Democracy and Human Rights Education in South Korea

“We are only looking for the right answers”: the challenges of controversial issue instruction in South Korea

“…As recent as 2002, moral education classrooms were still very much teacher-oriented and used traditional methods, including inculcation and heavy textbook reliance (Chu et al, 1996). Because classes typically have 30 to 50 students and South Korean teachers have little freedom to interpret textbooks (Kang, 2002), lessons too often have little interest or relevance for students (Chu et al, 1996;Jung, 2010). Lack of relevance is Asia Pacific Journal of Education 5 reinforced by teachers paying little attention to normative and moral controversial issues and instead favouring subject areas that are included in the high-stakes national exams (Jeong, 2005;Joh, 2002;Jung, 2010).…”

Evolving Korean Parenting Foundations Revealed through Children’s Perspectives of East Asian Parenting Beliefs, Styles and Practices

“…Yet, the parental authority that parents and various other family members hold within the Asian family is misunderstood in Western thought. In other words, the Asian cultural frameworks which emphasize interdependence among family members suggest that the parental authority that Asian parents exert over their children reflects a strong family system and proves strong parental love and concern, opposite of some Western frameworks and literature on the topic which characterize this parental authority as harsh and stifling (Baumrind, 1971;Kang, 2002;Larson & Lee, 2000).…”

“…In this respect, Korean parents try to do their best to give their children every opportunity for a better life; yet, what constitutes a better life differs in Eastern and Western cultures and is a matter of opinion to what degree the power is wielded by parents to "train" their children in the proper behaviors to ensure such a life (Kang, 2002). However, there is little room for children's opinions in this East Asian parenting ideology, as Korean children are the objects of their parents' love and their sole purpose in life -and as such are expected to be obedient followers of their parents (Chao, 1994).…”

Studying Global Human Rights Education. Theoretical and Empirical Approaches

“…Historical analysis of the changes in national education systems at policy level reveal that many nations are over time incorporating the global discourse of human rights into the curriculum (Al-Nakib 2014;Chandrasiri 2001;Froese-Germain, Riel, Theoret 2013;Kang 2002Kang , 2007Kelly 2013;Leung 2008;Shuji 2012;Smith 2003;Suárez 2007;Zembylas, Charalambous, Lesta, Charalambous 2014). Some studies, in particular, focus on how national policy-making has happened in response to UN initiatives and highlight the development of a national plan of action for HRE as part of this response (Lapayese 2005;Suwansathit 1999;Xia 2013).…”