East Asian Citizenship Education and its Pedagogical Justification

Autor/in	Dreamson, Neal
Titel	East Asian Citizenship Education and its Pedagogical Justification
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 4, S.1144-1160 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1990853
Schlagwörter	Citizenship Education; Western Civilization; Diversity; Social Values; Curriculum Development; Asian Studies; Teaching Methods; Asian Culture; Ethics; Accountability; Elementary School Teachers; Faculty Development; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sozialer Wert; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Asia; Studies; Asienwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Korea; Republik
Abstract	In 2019, Incheon Metropolitan City Office of Education (IMCOE), South Korea launched a new curriculum called, "East Asian citizenship education" (EACE) by criticising the over-broadness and abstractness of global citizenship education (GCE). Yet, a question arises, how is it different from (Western) GCE? In this study, pedagogical perspectives of EACE and GCE are addressed based on a critical review of conceptual tensions between universality and particularity, which responds to "cultural incommensurability" from critical-post critical perspectives of GCE, while intercultural reality is acknowledged. It is argued that cultural incommensurability is used to tackle epistemology-driven engagement (Western GCE) and facilitate diverse ontological engagement in GCE which includes (non-Western) cultural values. With this metaphysical justification, a framework for EACE is developed and justified by reflecting East Asian cultural characteristics. As a result, the four domains are articulated: "critical participation," "communal engagement," "relational development," and "ethical accountability." Through a training programme for 20 primary school teachers, their engagement in, concerns of and achievements for EACE are discussed, which demonstrates potential for its pedagogical legitimacy. A significant argument from the study is that "culturally responsive" GCE can be feasible when justifying the ontological foundations of GCE with non-Western cultural features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01