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Social Studies Teachers' Gatekeeping in the Teaching of North Korea: Implications for Citizenship Education
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Jho, Daehoon | - |
dc.date.accessioned | 2010-12-03T02:18:23Z | - |
dc.date.available | 2010-12-03T02:18:23Z | - |
dc.date.issued | 2006 | - |
dc.identifier.citation | SNU Journal of Education Research, Vol.15, pp. 141-178 | - |
dc.identifier.issn | 1225-5335 | - |
dc.identifier.uri | https://hdl.handle.net/10371/70648 | - |
dc.description | 2006 | - |
dc.description.abstract | This paper explores Korean social studies teachers'
pedagogical approaches toward the teaching of North Korea. By analyzing Qualitative data collected from in-depth intefviews with exemplary high school teachers, this study illustrates how those particular teachers viewed North Korea and how they constructed the image of North Korea for their pedagogical purposes. The pedagogical consequences of several common dilemmas the teachers face with regard to the teaching of North Korea are discussed. The implications of the study afe profound not only in undefstanding the natufe of socio-political construction of social studies knowledge by the role of teacher as "curricular and instructional gatekeeper" (Thornton, 1991), but also in promoting comparative insights in the field of citizenship education. | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 교육종합연구원 | - |
dc.subject | Teachef gatekeeping | - |
dc.subject | practical theory | - |
dc.subject | North Korea | - |
dc.subject | citizenship education | - |
dc.subject | social studies education | - |
dc.title | Social Studies Teachers' Gatekeeping in the Teaching of North Korea: Implications for Citizenship Education | - |
dc.type | SNU Journal | - |
dc.contributor.AlternativeAuthor | 조대훈 | - |
dc.citation.journaltitle | SNU Journal of Education Research | - |
dc.citation.endpage | 178 | - |
dc.citation.pages | 141-178 | - |
dc.citation.startpage | 141 | - |
dc.citation.volume | 15 | - |
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