University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses November 2016 The Gaps between Values and Practices of Global Citizenship Education: A Critical Analysis of Global Citizenship Education in South Korea Hye Seung Cho University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the International and Comparative Education Commons Recommended Citation Cho, Hye Seung, "The Gaps between Values and Practices of Global Citizenship Education: A Critical Analysis of Global Citizenship Education in South Korea" (2016). Doctoral Dissertations. 736. https://doi.org/10.7275/9043848.0 https://scholarworks.umass.edu/dissertations_2/736 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. 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The Gaps between Values and Practices of Global Citizenship Education: A Critical Analysis of Global Citizenship Education in South Korea A Dissertation Presented by HYE SEUNG CHO Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2016 College of Education © Copyright by Hye Seung Cho 2016 All Rights Reserved The Gaps between Values and Practices of Global Citizenship Education: A Critical Analysis of Global Citizenship Education in South Korea A Dissertation Presented by HYE SEUNG CHO Approved as to style and content by: ______________________________ Jacqueline Mosselson, Chair ______________________________ Moon-Kie Jung, Member ______________________________ Bjorn Nordtveit, Member _________________________________ Joseph B. Berger, Senior Associate Dean College of Education DEDICATION I dedicate this dissertation to my wonderful family. I also dedicate this dissertation to my Lord who has given me the strength to start and complete this journey. ACKNOWLEDGMENTS This dissertation would not have been possible without the support of many people. I would like to first thank the educators in South Korea who generously shared their knowledge and experience with me during my research period. Your willingness to participate made this study possible. I hope that the findings presented below can help inform the work of those educators who are advancing global citizenship education. I wish to express my sincere gratitude to my committee members for their guidance and encouragement. I would like to especially recognize Dr. Jacqueline Mosselson who believed in and supported me throughout the program. You were a great mentor and advisor to me. I am deeply thankful for your keen insights and feedback in my research. I also thank Dr. Moon-Kie Jung and Dr. Bjorn Nordtveit for their patience and direction. I am honored to have had you on my committee. I also want to extend my gratitude to Dr. Gretchen Rossman for her advice and thoughtful attention. I am very grateful for the support of the Center for International Education (CIE) faculty and my friends. Special thanks to Ilgu Jun, Sumera Ahsan, Mahboob Morshed, Surl Hee Kim, Yaëlle Stempfelet, Hunter Gray, and Stephen Richardson: Your endless support, encouragement and love made me finish my doctoral program. Lastly, I would like to acknowledge and thank my family, especially my mother and father, who have gracefully supported me my entire life. Your prayers, love and presence in my life have brought me here today. Thank you all. I can’t thank you enough for all your support and help. I am blessed to have you in my life. v ABSTRACT THE GAPS BETWEEN VALUES AND PRACTICES OF GLOBAL CITIZENSHIP EDUCATION: A CRITICAL ANALYSIS OF GLOBAL CITIZENSHIP EDUCATION IN SOUTH KOREA SEPTEMBER 2016 HYE SEUNG CHO, B.A., SEOUL NATIONAL UNIVERSITY, M.A., SEOUL NATIONAL UNIVERSITY, Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Jacqueline R. Mosselson This study examines how Global Citizenship Education (GCE) is perceived and implemented in South Korea. GCE has received much attention worldwide among educators, policy makers, and organizations, as reflected by the Global Education First Initiative (GEFI), the Post-2015 education agenda, and The Sustainable Development Goals (SDGs). Consistent with this global trend, the World Education Forum, held in South Korea, also facilitated interest and discussions in GCE in South Korea. Within the context of heightened interest in GCE both in the global society and South Korea as well, my dissertation explores the core features of GCE in South Korea focusing on rationales, contents, and implementation from a critical perspective. The analysis in this study is informed by the concept of a critical approach of GCE (Andreotti, 2006; Davies, 2006; Shultz, 2007) along with critical social theories with particular emphases on the theory of hegemony, cultural reproduction, and critical race theory. This study employed a qualitative research approach relying on documents analysis and a series of interviews. I analyzed five teachers’ guidebooks for promotion of GCE developed by government related organizations. Interviews were conducted with vi twenty education stakeholders in charge of GCE including a government officer, three International organization staff, eight NGO workers, and eight teachers. Through a critical analysis of GCE in South Korea, this study offers a detailed understanding of how different ideologies regarding GCE exist in a complex manner within a Korean context by extending the existing literature. This research demonstrates that despite the possibility of GCE serving as a counter-hegemonic force, the values and curricula of GCE in South Korea also reproduce hegemonic ideals of neoliberalism, dichotomous views of economic status, and binary views on core-periphery relationships. This study also illustrates conceptual and structural restraints that reinforce hegemonic ideas of GCE. Based on the findings, I argue GCE should be carefully addressed and implemented considering its different ideological foundations and aspects which potentially reinforce hegemonic ideas. Without taking these features into account, GCE may be well intended but in fact fails to open possibilities to transform discursive practices towards the values of social justice. vii TABLE OF CONTENTS Page ACKNOWLEDGMENTS .................................................................................................. v ABSTRACT ....................................................................................................................... vi LIST OF TABLES ............................................................................................................ xii LIST OF FIGURES ......................................................................................................... xiii CHAPTER 1. INTRODUCTION .......................................................................................................... 1 Introduction ................................................................................................................. 1 Statement of the Problem ............................................................................................ 3 Purpose of the Study ................................................................................................... 8 Significance of the Study ............................................................................................ 9 Organization of the Study ......................................................................................... 10 Chapter 1: Introduction ..................................................................................... 10 Chapter 2: Conceptual Framework and Literature Review .............................. 10 Chapter 3: Research Design and Methods ........................................................ 11 Chapter 4: Contextual overview ....................................................................... 11 Chapter 5-7: Findings ....................................................................................... 12 Chapter 8: Conclusion ...................................................................................... 12 2. CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW ............................. 13 Conceptual Underpinnings of Global Citizenship Education ................................... 13 What is Global Citizenship? ............................................................................. 13 What is Global Citizenship Education? ............................................................ 21 Competing Ideological Approaches within Global Citizenship Education .............. 32 Neoliberal Approach of GCE ........................................................................... 34 Humanistic Approach of GCE .......................................................................... 36 Critical Approach of GCE ................................................................................ 37 Theoretical Framework: Critical Theory .................................................................. 41 Theory of Hegemony ........................................................................................ 44 Cultural Reproduction ....................................................................................... 46 Critical Race Theory ........................................................................................