Korea, this self-study illuminates one teacher educator's struggle to integrate social justice teaching with the nation's culture and education system. Guided by "hybridity theory," the findings provide a detailed description of the course improvement, focusing on how the teacher educator interpreted and responded to context-specific tensions encountered in each academic year. The discussion highlights tensions and dilemmas that might be encountered by teacher educators who practice social justice teaching in countries where there are curricular standards at the national level; teachers serve as government officials; and, in spite of increasing diversity, student demographics are still homogeneous. Based on the findings, instructional strategies for carving out "third space" in the practice of social justice teaching are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01