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Title: Global citizenship in the South Korean school geography curriculum : a post-structural perspective
Author: Kim, Gapcheol
ISNI:       0000 0004 5368 6536
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2015
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This thesis investigates notions of global citizenship in the secondary geography curriculum in South Korea. A revised national curriculum was introduced by the South Korean Government in December 2009, in which the notion of global citizenship was newly added to the educational agenda. Despite the stress on global citizenship, there is little interest in the notion of global citizenship for social justice among geography educators in South Korea. This study critically examines discourses of global citizenship under the headings: 'modern' (neoliberal and cosmopolitan) and 'progressive' (postcolonial and poststructural). Drawing on the latter as my theoretical perspective for justice towards global 'others', I explore the notion of global citizenship in the geography curriculum to see if it is slanted towards the ideologies of some interest groups and if so, how geography professionals interplay with these power relations. To identify relationships between power, knowledge and subjectivity in the geography curriculum, the study adopts two main methods: a deconstructive reading of the curriculum policy and the geography textbook and semi-structured interviews with geography teachers, geography textbook authors and textbook inspectors. The study reveals that the language of the geography curriculum policy and the world geography textbook pins down modern discourses of neoliberal and/or cosmopolitan global citizenship by legitimating certain ways of geographical thinking at the same time as obscuring others. I reveal that geography professionals in my sample, regulated by certain technologies and tactics, unconsciously attend the (re)production of hegemonic geographical knowledge pertaining to some interest groups, towards the perpetuation of neoliberal and/or cosmopolitan discourses of the world. I propose that for the development of just global citizenship education, deconstructive, democratic and deliberative spaces, where students are encouraged to ask ethical and political questions about geographical knowledge, should be established in the school geography curriculum in South Korea.
Supervisor: Winter, Christine Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available