Overview
- First international discussion on Korean education in a global context
- Advances the issue of hakwon education as a possible topic for future curriculum studies
- Discusses Korean students' overall experiences in hakwon education from elementary to high school
Part of the book series: Curriculum Studies Worldwide (CSWW)
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About this book
This book enables Western scholars and educators to recognize the roles and contributions of shadow education/hakwon education in an international context. The book allows readers to redefine the traditional and limited understanding of the background success behind Korean schooling and to expand their perspectives on Korean hakwon education, as well as shadow education in other nations with educational power, such as Japan, China, Singapore, and Taiwan. Kim exhorts readers and researchers to examine shadow education as an emerging research inquiry in the context of postcolonial and worldwide curriculum studies.
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Keywords
Table of contents (8 chapters)
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Front Matter
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Back Matter
Reviews
“This unique and nuanced analysis sheds much-needed light on the priority given to ‘shadow education’ or ‘cram schools’ in contemporary competitive circumstances. The author artfully demonstrates the shifting inscription of hakwon practices from illegal to indispensable and integral, weaving a delicate and necessary dance between postcolonial studies, the legacies of statecrafting, the aspirations and sacrifices within families’ hopes and dreams, and the surprising impact on the subjectivities of the children who participate. This is a must-read for the curriculum studies field as well as a timely challenge to it.” (Bernadette M. Baker, Professor of Education Research, Queensland University of Technology, Australia)
“A revealing look at a society dominated by hakwon-centered education. This book vividly presents the lived experiences of Korean students while uniquely engaging the possible merits of this educational system. This is an enlightening case study of what is rapidly becoming a global phenomenon.” (Jonathan A. Jarvis, Assistant Professor of Sociology, Brigham Young University, USA)
“This book provides a very significant contribution to the literature of transnational curriculum inquiry, which clearly demonstrates how local curriculum discourses can resist their absorption into an imperial (global) archive. Kim’s explication of hakwon (shadow) education within the unique circumstances of South Korea’s political and cultural history provides many convincing examples for understanding postcolonialism as something other than a break with colonialism but, rather, as an ambiguous struggle through and with colonial pasts in making different futures.” (Noel Gough, Adjunct Professor of Education, La Trobe University, Australia, and founding editor, “Transnational Curriculum Inquiry”)
Authors and Affiliations
About the author
Young Chun Kim is Professor in the Department of Education at Chinju National University of Education, Republic of Korea. His academic research areas are curriculum theorizing, qualitative research, and postcolonial and transnational curriculum studies.
Bibliographic Information
Book Title: Shadow Education and the Curriculum and Culture of Schooling in South Korea
Authors: Young Chun Kim
Series Title: Curriculum Studies Worldwide
DOI: https://doi.org/10.1057/978-1-137-51324-3
Publisher: Palgrave Macmillan New York
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016
Hardcover ISBN: 978-1-137-51323-6Published: 17 September 2016
eBook ISBN: 978-1-137-51324-3Published: 23 September 2016
Series ISSN: 2731-6386
Series E-ISSN: 2731-6394
Edition Number: 1
Number of Pages: XXV, 211
Number of Illustrations: 2 b/w illustrations, 6 illustrations in colour
Topics: Administration, Organization and Leadership, Asian Culture, Sociology, general, Sociology of Education, Curriculum Studies, Ethnicity Studies