Foreign Language Education at the Nexus of Neoliberalism and Coloniality: Subjectivity in South Korean Discourses of Education Reform

Autor/in	Park, Joseph Sung-Yul
Titel	Foreign Language Education at the Nexus of Neoliberalism and Coloniality: Subjectivity in South Korean Discourses of Education Reform
Quelle	In: Critical Inquiry in Language Studies, 19 (2022) 4, S.336-354 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2086553
Schlagwörter	Educational Change; Moral Values; Foreign Countries; Criticism; Neoliberalism; Colonialism; Second Language Learning; Affective Behavior; Educational History; Documentaries; Creativity; Whites; Western Civilization; Television; Social Systems; Second Language Instruction; Programming (Broadcast); Comparative Education; South Korea + Suchen Sie Ihr Suchwort? Bildungsreform; Moral value; Ethischer Wert; Ausland; Kritik; Neo-liberalism; Neoliberalismus; Kolonialismus; Zweitsprachenerwerb; Affective disturbance; Active behaviour; Affektive Störung; History of education; Bildungsgeschichte; Documentary film; Documentary films; Dokumentarfilm; Kreativität; White; Weißer; Fernsehen; Fernsehtechnik; Social system; Soziales System; Fremdsprachenunterricht; Programmgestaltung; Vergleichende Erziehungswissenschaft; Korea; Republik
Abstract	This paper discusses how critiquing the convergence of neoliberalism and coloniality can become a crucial juncture for imagining alternatives to neoliberal foreign language education. Neoliberalism and coloniality are both mediated by aspects of subjectivity, which not only obscures their co-dependence, but also naturalizes their logic as they become embedded in dimensions of affect, desire, and morality. Discourses of educational reform that do not attend to this link risk being appropriated by neoliberal ideologies, as they may fail to situate neoliberal conditions of education within broader historical conditions of inequality. This paper illustrates this point through a critical analysis of debates on education reform in Korea, with a focus on a Korean television documentary which argues for liberal reforms emphasizing creativity, individuality, and excellence. The analysis shows how the voice of white Westerners as perceiving subjects is frequently invoked to problematize the Korean education system for its supposed irrationality and backwardness, naturalizing the mutual constitution of historical conditions of capitalism and colonialism through representations of affect. Based on this discussion, this paper argues that alternatives to neoliberal language education must be rooted in policy and practice that questions deeply entrenched subjectivities of capitalism and colonialism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01