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Images of Life and Learning—A Postmodern Qualitative Study Of IMAGES OF LIFE AND LEARNING—A POSTMODERN QUALITATIVE STUDY OF FIVE KOREAN PEOPLE’S PUBLISHED ORAL HISTORY by DAE JOONG KANG (Under the Direction of Sharan B. Merriam) ABSTRACT The purpose of this study was to understand the influence of the socio-cultural-historical context on learning as it contributes to the construction of people’s lives. In particular, this study examined how the 20th century Korean socio-cultural-historical context and the lifelong learning of Korean people co-construct one another. The following research questions guided the study: (1) What are the patterns of learning activities among the people? (2) What was the socio- cultural-historical context that influenced their life and learning? (3) How did the patterns of learning activities emerge in conjunction with the socio-cultural-historical context? This study analyzed five narratives from the Korean People’s Oral History Series published by the Deep-Rooted Publishing House in Korea. The Series contains life narratives of twenty Korean people who were born between 1898 and 1926. I selected five for this study—Ki- nam (book three, Janggu drummer), Na-sop (book seven, onggi potter), So-shim (book nine, Kanggangsullae performer), Myong-hwan (book eleven, pansori drummer), and Tong-jong-wol (book fifteen, Kayageum player). I used postmodern content analysis that I developed through a critique of various content analysis methods. Postmodern content analysis is concerned with two different kinds of data—source data and assembling data. By using reading and writing as a method of inquiry, I took assembling data notes and analysis notes while I was reading the source data. Repeated readings and writings evolved into findings. Findings were presented in the form of essay. The first four essays presented four different figurations of lifelong learning—escaping, creating, controlling, and formalizing. They are the patterns of learning activities. The influences of the Korean socio-cultural-historical context were described in each figuration essay. The figuration essays had different styles and are composed as interrogative text. The fifth essay described the sameness and differences of the four figurations among the five people to show multiple emergences of learning activities. The findings of this study were discussed in terms of how they contribute to producing different images of the learner. Images of the learner out of figurations were compared with images of the learner out of adult learning theories—escaping (community of practice), creating (informal learning), controlling (transformational learning, experiential learning), and formalizing (informal learning). INDEX WORDS: Adult Learning, Lifelong Learning, Postmodernism, Qualitative Research Method, Content Analysis, South Korea, Oral History, Art and Craft, Art Learning. IMAGES OF LIFE AND LEARNING—A POSTMODERN QUALITATIVE STUDY OF FIVE KOREAN PEOPLE’S PUBLISHED ORAL HISTORY by DAE JOONG KANG B.A., Seoul National University, Korea, 1997 M.A., Seoul National University, Korea, 2002 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2006 © 2006 Dae Joong Kang All Rights Reserved IMAGES OF LIFE AND LEARNING—A POSTMODERN QUALITATIVE STUDY OF FIVE KOREAN PEOPLE’S PUBLISHED ORAL HISTORY by DAE JOONG KANG Major Professor: Sharan B. Merriam Committee: Bradley C. Courtenay Robert J. Hill Elizabeth A. St. Pierre Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2006 DEDICATION To my mother, Hee Sook Eom, To my wife, Dong Jin Kim, and To my daughter, Eunhye Kang. Three generations of women who enabled me to mark the end of this study. iv ACKNOWLEDGEMENTS I owe many thanks to numerous people. Permit me to mention just a few of them. Dr. Merriam’s guidance, encouragement and careful reading were vital to this dissertation. Her acute academic sensitivity was exceptional. Dr. St. Pierre’s demanding emphasis on reading hard, thinking hard, and writing hard helped me create unimaginable spaces throughout this study. She never failed me. Dr. Courtenay showed me how to live as a scholar and administrator of the research-oriented institute. It was an invaluable learning opportunity for me to work with him. The dialogue with Dr. Hill at the early stage of this study was insightful. His continuous support with a warm smile was true encouragement to me. The program of adult education at the University of Georgia was a great community to an international student from South Korea. I met many wonderful friends and colleagues in this community. Most special was Penne Lane who read almost every piece that I wrote in the program and gave invaluable suggestions. Penne shared joy and concerns with me and my family throughout my journey. LuAnn Cooley worked with me in many classroom projects and we presented our wonderful study of outsider artists’ learning at the AERC. I really learned much from her. Haidong Wang from China, who began the doctoral study with me, became one of my best friends. We congratulated each other on the arrival of babies in September 2005. Korean girl Eunhye was born just five days earlier than Chinese girl Yugong. Li-kuang Chen from Taiwan always shared her bright smile with me whenever I looked tired. I thank the members of the Athens Korean Presbyterian Church. Pastor Choonki Kim and the brothers and sisters in the church always had me in their prayers. Those who shared their v weekend dining tables and studied the Bible together with me—Hasamo, Galilee, and Yeolin Mockjang, sorry for not naming all of you—were like family members to me for the last three years. I thank Dr. Shinil Kim of Seoul National University in Korea for encouraging me to come to the United States for the doctoral study. He has been like another father to me since I met him more than fifteen years ago. Friends from Seoul National University helped me ensure the accuracy of translation: Dr. Ji-hye Lee, Ms. Young Hee Kim, Mr. Jong Seoung Kim, Ms. Jung Eun Lee, and Ms. Kyong ae Kim. Young Sek Kim, who is a doctoral student at the University of Georgia, also helped me. Finally, I thank my mother for staying more than four months in Athens after my daughter Eunhye was born. My father managed his daily life by himself in Korea during that time. Without their sacrifice I would not have been able to focus on writing this dissertation. My wife, Dong Jin Kim’s endless love, support, encouragement, and trust have been always with me. I love you. Eunhye, the gracious gift from God in the middle of this study, made me smile all the time. For all these blessings, I thank God. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.............................................................................................................v LIST OF TABLES......................................................................................................................... ix LIST OF FIGURES .........................................................................................................................x CHAPTER 1 INTRODUCTION .........................................................................................................1 Problem Statement ....................................................................................................6 Significance of the Study ..........................................................................................8 2 REVIEW OF THE LITERATURE .............................................................................10 Informal Learning....................................................................................................11 Learning from Experience.......................................................................................15 Extra-Rationality in Learning..................................................................................22 Learning, Experience, and Socio-Cultural Context.................................................25 A Brief Overview of Korean Historical Context.....................................................37 3 METHODOLOGY ......................................................................................................41 Content Analysis .....................................................................................................43 Postmodern Content Analysis .................................................................................49 The Source Data ......................................................................................................55 Selection, Analysis, and Write-up...........................................................................59 The Korean Socio-Cultural Context and My Subjectivity ......................................69 vii 4 FINDINGS...................................................................................................................78 Escaping ..................................................................................................................81 Creating ...................................................................................................................98 Controlling.............................................................................................................120 Formalizing ...........................................................................................................138 Figurations Revisited.............................................................................................154
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