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Scope of Discourses on Educational Reform and Their Prospects

DC Field Value Language
dc.contributor.authorChun, Se Yeoung-
dc.date.accessioned2010-12-02T23:25:34Z-
dc.date.available2010-12-02T23:25:34Z-
dc.date.issued2002-
dc.identifier.citationSNU Journal of Education Research, Vol.12, pp. 103-133-
dc.identifier.issn1225-5335-
dc.identifier.urihttp://hdl.handle.net/10371/70622-
dc.description2002-
dc.description.abstractDiscourses on the issue of paradigm shift or reform of the educational system can be

categorized into three different views; historico-cultural transformation, failure, and everyday

betterment. However, these views are mingled with each other at the utterance level, each one

mixed part and parcel with the others' logic. In order to grasp the future prospects of these

discourse, and ultimately the directions of the educational system itself, these discourses need

to be clarified.

This paper adheres to the historico-cultural transformative view as the contemporary

understanding in order to review the discourses on the educational reform and relate their

implications to the present phenomena schools are facing. It is this paper's tentative

argument that the present agenda of educational reform may not be covered by everyday

betterment, but rather by a radical approach.
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dc.language.isoen-
dc.publisher서울대학교 교육종합연구원-
dc.subjecteducational system change-
dc.subjectdigital knowledge-
dc.subjectschool failure-
dc.subjecthistorico-cultural change-
dc.subjecteveryday betterment-
dc.subjectpost-history-
dc.titleScope of Discourses on Educational Reform and Their Prospects-
dc.typeSNU Journal-
dc.contributor.AlternativeAuthor천세영-
dc.citation.journaltitleSNU Journal of Education Research-
dc.citation.endpage133-
dc.citation.pages103-133-
dc.citation.startpage103-
dc.citation.volume12-
Appears in Collections:
College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.12 (2002)
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