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Re-Thinking South Korean Postcolonial Multiculturalism in the Fine Art Textbook for Fifth- and Sixth- Graders

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Re-Thinking South Korean Postcolonial Multiculturalism in the Fine Art Textbook for Fifth- and Sixth- Graders Re-thinking South Korean Postcolonial Multiculturalism in the Fine Art Textbook for Fifth- and Sixth- Graders Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Young Lim Nam, M.A. Graduate Program in Art Education The Ohio State University 2014 Dissertation Committee: Professor Christine Ballengee-Morris Advisor Professor Deborah L. Smith-Shank Professor Shari Savage Professor Vesta Daniel Copyright by Young Lim Nam 2014 i Abstract This study is a critical analysis of the context of image examples for the multicultural art education portion in a Fine Art textbook, which is currently used in South Korea for 5th and 6th graders. The purpose of this research is to evaluate how multiculturalism is represented in the text. To this end, this research focuses on ethnicity construction: how politico-economic contexts and cultural representation of ethnic arts have influenced the content of the textbook. Postcolonial multiculturalism is designated as a theoretical framework and a critical discourse analysis (CDA) as a methodological framework for this research. Through CDA, I understand invisible beliefs and cultural identities that people share by paying attention to power, ideology, and intertextuality that are infiltrated in language. The findings revealed that inside/outside the Fine Art textbook promotes the pedagogy of South Korean ethnicity construction through postcolonial multiculturalism, which disrupts the idea of multiculturalism. The government is involved in narrating South Korean ethnicity and its visual art forms in a traditional artistic format. This seems to be a response to the political context where this competitive particular culture is desired and promoted to engage and respond to both opportunity and crisis in the global economy. The top-down narrative affects the image examples in the book, a national curriculum, and the entire process of the textbook production system. Recommendations are provided, including ways in which educators can encourage their students in ii deconstructing the myths of South Koreanness. iii Dedication Dedicated to my parents iv Acknowledgments I would like to express my sincere appreciation and gratitude to my advisor, Dr. Christine Ballengee Morris, for her continuous guidance and support with not just this dissertation, but with my entire doctoral degree program. I appreciate the guidance in formulating my dissertation topic, the feedback she gave me on my chapter drafts, her willingness to listen to me, and her dedication to helping me move through the process. My sincere appreciation and gratitude also goes to the members of my doctoral committee Professors Dr. Deborah L. Smith-Shank, Dr. Vesta Daniel, and Dr. Shari Savage for their efforts in reading the dissertation manuscript, and valuable comments and recommendations. I wish to thank Dr. Patricia Stuhr for encouraging me to undertake the doctoral journey and for giving me vision and impetus I needed to embark upon this dissertation process. Finally, my deepest gratitude goes to my friends, Namhee, Vincent, Kangyong, Verona, Connie, Jaewhan, Hyunsook, and Brad, for being with me throughout this doctoral journey. They all laughed with me and commiserated with me throughout my doctoral program. I thank them for their sacrifices. v Vita 1997 ……………………………………….. B.A. Elementary Education, Chuncheon National University of Education 2004 ……………………………………….. M.A. Elementary Fine Arts Education, Korea National University of Education 2007-2008 …………………………………. Graduate Teaching Associate, Department of Art Education, The Ohio State University 2009-2012 …………………………………. Graduate Teaching Associate, Department of Art Education, The Ohio State University Publications Kim, H. S., Min, H. J., & Nam, Y. L. (2007). Inquiry of teaching lesson plans for application to DMZ regions’ ecology and culture. Art Education Research Review, 21(3), 247- 266, KINX2008032294. Kim, H. S., Min, H. J., & Nam, Y. L. (2007). Inquiry in the method of art instruction based on ecology in the region of Yang-gu Hae-an. Contributed a thesis to 2007 InSEA Asian Regional Congress in 2007, 768-773. Fields of Study Major Field: Art Education vi Table of Contents Abstract ............................................................................................................................... ii Dedication .......................................................................................................................... iv Acknowledgments............................................................................................................... v Vita ..................................................................................................................................... vi List of Tables .................................................................................................................... xiii List of Figures .................................................................................................................. xiv Chapter 1: Introduction ....................................................................................................... 1 1.1 Background ............................................................................................................................ 1 1.2 Statement of the Problem ..................................................................................................... 11 1.3 Research Question ............................................................................................................... 15 1.4 Research Design................................................................................................................... 18 1.5 Limitation to This Study ...................................................................................................... 42 1.6 Conclusion ........................................................................................................................... 44 Chapter 2: Literature Review ............................................................................................ 47 2.1 Review of the Literature ...................................................................................................... 47 2.2 Conclusion ........................................................................................................................... 63 Chapter 3: Theoretical Framework and Methodology ...................................................... 64 3.1 Basic Concepts ..................................................................................................................... 65 3.1.1 Race and Ethnicity ........................................................................................................ 65 3.1.2 Nation and Nationalism ................................................................................................ 68 3.1.3 The Viewpoint on the Nation in Relation to History ..................................................... 73 vii 3.2 Multiculturalism and Postcolonialism/Postcolonial Theory ................................................ 77 3.2.1 Multiculturalism ............................................................................................................ 78 3.2.2 Postcolonialism/Postcolonial Theory ........................................................................... 83 3.2.2.1 Colonial Knowledge and Orientalism .................................................................... 84 3.2.2.2 Postcolonialism ...................................................................................................... 87 3.2.2.3 Postcolonial Theory ............................................................................................... 89 3.3 Framework for South Korean Postcolonial Multiculturalism .............................................. 97 3.3.1 Essentialism and Ethnic-nationalism ............................................................................ 98 3.3.2 Ethnic-nationalism, Politico-economic Context, and Postcolonial Multiculturalism 102 3.3.3 The Characteristics of Postcolonial Multiculturalism ................................................ 107 3.3.3.1 Othering ............................................................................................................... 107 3.3.3.2 Politics of Difference ........................................................................................... 107 3.3.3.3 Inclusion/Exclusion .............................................................................................. 110 3.3.4 Conclusion: South Korean Postcolonial Multiculturalism ......................................... 110 3.4 Summary. Framework for South Korean Postcolonial Multiculturalism .......................... 113 3.5 Critical Discourse Analysis ................................................................................................ 119 3.5.1 Overview of the Critical Discourse Analysis .............................................................. 120 3.5.1.1 Key Ideas of Critical Discourse Analysis and This Research .............................. 120 3.5.1.2 Speech Act Theory and Critical Discourse Analysis ............................................ 125 3.5.1.3 Intertextuality ....................................................................................................... 126 3.5.2 The Design of the Study .............................................................................................. 129 3.5.2.1
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