A Critical Cultural Inquiry into Insider Issues in South Korean Art Education

Autor/in	Paek, Kyong-Mi
Titel	A Critical Cultural Inquiry into Insider Issues in South Korean Art Education
Quelle	In: British Journal of Sociology of Education, 36 (2015) 6, S.915-933 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.876912
Schlagwörter	Art Education; Networks; Foreign Countries; Art Teachers; Personal Narratives; Teacher Attitudes; Power Structure; Faculty Development; Social Status; Educational Practices; Secondary School Teachers; South Korea + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Art teacher; Kunsterzieher; Kunsterzieherin; Erlebniserzählung; Lehrerverhalten; Sozialer Status; Bildungspraxis; Korea; Republik
Abstract	Over the past decades, many art advocates have argued for the intrinsic value of learning in the arts. Nevertheless, the arts continue to struggle to find a secure place within the school curriculum. Concerned about the arts' impact on classroom practice, this paper aims to cast light on diverse realities constructed by art teachers as insiders in marginal contexts. This will be done by reviewing a critical cultural inquiry into art education practice in South Korea. Two interpretive analyses of individual teachers' life stories have disclosed the practitioners' relationships to established power dynamics between the dominant practice and a developing alternative practice network within the system. The discussion focuses on the inherent contradictions and opportunities identified within the context of Korean education. This paper provides cultural resources for conscious professional transformation of practitioners and contributes to broader discussions on the socio-educational status of art in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01