Neoliberal Practices amidst Social Justice Orientations: Global Citizenship Education in South Korea

Autor/inn/en	Cho, Hye Seung; Mosselson, Jacqueline
Titel	Neoliberal Practices amidst Social Justice Orientations: Global Citizenship Education in South Korea
Quelle	In: Compare: A Journal of Comparative and International Education, 48 (2018) 6, S.861-878 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1364154
Schlagwörter	Global Approach; Social Justice; Transformative Learning; Social Differences; Foreign Policy; Neoliberalism; Discourse Analysis; Social Systems; Poverty; Cultural Influences; Educational Attitudes; Foreign Countries; Critical Theory; Citizenship Education; South Korea + Suchen Sie Ihr Suchwort? Globales Denken; Soziale Gerechtigkeit; Pädagogische Transformation; Sozialer Unterschied; Außenpolitik; Neo-liberalism; Neoliberalismus; Diskursanalyse; Social system; Soziales System; Armut; Cultural influence; Kultureinfluss; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Kritische Theorie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Korea; Republik
Abstract	Global citizenship education (GCE) positions itself on the global arena as a transformative social justice oriented educational curriculum that addresses the political, social, economic and cultural inequalities brought about through colonisation and neoliberalism on the global and local levels. Through an exploration of the discourse, design and delivery of GCE in the young nation-state of South Korea, we argue that, in fact, GCE reinforces and maintains the hegemonic ideals of global capitalism; core-periphery global and local relationships; and dichotomous views of poverty and inequalities. We argue that these approaches reflect South Korea's geopolitical realities, but that attitudes towards GCE in South Korea also reflect its cultural norms and values towards working together towards a common good. Ultimately, we call for a more nuanced approach to GCE scholarship in which we move away from theoretical divisions to practical applications of social justice that work within increasingly capitalist/neoliberal interests for a more inclusive world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01