An Analysis of Tangled Rationales for Global Citizenship Education in South Korea

An Analysis of Tangled Rationales for Global Citizenship Education in South Korea

The purpose of this study is to explore how different education stakeholders conceptualize global citizenship education (GCED) in South Korea. This research employed a qualitative research approach relying on the combination of in-depth analysis of interviews and document analysis. I analyzed twenty interviews with education stakeholders in charge of GCED including teachers, NGO workers, IO staff, and a government officer, as well as various forms of documents including teacher's guidebooks and policy papers. The analysis of research is informed by three different ideological perspectives: the neo-liberal, humanistic and critical approaches of GCED. This study reveals that although different actors use the same term of GCED, their intents and understandings of GCED vary depending on their own embedded perspectives. The findings of this research show although educators involved in GCED in South Korea posit the critical approach to some extent, the neoliberal and humanistic approaches of GCED remain and often predominant. I argue that the different ideological perspectives surrounding GCED in South Korea should be clearly addressed and recognized when GCED is discussed and applied. In recognition of its complexity, educators must be able to work with a clear understanding of GCED and reflect on their assumptions and orientation regarding GCED.