Politics and the practice of school change
The Hyukshin School movement in South Korea
Bibliographic Data
| ID | 12010048 |
|---|---|
| Authors | Youl-Kwan Sung (Kyung Hee University, Seoul, Korea, corresponding author), Yoonmi Lee (0000-0003-1222-9243, Hongik University, Seoul, Korea) |
| Year | 2018 |
| Volume | 48 |
| Issue | 2 |
| Pages | 238-252 |
| Publication date | 2018-03-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.2018.1435976 |
| OpenAlex | W2796188742 |
| Language | EN |
| Citations received | 5 |
| References cited | 14 |
In this article, we examine the characteristics of a progressive school-change project in South Korea called the Hyukshin School (HS) movement. HSs are public schools that are intended to disseminate progressive and democratic practices. We obtained data from interviews with participating teachers, official documents, reports, and various statements from the stakeholders involved in the project. First, we found that in the case of the HS movement, decentralization as a global practice interacts with local politics, producing an unintended result that promotes a progressive approach to counter both competition-based pedagogy and the neoliberal accountability system. Second, the teachers in HSs have developed their own democratic approaches that feature the four key strategies of a learning community, a community of caring, a democratic community, and a professional community. Third, teachers in HSs perform their practices within the relationship between their new praxis and the East Asian style of pedagogy, which we believe to be the consequence of the latter's compressed modernization
Accountability · Decentralization · Democracy · Modernization theory · Pedagogy · Political science · Politics · Praxis · Progressive Education · Public relations · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Law · Public Administration
From learning to teaching
From the best practices of successful school leaders
Students’ perceptions of student voice in assessment within the context of Iran
Teachers empowered by shame
A comparative study of convergence and divergence in the impact of school culture and open classroom climate on civic outcomes in mitigating the influence of students’ family backgrounds
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |