Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686637
Title: Education fever in South Korea : a narrative inquiry into mothers' perceptions and experiences of their children's education
Author: Kwon, Hyang Eun (Aroma)
ISNI:       0000 0004 5919 7944
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2015
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Abstract:
This study explores the experiences, thoughts, values, desires, concerns, and perceptions of Korean mothers in relation to their children's education in South Korea, focusing, in particular, on their perspectives on education. Education fever has both negative and positive influences on Korean society. To understand the influences of education fever, this research study explores Korean mothers' narratives about their children's education paying attention to their experiences, the aspirations and values they have for their children and the eventual outcomes of these. The main methodology used is narrative inquiry based upon a social constructionist perspective that can provide insight into Korean culture, society, and individuals. In this study it is important to note that my experiential and participatory understanding, along with that of experiential and participatory understanding of the participants, has been a leading factor in the analysis of the narratives. Thus, a key issue has been to ensure a balance between the mothers' voices and my own voice. In collecting the mothers' stories, I made use of a range of techniques and tools: I carried out narrative inquiry and used narrative interviewing, a reflecting team, journals, artefacts, field notes and reflection notes to collect the mothers' stories. In presenting the mothers' narratives, I used dialogic/performance analysis and thematic analysis. Through the research I found that Korean mothers felt they had a high level of responsibility for their children's education and that this could feel like a heavy burden. I also found that children were being put under significant pressure, from early childhood through to high school, to achieve high levels of academic excellence, particularly in regard to passing university entrance examinations. These conditions lead to excessive use of private education, a competitive atmosphere between peer groups, conflict between the mothers and their children, mental and physical problems and social ills. In telling their stories, the mothers were able to reflect on their past and present and consider their lives and their children's lives from a different perspective. It helped them to reconstruct and reclaim their narratives in a way that more closely expressed their own personal values and life experiences.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.686637  DOI: Not available
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