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Global Citizenship Education for Development as Universality: Goals and Missions of South Korea and the UK compared
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | Lynn Ilon | - |
dc.contributor.author | 마크 | - |
dc.date.accessioned | 2018-05-28T16:44:58Z | - |
dc.date.available | 2018-05-28T16:44:58Z | - |
dc.date.issued | 2018-02 | - |
dc.identifier.other | 000000149515 | - |
dc.identifier.uri | https://hdl.handle.net/10371/140893 | - |
dc.description | 학위논문 (박사)-- 서울대학교 대학원 : 사범대학 협동과정글로벌교육협력전공, 2018. 2. Lynn Ilon. | - |
dc.description.abstract | the second set consists of transnational GCED discourse, and the third set consists of GCED discourse that has been produced in Korea. In addition, semi-structured interviews were conducted with five Korean graduate students with experience in the field of GCED in various capacities and one expert in GCED who is a professor of Korean heritage using Thomas (2006) general inductive approach. The conclusions reached based on the research findings are that transnational GCED discourse and curricula reflect a one-size-fits-all approach that is inappropriate because it lacks the cultural specificity required to be effective in particular contexts. At the same time, the study shows that such discourse creates a common discursive space that allows nations to agree upon shared goals, while those nations are nonetheless free in practice to pursue their own political agendas in relation to development. The implications of the findings are that a more critically oriented form of GCED is required if researchers and educators are to help prevent official GCED discourse in both the UK and South Korea from becoming nothing more than a marketing tool for development projects by the governments of both nations and others, and cause it, instead, to become a critical tool for the empowerment of citizens. To this end, an approach to GCED based on Adornos theory of conceptual experience, which could promote empathy through mediation, or, a qualitative change in the perceiving subject (OConnor, 2004), is proposed. | - |
dc.description.abstract | This dissertation was motivated by one central research question: What are the implications of the UK and Korea Global Citizenship Education for Development (GCED) missions and goals for the future advancement of GCED discourse domestically and transnationally? In this context, the sub-questions for the research were: (1) What is the purpose or rationale of GCED discourse? (2) What are the implications of a GCED discourse which is produced by and for individual nations? and (3) Are transnational or national forms of GCED discourse informed by grassroots or bottom up activities? One of the methods used to produce data to address the research questions was Critical Discourse Analysis, which was used to examine three sets of documents: the first set is representative of GCED discourse produced in the UK | - |
dc.description.tableofcontents | Chapter 1: Introduction 1
Background 7 Conceptual Framework for the Study 18 Global Competence as Human Capital 20 Intercultural Empathy as Cosmopolitanism 29 Critical GCED as Normative vs. Critical GCED as Experiential 41 Critical Discourse Analysis of Documents Relating to GCED 42 Purpose of the Study 47 Research Questions 48 Organization of the Study 49 Chapter 2: Literature Review 51 Corporate GCED and Grassroots GCED 51 Active Learning for Active Citizenship 62 Historical Overview of Global Education in the UK 67 GCED in the Context of Risk Society 71 GCED: From the Relative Global to the Local Absolute 75 Two Dimensions of GCED: The Relative Global and the Local Absolute 84 Endogenous Growth Theory 93 Technology and (Post) Capitalism 98 GCED: Empathy through Mediation 106 Review of related empirical research 115 Civic Education in Germany and Spain 116 Civic Education in Hong Kong and Taiwan 119 Civic Education in Finland and Russia 120 Chapter 3: Methodology 124 Critical Discourse Analysis of Documents Relating to GCED 125 Qualitative Semi-structured Interviews 134 The Creation of Categories for Interview Data 136 The Participants 139 Chapter 4: Findings and Discussion 141 One-size-fits-all/ Universalization 141 Beyond PISA 2015: Longer term strategy of PISA 143 UNESCO: Global Citizenship Education 149 Domestication of Global Issues as the relative global 176 QCA, 1998: The Crick Report 177 The Learning Outcomes of Key Stages 1 and 2 183 DfES, 2004: Putting the World into World-Class Education 186 Global Citizenship Education and Korea 195 Key Note Speech at the 2015 World Education Forum 203 Global Citizenship Education Leading Educators Opening Ceremony 211 The Making of the Korean Version of the Directives by UNESCO 219 Global Citizenship and the Principle of Korean Educational Ideology 222 Domestication of Global Issues as the local absolute/GCED as Critical 227 Chapter 5: Conclusion 254 The Research Questions 254 Theory Implications 262 Limitations of the Study and Future Paths for Research 264 Basis for Potential Bottom up form of GCED: Ecological Civilization 265 Future GCED Curriculum Development: Cognitive-Affective Developmental Psychology 268 Robert Kegan: The Evolving Self 269 Clare Graves: Spiral Dynamics 271 Final Thoughts 273 References 275 Appendices 296 Appendix A: English Translations of Korean Documents 296 Document 1: Global Citizenship Education and Korea 296 Document 2: Global Citizenship Education Leading Educators 300 Document 3: Former President Park Geunhyes Speech 304 Document 4: The Korean Version of UNESCO Directives 309 Document 5: Global Citizenship Based on Korean Educational Ideology 311 Appendix B: Interview Questions 316 Appendix C: Informed consent form (English) 318 Appendix D: Informed consent form (Korean) 321 Appendix E: 국문 초록 325 | - |
dc.format | application/pdf | - |
dc.format.extent | 2709898 bytes | - |
dc.format.medium | application/pdf | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 대학원 | - |
dc.subject | global citizenship education for development | - |
dc.subject | grassroots | - |
dc.subject | critical discourse analysis | - |
dc.subject | mediation | - |
dc.subject | theory of conceptual experience | - |
dc.subject.ddc | 370.115 | - |
dc.title | Global Citizenship Education for Development as Universality: Goals and Missions of South Korea and the UK compared | - |
dc.type | Thesis | - |
dc.description.degree | Doctor | - |
dc.contributor.affiliation | 사범대학 협동과정글로벌교육협력전공 | - |
dc.date.awarded | 2018-02 | - |
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