Converging cultures? A comparative analysis of South Korea and Sweden’s national curricula, 1980–2018

Abstract

Relating to world culture theory, this article aimed to discern similarities and differences between the South Korean national curriculum (1981, 2015) and the Swedish national curriculum (1980, 2018) and a set of complementary documents, both more broadly and with special emphasis on middle school level mathematics education. The findings suggest that the latest curricula accentuate knowledge and skills. However, Sweden’s national curriculum underlines knowledge and values, while the South Korean counterpart stresses character education and a ‘well-rounded personality’. Mathematics education has not changed much since 1980 in both countries. However, cosmopolitan tendencies are more present in the latest Korean curriculum. Overall, an unequivocal converging effect has not been discerned.

Is the socialization purpose of a social studies course being realized?: A Q-method research investigating secondary school students' socialization perceptions

“…In fact, social studies, which emerged in England [ 30 ] and was systematized in the United States of America (USA), has the purpose of ensuring the socialization of individuals with different qualities by living together [ 23 ]. The main purpose of a social studies course taught in countries such as Turkey [ 31 ], the USA [ 26 ], South Korea [ 32 ], Greece [ 33 ], and Finland [ 34 ] is to socialize students [ 27 , 35 , 22 , 30 ].…”