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A Phenomenological Study on the Role of Juche, Militarism, And

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A Phenomenological Study on the Role of Juche, Militarism, And A PHENOMENOLOGICAL STUDY ON THE ROLE OF JUCHE, MILITARISM, AND HUMAN RIGHTS IN THE EDUCATIONAL LIFE EXPERIENCES OF NORTH KOREAN DEFECTORS by Andrea Rakushin Lee Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University April, 2014 A PHENOMENOLOGICAL STUDY ON THE ROLE OF JUCHE, MILITARISM, AND HUMAN RIGHTS IN THE EDUCATIONAL LIFE EXPERIENCES OF NORTH KOREAN DEFECTORS by Andrea Rakushin Lee A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA April, 2014 APPROVED BY: James Swezey, Ed.D., Committee Chair Feng Wang, Ph.D., Committee Member Minjeong Kim, Ph.D., Committee Member Scott Watson, Ph.D., Associate Dean, Advanced Programs 1 ABSTRACT This transcendental phenomenological study describes the essence of the premigration, transmigration, and postmigration educational life experiences of 15 North Korean defectors in South Korea in light of their exposure to Juche, militarism, and human rights violations. The literature review includes a theoretical framework rooted in the transformative learning theory and pertinent themes related to the educational experiences of North Korean defectors. Data was collected through a demographic survey; a timeline of primary life events; standardized, open- ended interviews; and journal entries. The central research question examined primary themes from the educational life experiences of North Korean defectors during premigration, transmigration, and postmigration. Data analysis procedures included finding significant statements, synthesizing a field journal, and creating textural and structural descriptions which led to the essence of the overall experience. Premigration themes that emerged include the importance of social status, poverty and extreme hardship, Kim family indoctrination, regular participation in saenghwal chonghwa, a variety of behaviors and interactions in the classroom, the importance of Juche and militarism, and unbalanced education. Transmigration themes primarily center on a lack of education. Postmigration themes predominately highlight adaptation problems and the participants’ present views of Juche, militarism, and human rights. Finally, future themes include education as a key to success and reunification dreams. Keywords : North Korean defectors, North Korean refugees, Juche, militarism, human rights, modern underground railroad 2 Dedication This study is dedicated to the people of North Korea. I genuinely hope that all North Korean people will one day soon experience freedom and be given an education that is based on the truth and promotes personal development and success. I feel blessed to have heard the inspirational stories of hope and perseverance of many North Korean defectors. Viktor Frankl (2006) clearly articulated the power of humans to overcome adversity when he stated, We must never forget that we may also find meaning in life even when confronted with a hopeless situation, when facing a fate that cannot be changed. For what then matters is which is to transform a personal tragedy into triumph, to turn one’s predicament into a human achievement. (p. 112) The testimonies of North Korean people need to be shared with the world. I am grateful that I had the opportunity to be in their presence and to learn from them. They are my teachers and will forever hold a special place in my heart. I am also profoundly inspired by the heroes of the modern underground railroad who have risked their lives to save North Korean refugees. Finally, I gained a lot of insight from passionate and dedicated unsung heroes around the world who champion human rights and have devoted so much time and energy to this cause. 3 Acknowledgements I am incredibly thankful for the support of my chair, Dr. James Swezey and for his guidance and direction throughout this process. I am also grateful for the assistance of my other committee members, Dr. Feng Wang and Dr. Minjeong Kim. My committee members have taught me many important lessons as a researcher and writer. Their knowledge and expertise are invaluable. They have spent many hours providing direction and support. I am very appreciative of all of the time and effort that they have put into this dissertation. I am thankful for my husband Jaejoon and my family who have provided so much assistance and support. Additionally, I would like to thank my friends who have helped me in numerous ways throughout the dissertation process. I am also blessed to have met so many North Korean defectors who inspired me to write this dissertation. Furthermore, I am grateful for the North Korean defectors who sacrificed their time to participate in this research. This study would not have been possible without them. 4 TABLE OF CONTENTS ABSTRACT ………………………………………………………………………………2 Dedication Page .............................................................................................................. 3 Acknowledgments Page .................................................................................................. 4 Table of Contents ............................................................................................................ 5 List of Figures ............................................................................................................... 13 List of Abbreviations .................................................................................................... 14 Korean Language .......................................................................................................... 15 CHAPTER ONE: INTRODUCTION ............................................................................... 17 Background .................................................................................................................. 18 Definitions .................................................................................................................... 21 Premigration .............................................................................................................. 21 Transmigration .......................................................................................................... 21 Postmigration ............................................................................................................ 22 General Term ............................................................................................................ 23 Situation to Self ............................................................................................................ 23 Problem Statement ........................................................................................................ 24 Purpose Statement ......................................................................................................... 25 Significance of the Study…………………………………………………..………… 25 Research Questions ....................................................................................................... 29 Delimitations ................................................................................................................. 32 Research Plan ................................................................................................................ 32 5 CHAPTER TWO: LITERATURE REVIEW ................................................................... 35 Introduction ................................................................................................................... 35 Theoretical Framework: Transformative Learning Theory ......................................... 35 Development from other Theories ............................................................................ 36 Experience and the Process of Learning ................................................................... 37 Frames of Reference and Meaning Structure ............................................................ 38 Learning Process ....................................................................................................... 38 Critical Reflection ..................................................................................................... 39 Reflective Discourse and Transformation ................................................................ 40 Historical Background of North Korea ......................................................................... 41 Post-World War II (1945-1950)................................................................................ 43 The Korean War (1950-1953) ................................................................................... 44 The Kim Il Sung Administration (1948-1994) ......................................................... 46 The Kim Jong Il Administration (1994-2011) .......................................................... 51 The Kim Jong Eun Administration (2011-Present) .................................................. 53 Education in North Korea ............................................................................................. 55 Historical Overview of the Education System (1910-Present) ................................. 55 The Present Education System.................................................................................. 60 Early Childhood Education ....................................................................................... 62 Primary School.........................................................................................................
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