The Paradoxical Effect of Democratisation on the South Korean Education System in the 1980s and Early 1990s

Autor/in	Sorensen, Clark W.
Titel	The Paradoxical Effect of Democratisation on the South Korean Education System in the 1980s and Early 1990s
Quelle	In: History of Education, 52 (2023) 4, S.649-669 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2021.1918267
Schlagwörter	Democracy; Social Change; Foreign Countries; Educational Change; Unions; Teachers; Educational History; Professional Autonomy; Neoliberalism; School Choice; Administrative Organization; Educational Administration; Institutional Autonomy; Private Schools; Public Schools; Equal Education; Economic Development; Politics of Education; Elementary Secondary Education; South Korea + Suchen Sie Ihr Suchwort? Demokratie; Sozialer Wandel; Ausland; Bildungsreform; Lehrer; Lehrerin; Lehrende; History of education; Bildungsgeschichte; Berufsfreiheit; Neo-liberalism; Neoliberalismus; Choice of school; Schulwahl; Bildungsverwaltung; Schuladministration; Schulverwaltung; Institutionelle Autonomie; Private school; Privatschule; Public school; Öffentliche Schule; Wirtschaftsentwicklung; Educational policy; Bildungspolitik; Korea; Republik
Abstract	Educational grievances made educational democratisation an important issue in the 1980s and 1990s during South Korea's democratic consolidation. Educational democratisers sought to address these through greater freedom and autonomy for teachers, students and parents combined with teacher unionisation. Some of the excesses of the highly centralised, economically utilitarian educational system of the authoritarian period were mitigated in the 1990s, but reformers had to make a coalition with neoliberal bureaucrats to consolidate democracy. As a consequence, educational reforms focused on deregulation and student choice facilitated by diversified autonomous educational institutions, including private schools at all levels. This had the paradoxical effect of meeting some goals of the democratisers for choice and autonomy while eliminating the equalisation of schools that many of the democratisers also favoured. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01