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Violence in South Korean schools and the relevance of peace education

Kwon, Soonjung (2015)
Ph.D. thesis, University of Birmingham.

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Abstract

This thesis aims to explore and analyse the culture of violence which is, arguably, deeply embedded in South Korean schooling and to suggest how this can be re-directed towards a culture of peace through peace education. In order to achieve this goal, fieldwork was conducted for a year, employing \(critical\) \(ethnography\) and \(case\) \(studies\). Data gained from this fieldwork were analysed and discussed within the conceptual frameworks of \(Bourdieu’s\) \(symbolic\) \(violence\) and peace education theories – \(Hick’s\) \(defining\) \(peace\) in particular.

This finding of this thesis fall into four parts: \(some\) \(selected\) \(cultural\) \(elements\) \(of\) \(everyday\) \(school\) \(life\); \(symbolized\) \(and\) \(institutionalized\) \(violence\); \(authoritative\) \(school\) \(management\) \(and\) \(increasingly\) \(atypical\) \(employment\); \(and\) \(how\) \(to\) \(change\) \(this\) \(culture\) \(of\) \(violence\) \(to\) \(peace\): \(possibilities\) \(of\) \(peace\) \(education\)? These findings are discussed in relation to theories to show the ways in which socio-historical backgrounds and ideologies (e.g. colonized false ideologies) are infused in South Korean schools fostering a culture of violence, and the extent to which peace education may be relevant for changing the status quo by changing individuals’ value bases, which, it is hoped, can bring changes to the wider society. Four themes are discussed: \(school\) \(habitus\), \(experienced\) \(as\) \(necessary\) \(in\) \(the\) \(field\); \(symbolic\) \(violence\) \(in\) \(classrooms\): \(misrecognizing\) \(the\) \(procedures\) \(of\) \(education\); \(and\) \(defining\) \(peace\) \(in\) \(classrooms\); \(pedagogical\) \(change\), \(the\) \(possible\) \(educative\) \(remedy\) \(of\) \(transforming\) \(individuals\) \(to\) \(contribute\) \(to\) \(a\) \(culture\) \(of\) \(peace\).

Throughout the thesis, educational implications are elicited and subjected to scrutiny.

Type of Work:Ph.D. thesis.
Supervisor(s):Kristjánsson, Kristján and Walker, David
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:HV Social pathology. Social and public welfare
LB Theory and practice of education
LG Individual institutions (Asia. Africa)
Institution:University of Birmingham
ID Code:5941
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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