Why not Global Citizenship Education for North Korean Defector Students? -In the Context of Teachers' Perceptions at A Alternative School-

Abstract

This study attempted to question the assumption the way North Korean defector students' education has been pursuing adaptation. It also aimed to explore an alternative approach to North Korean defector students' education by investigating the needs and feasibility of global citizenship education.

In conducting the study, it used qualitative research methodology. It conducted interviews with teachers at A Alternative School in South Korea. The main data this study based on is interview data with the teachers. In that regard, this study is based on the context of teachers' perceptions at an alternative school dedicated to North Korean defector students. It also made use of observation data and field materials as supplementary data.

For analysis, the study took three stages: open coding, structural coding and framework analysis using the UNESCO's core dimensions of global citizenship education. Doing so, this study explored the objectives and limitations of North Korean defector students' education, and addressed how limitations are refraining objectives of North Korean defector students' education. In that regard, it linked global citizenship education to North Korean defector students' education and explored the needs and feasibility of global citizenship education for North Korean defector students. Bringing global citizenship education, the study attempted to address how global citizenship education can be a facilitating approach to achieving objectives and overcoming limitations of North Korean defector students' education.

The study has a few limitations. Because it did not conduct interviews or observations of North Korean defector students, the study explored North Korean defector students' education from teachers' perceptions. Although this study saw the significance of teachers' role and their perceptions, having North Korean defector students in further studies would bring another significance. Furthermore, the fact that the study is based on the context of an alternative school dedicated to North Korean defector students could also be a limitation. Although studying the context was meaningful in that the school naturally forms a homogeneous group, the actual ratio North Korean defector students attending alternative schools that only accepts North Korean defector students is fairly low. The context of those who go to other types of educational institutions such as regular schools is significantly different. Thus, it would be meaningful for further studies to fill out the gaps.