Civic Education of Republic of Korea: the direction of social consensus and the task for institutionalization

Chang, Eun-Joo

doi:10.35548/cw.2019.06.34.99

Cited by 1 publication

(2 citation statements)

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“…In terms of democratic citizenship education for adults, a large proportion of the literature has been dedicated to an attempt to build a national-level institutional framework for democratic citizenship education. The tendency has been to begin from an a priori definition to determine the boundaries of democratic citizenship education, whether the starting point is philosophical discussions (Chang, 2019), comparisons with the German Beutelsbacher Consensus as key principles (Han, 2022), or an investigation of historical attempts to institutionalize (Jung, 2014). This tendency in research often resulted in activist-educators or other researchers that I encountered during fieldwork asking how I defined democratic citizenship education.…”

Section: Ruling Relations Of Research Practicementioning

confidence: 99%

“…Because of the need for resources to support education activities, activist-educators diverged on their stances on whether to engage with the state to sustain these activities. A large group of activist-educators in democratic citizenship education organized themselves into coalitions to support the enactment of a national-level law to lay the groundwork for public funding and support for democratic citizenship education (Chang, 2019;Jung, 2014;J.-G. Kim, 2020;Sin, 2009). Not all the activist-educators were actively engaged in this process.…”

Section: A Comparative Lens and Multiplicities Of Resistancementioning

confidence: 99%

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Navigating Ruling Relations in Institutional Ethnographic Fieldwork

Kuk

2024

CJSAE

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Based on year-long fieldwork on activist-educators’ work in South Korea, I reflect on how my research complicates the ontological shift in institutional ethnography: that is, the shift that emphasizes how ruling relations are coordinated through the very actions of people. I discuss two facets of reflective pauses. First, I discuss how the ruling relations of research practice in South Korea render the ontological shift “slippery.” I argue for a need to understand the ontological shift in relation to external contexts of research instead of an individualized approach. Second, I detail the process of a comparative research design looking at activist-educators with differing levels of engagement with the Korean state. I highlight how a transitional void that emerged after democratization prompted different activist strategies. I call for a need to reconsider the connection between activists’ work and institutional ethnography, where investigating activists’ work provides a lens into the ruling relations.

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Section: Ruling Relations Of Research Practicementioning

confidence: 99%