Literaturnachweis - Detailanzeige
Autor/in | Dreamson, Neal |
---|---|
Titel | East Asian Citizenship Education and its Pedagogical Justification |
Quelle | In: Asia Pacific Journal of Education, 43 (2023) 4, S.1144-1160 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0218-8791 |
DOI | 10.1080/02188791.2021.1990853 |
Schlagwörter | Citizenship Education; Western Civilization; Diversity; Social Values; Curriculum Development; Asian Studies; Teaching Methods; Asian Culture; Ethics; Accountability; Elementary School Teachers; Faculty Development; Foreign Countries; South Korea Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sozialer Wert; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Asia; Studies; Asienwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Korea; Republik |
Abstract | In 2019, Incheon Metropolitan City Office of Education (IMCOE), South Korea launched a new curriculum called, "East Asian citizenship education" (EACE) by criticising the over-broadness and abstractness of global citizenship education (GCE). Yet, a question arises, how is it different from (Western) GCE? In this study, pedagogical perspectives of EACE and GCE are addressed based on a critical review of conceptual tensions between universality and particularity, which responds to "cultural incommensurability" from critical-post critical perspectives of GCE, while intercultural reality is acknowledged. It is argued that cultural incommensurability is used to tackle epistemology-driven engagement (Western GCE) and facilitate diverse ontological engagement in GCE which includes (non-Western) cultural values. With this metaphysical justification, a framework for EACE is developed and justified by reflecting East Asian cultural characteristics. As a result, the four domains are articulated: "critical participation," "communal engagement," "relational development," and "ethical accountability." Through a training programme for 20 primary school teachers, their engagement in, concerns of and achievements for EACE are discussed, which demonstrates potential for its pedagogical legitimacy. A significant argument from the study is that "culturally responsive" GCE can be feasible when justifying the ontological foundations of GCE with non-Western cultural features. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |