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1.
This paper examines the spread of English as a medium of higher education in the Arab world, addressing questions about the relationship between higher education, language shift and cultural (re)production through such post‐colonial educational bilingualism. Drawing on exploratory ethnographic research, it documents how both Arabic and English have been implicated in the re‐configuring of collective identities through mass higher education in one Arab Gulf country against a context of rapid modernisation with a regional undercurrent of recurrent pan‐Arab and Islamist‐tinged nationalism. It examines how far the resulting linguistic‐cultural dualism amounts to a loss of linguistic–cultural diversity, and how far there is a linguistically‐framed discourse of resistance to such a process. Theoretically, the paper engages with discourses relating to socio‐cultural reproduction, collective identity, educational standardisation, change and cultural chauvinism, and markets. It offers insights into the potential for both language and higher education to act as tools or fields for cultural transformation and for resistance identity construction.  相似文献   

2.
This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post‐age‐16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post‐age‐16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner‐teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.  相似文献   

3.
This article reports research on New York‐based Korean artists' dynamic processes of identity‐shaping and the implications that these processes have for art education. The study uses postcolonial theories that illuminate the dialectical process of hybrid cultural production in the global dimension. The artists' identities narrated elucidate the recognition of difference with others; this identification emerges as the artists simultaneously escape from and discover their Korean identities. The artists' childhood experiences and memories work as reflective thinking in their different context, and because of their search for an individual identity, Korean culture is an important factor in their art making. When their identity formation and practice are in constant negotiation with difference, this results in learning and translating from others. They assume an ‘open universalism’ necessary to communicate at an international level, and as a consequence these artists' identity formation always involves the process of a doubling and dividing of reflections of existing Korean identities as well as the building of new ones. In this dualistic state, the artists' multiple identities remain heterogeneous, composed of contradictory factors that are revealed in the artists' hybrid artworks.  相似文献   

4.
The history of art and design education in Botswana has evolved in a unique way and reflects its British colonial history and post‐independence development. It has involved constant exchange and dialogue with other countries through the employment of teachers, teacher trainers and university lecturers from a variety of European, Asian and other African countries. This dialogue has continued as locally trained art teachers pursue their degrees overseas and return with new ideas and influences. At the same time, the development of local crafts for a global market and the inter‐cultural exchange in the visual arts outside the formal education system are thriving with the help of various organisations and the museum and gallery sector. This article will look more closely at the country context, the history and development of art education and the interrelationships that have evolved over the last two decades. It will show how students engage with the challenge of integrating their African heritage and changing traditions with their development as teachers and artists. It will also consider how closer links between the formal and informal art sectors might be mutually beneficial and demonstrate the potential for art and design to play a role in the social, economic and cultural development of the country.  相似文献   

5.
This study explores how the South Korean identity has been formed and transformed by examining the Korean national curriculum in its historical context. The study first examines how the Korean identity, previously formed by traditional ethnic values, has been transformed during the period of national modernization. It then describes the efforts to form a Korean identity through national curriculum reform amid globalization, a phenomenon that has rapidly progressed in Korea since the 1990s. It also discusses the conflicts within and challenges to Korean identity in the Korean curriculum reform process.  相似文献   

6.
This study looks at how education policies in colonial Korea changed over time in order to accommodate the needs of the colonial authorities during the period of Japanese colonial rule in Korea (1910–1945). The colonial experience can be divided into four different periods according to the four Educational Ordinances issued in 1911, 1922, 1938, and 1943 by the colonial government with each period corresponding to a historic event or context. The constitutive relevance of colonial discourse for an understanding of education can be found in the gradual transformation of the education sector in Korea under colonial rule. It is evident that Japanese colonial policy was inherently contradictory in principle and in practice. On the one hand it sought the assimilation of the Koreans, while on the other it maintained its discriminatory and exploitative practices. Such contradiction was obvious within the colonial education system. As the principal instrument of assimilation, education was regarded as the primary means to subordinate the ethnic identity of the colonised and to transform them into loyal imperial subjects. An overview of the four different periods relevant to the changing circumstances to which the education sector responded reveals the social‐historical implications of the instrumentality of colonial education.  相似文献   

7.
This paper reports the findings of research into cross-cultural influences on Korean contemporary art and the artists’ aesthetic and cultural values and beliefs. Findings were that predominant Western influences during the Korean modern period have been American-Abstract Expressionism and Minimalism, but that these trends have been acculturated rather than assimilated; that Korean Modern Art continues to dominate the Korean fine art world since it is practised by very established artists and master-craftsment; and the work of the younger less-established artists who are absorbing postmodern values, is more representational and eclectic stylistically, and sets out to convey messages and meanings about social problems in contemporary Korean life. The growing concern with Korean cultural identity is interpreted, in part, as a response to the demands of the international art market, but is represented through the artists’ use of traditional Korean content and processes, or pursuit of Korean metaphysical/philosophical ideals.  相似文献   

8.
This article examines the relevance of postcolonialism in early childhood education, with special reference to the kindergarten education system of South Korea. Most of the research on Korean kindergarten education has conceptualized it as preparing children for their later schooling and helping them learn the moral and social values most desired by society. In order to problematize such a monolithic conceptualization of kindergarten education, this article intends to reconceptualize it by analysing Korean kindergarten education in the context of its postcolonial condition. Using a postcolonial framework and Foucault's concepts of power and discourse, this article provides significant insights into reclaiming kindergarten education as a historical, cultural, and discursive product. With a specific focus on different conceptions of “readiness” as an example, how kindergarten education in Korea has become hybrid through postcolonial experiences is further elaborated.  相似文献   

9.
The aim of this study is to explore women academic's identity work in the context of the Global South (Indonesia). This is done by examining how the interplay between macro‐level social, cultural and political influences and micro‐processes produce moments of compliance and resistance. To this end, the following research question is posed: What is the nature of identity work among women academics in higher education institutions of the Global South where there are shifting and conflicting social and cultural conditions? This study contributes by illuminating the ways in which women comply with or resist traditional and contemporary organisational and occupational structures that produce gender inequality. It also contributes to understanding how the interplay of power and resistance influences women's academic identity work in developing nations.  相似文献   

10.
The current study examined how a North Korean defector attending a college in South Korea transformed her identity while learning English. This study was grounded in the notion of second language learning as a struggle of a socially constituted being in which the language learner constantly structures and restructures his or her social identity. Data were collected through journals and interviews with the defector. Data analysis revealed that the North Korean defector experienced an identity transformation: from being a resisting North Korean who wanted to maintain her North Korean identity by consciously ignoring English education to being a struggling English learner who eventually yielded to the need for English learning; then an active learner who found English learning valuable and meaningful; and finally, a visionary who aimed to care about those in need, particularly English learning needs. During the identity transformation process, the defector constantly negotiated her identities in response to multiple social factors. Based on these findings, the present study offers pedagogical suggestions for English education for North Korean defectors.  相似文献   

11.
Over the past decades, many art advocates have argued for the intrinsic value of learning in the arts. Nevertheless, the arts continue to struggle to find a secure place within the school curriculum. Concerned about the arts’ impact on classroom practice, this paper aims to cast light on diverse realities constructed by art teachers as insiders in marginal contexts. This will be done by reviewing a critical cultural inquiry into art education practice in South Korea. Two interpretive analyses of individual teachers’ life stories have disclosed the practitioners’ relationships to established power dynamics between the dominant practice and a developing alternative practice network within the system. The discussion focuses on the inherent contradictions and opportunities identified within the context of Korean education. This paper provides cultural resources for conscious professional transformation of practitioners and contributes to broader discussions on the socio-educational status of art in education.  相似文献   

12.
Over the past few decades, South Korea has made remarkable achievements in education despite many obstacles. Education, in turn, has played an important role in Korea??s achieving both economic development and political democracy. This article examines how South Korea expanded access to education and improved its quality. The article also identifies several tasks Korean education faces in the context of the new challenges of globalization and social polarization, and some of the broader policy implications that the Korean model of educational development has beyond South Korea.  相似文献   

13.
Ogbu's (1988) “cultural model of success” guides us in understanding one's success through historical, cultural, structural (normative), and situational factors. Perceptions of schooling and achievement are related and affected by these important factors. Therefore, this chapter gives an overview of the study, its purpose and significance. Background literature on South Korea, such as its demographics and history, is used to introduce the influence of culture on South Korean education. Finally, a brief history of Korean education provides a context for the study.  相似文献   

14.
This article examines some characteristics of art education in Korea. It takes the form of a historical overview using a postcolonial lens. The findings were that the predominant Western aesthetic concepts and theories as central culture embodied in Korean art education as local culture are: (i) ideas of art as self‐expression developed in Europe and the USA between the 1920s and 1950s; (ii) the concept of art in daily living in the USA in the 1930s; (iii) design elements and principles by Arthur Wesley Dow in the USA in the 1920s; (iv) Bauhaus design theory in Europe in the 1920s; and (v) the appreciation of nature beauty by John Ruskin in the late nineteenth century in England. These educational ideas have been influential on policy‐making in Korean art education, and therefore new concepts are integrated with these elements for curriculum changes. In this way, the characteristic of the colonised Korean art curriculum is so hybrid that it is difficult to understand the concepts and the practical implications of the various policies for art teaching. Consequently, it has not served the issues of cultural diversity and pluralism that are so problematic in twenty‐first century Korean society.  相似文献   

15.

This paper examines how science education becomes institutionalized in Third World countries using Malaysia as a case study. The findings shows that the development of science education in Malaysia has been greatly influenced by international trends and the country's socio‐political development. Science gained a place in the school curriculum in the midst of British colonial rule. The strong colonial influence on school science continued throughout the early independence period but, in the 1980s, external influences on science education came from both Western and Islamic countries. In each of the historical periods, external world cultural forces interacted with internal socio‐political forces resulting in a national science curriculum which is in accord with world cultural rules but at the same time quite indigenous in character. This study also suggests that while each nation‐state aspires to develop an indigenous form of science education that would best suit the national context, the outcome tends to be more universalistic than particularistic due to global influences.  相似文献   

16.
Many supporters and critics of a ‘global English’ assume that English is (initially) ‘outside’ of cultures in what Braj Kachru calls the ‘Expanding Circle’. But this ignores the ways English has been culturally and historically constituted in countries where it is still a ‘foreign’ language. In South Korea, English education—as an institution—has been part of Korean life since the 1880s. During that time, English has acquired a variety of contradictory cultural meanings related to the colonial and postcolonial experiences of South Korean people. For example, although introduced as part of the late‐nineteenth century ‘enlightenment’ of Korean society, English became associated during the Korean War with conservatism and the US military government. More recent beliefs surrounding English suggest a combination of liberatory possibility and imperialism. Through an examination of historical sources, literature and ethnographic interviews undertaken from 1999 to 2001, I describe some of these shifting meanings as relevant not only for our understanding of English in South Korea but for world Englishes as a whole. ‘Global English’, I suggest, must be understood as both global and local.  相似文献   

17.
This study examines how teachers’ collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was negatively related to job satisfaction for North American teachers (i.e., teachers from Canada and the United States), whereas the cultural dimension of collectivism was significantly related to job satisfaction for the Korean, but not for North American teachers. For motivation theorists, the results from this study provide evidence that cultural context influences how motivation beliefs are understood and expressed in diverse settings. For educators, this study underlines the importance of collective motivation as a source of individual job satisfaction.  相似文献   

18.
Art educators have been promoting Community‐Based Art Education (CBAE) in schools in order to enhance students’ sense of socio‐cultural identity and contextual learning about local art and culture. It cannot only bridge the gap between the students’ daily lives and the communities and art, but can also enhance their inquiry, discovery and meaning‐making abilities. In China, the community‐based approach plays a significant role in the National Standards for Visual Arts, and Chinese art educators have been applying CBAE in school art education for decades. However, Western art educators are still unfamiliar with the issues, practices and challenges related to CBAE in China owing to language constraints. In light of the above, this article aims to initiate a dialogue between Western and Chinese CBAE researchers through discourse and discussions on the main issues related to CBAE in Chinese art education. It outlines current practices of, and issues related to, CBAE from the perspective of Chinese art education. It also discusses the three major challenges to the implementation of CBAE in China, namely the conflict between indigenous knowledge and official knowledge in the school art curriculum, lack of motivation among teachers, and neglect of context in the practice of local art in schools. It is hoped that this article it will enrich our overall knowledge of CBAE and contribute to the understanding of CBAE from a global perspective.  相似文献   

19.
The article explores the concept of the artist teacher, drawing upon an overview of relevant literature and two related pieces of research: the first investigated practices within the Artist Teacher Scheme (ATS); the second sought to understand the perceptions of practice‐based coursework in an MA Art Education programme at Roehampton University in London. Commonalities and differences between the perceptions and understandings of artist teachers (including masters' students), their tutors and gallery educators were explored. The data for each piece of research were collected through unstructured, open‐ended interviews. A significant reflexive and autobiographical dimension for the research was motivated by my own identity as an artist teacher, and by the exploration of reflective practice as a potential framework for realising and sustaining an artist teacher identity and practice. The research concluded that connections between art practice and teaching are complex, diverse, difficult to articulate, challenging to implement and do not easily lend themselves to simple impact measurement. The ATS operates in a context that includes languages, cultures and identities from frameworks in education and art that can be both complementary and oppositional. Artist teachers need to develop skills of negotiation through which they can articulate and continuously reappraise their art practice and, at an appropriate stage, use that practice to inform their teaching.  相似文献   

20.
Social interest in art integration for curriculum enrichment and innovation, particularly at the turn of the century, has promoted extensive institutional partnerships between cultural organisations and public schools in many countries. Stimulated by social demands for innovative educational practices, these institutional partnerships have increased the numbers of teaching artists sent to schools. These artists are expected to contribute to the development of students’ creative imaginations by providing learning opportunities beyond conventional classroom practices. However, the extent to which teaching artists are able to develop creatively within their socially expected roles remains unclear, especially considering the marginal status of the arts in formal education settings. A recent survey‐ and interview‐based study conducted by the present author in South Korea demonstrated that teaching artists in schools find the structured educational system often limits the scope of their classroom practice. This article reviews the teaching artists’ concerns and needs identified in the study context and discusses ways to support their professional development and expand the roles of institutions in improving the quality of their teaching practice. The discussion also examines historical and socio‐political factors that have influenced the persisting challenges of structural issues inherited in the Teaching Artists in Schools Program in South Korea to provide suggestions for more sustainable and instructive collaborations.  相似文献   

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