{"title":"A study of motivation formulating, developing, and achieving processes of aspiring headteachers in the secondary school of the Republic of Korea","authors":"Yoongjeong Lee","doi":"10.30916/kera.62.3.37","DOIUrl":"https://doi.org/10.30916/kera.62.3.37","url":null,"abstract":"","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"38 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141410396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Study on Changes in the Reasons for Students’ High-school Choice","authors":"Soomi Kim, Soojeong Lee","doi":"10.30916/kera.62.3.67","DOIUrl":"https://doi.org/10.30916/kera.62.3.67","url":null,"abstract":"","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"54 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141409190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kevin Kester, Bomi Park, Christine Hyunjin Joo, Kiwoong Park, Youngjae Chang
{"title":"Researching Ethically in Conflict-Affected Contexts: Examples from Educational Research Practice in the Global South and Global East","authors":"Kevin Kester, Bomi Park, Christine Hyunjin Joo, Kiwoong Park, Youngjae Chang","doi":"10.30916/kera.62.3.1","DOIUrl":"https://doi.org/10.30916/kera.62.3.1","url":null,"abstract":"","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141404679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore the challenges facing elementary school teachers who experience legal disputes. For this purpose, in-depth interviews were conducted with eight teachers and two principals. During the legal proceedings, teachers encountered issues with untrustworthy offices of education and uncooperative schools. The professional crises were exacerbated by the phenomenon of judicialization of education, wherein educational issues were sought to be resolved through judicial means. The teachers also suffered from psychological and emotional distress, and these hardships persisted even after the end of the legal conflicts. Furthermore, the legal disputes hindered the teachers’ educational activities, and they faced additional conflicts. As alternatives to address these difficulties, institutional efforts at the school and educational authority levels are recommended. Specifically, school administrators, including principals, are urged to adopt proactive approaches, while educational authorities are called upon to enhance their systemic capacity to handle legal issues. Based on these results, this study suggests addressing the judicialization of education, systematizing institutional responses at the organizational level, and deploying experts in legal matters within the education system.
{"title":"Exploring the Challenges Faced by Public Elementary Teachers in Legal Disputes","authors":"Eunyoung Shin, Seongbin Jo, Hyevin Shin","doi":"10.30916/kera.62.1.327","DOIUrl":"https://doi.org/10.30916/kera.62.1.327","url":null,"abstract":"This study aimed to explore the challenges facing elementary school teachers who experience legal disputes. For this purpose, in-depth interviews were conducted with eight teachers and two principals. During the legal proceedings, teachers encountered issues with untrustworthy offices of education and uncooperative schools. The professional crises were exacerbated by the phenomenon of judicialization of education, wherein educational issues were sought to be resolved through judicial means. The teachers also suffered from psychological and emotional distress, and these hardships persisted even after the end of the legal conflicts. Furthermore, the legal disputes hindered the teachers’ educational activities, and they faced additional conflicts. As alternatives to address these difficulties, institutional efforts at the school and educational authority levels are recommended. Specifically, school administrators, including principals, are urged to adopt proactive approaches, while educational authorities are called upon to enhance their systemic capacity to handle legal issues. Based on these results, this study suggests addressing the judicialization of education, systematizing institutional responses at the organizational level, and deploying experts in legal matters within the education system.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140412029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this study was to evaluate the impact of teacher-led interventions in the classroom on students’ academic and social behavior. The intervention focused on improving positive peer relationships and classroom norms. To fulfill this purpose, 115 classes (N = 2,858 students) across elementary, middle, and high school levels were divided into an experimental group (n = 66 classes) and a control group (n = 49 classes). Students’ academic engagement (behavior, emotion), social behavior (overt and relational aggression, prosocial behavior), teacher―student relationships (support, conflict), teacher alignment, and peer network attributes were collected at the beginning and end of the semester through student and teacher reports as well as peer nominations. Multilevel analyses and longitudinal social network analyses were utilized to evaluate the impact of the teacher-led intervention. The results of the multilevel analysis revealed that teacher alignment, teacher―student conflict, and an initial level of academic engagement were significant factors to improve academic engagement. In terms of overt and relational aggression, teacher support played a crucial role in the experimental effect, with varying impacts observed in elementary and middle school groups. Longitudinal social network analysis revealed significant classroom intervention effects on prosocial behavior. Both peer choice and socialization (influence) effects were significant in the experimental group, while only the peer influence effect was observed in the control group. This suggests that the class-based intervention contributed to the development of prosocial behaviors as class norms. This study has educational significance in that it highlights the importance of creating positive class norms and peer ecology to enhance students’ academic engagement and social behavior.
{"title":"Improving Peer Ecology and Classroom Norms Using ClassNet: Students’ Academic Engagement and Social Behavior","authors":"Jong Hyo Park, Eun Young Choi","doi":"10.30916/kera.62.1.155","DOIUrl":"https://doi.org/10.30916/kera.62.1.155","url":null,"abstract":"The objective of this study was to evaluate the impact of teacher-led interventions in the classroom on students’ academic and social behavior. The intervention focused on improving positive peer relationships and classroom norms. To fulfill this purpose, 115 classes (N = 2,858 students) across elementary, middle, and high school levels were divided into an experimental group (n = 66 classes) and a control group (n = 49 classes). Students’ academic engagement (behavior, emotion), social behavior (overt and relational aggression, prosocial behavior), teacher―student relationships (support, conflict), teacher alignment, and peer network attributes were collected at the beginning and end of the semester through student and teacher reports as well as peer nominations. Multilevel analyses and longitudinal social network analyses were utilized to evaluate the impact of the teacher-led intervention. The results of the multilevel analysis revealed that teacher alignment, teacher―student conflict, and an initial level of academic engagement were significant factors to improve academic engagement. In terms of overt and relational aggression, teacher support played a crucial role in the experimental effect, with varying impacts observed in elementary and middle school groups. Longitudinal social network analysis revealed significant classroom intervention effects on prosocial behavior. Both peer choice and socialization (influence) effects were significant in the experimental group, while only the peer influence effect was observed in the control group. This suggests that the class-based intervention contributed to the development of prosocial behaviors as class norms. This study has educational significance in that it highlights the importance of creating positive class norms and peer ecology to enhance students’ academic engagement and social behavior.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"33 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140412313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine the relationship between academic demands, academic resources, academic emotions, and classroom attention difficulties at both the within-individual and between-individual levels. The study involved 179 elementary school students in the 5th and 6th grades who participated in a repeated-measures survey over a 10-day period. Mplus 8.0 was used to test model fit and mediation effects. The research model, which included a direct path from academic demands and resources to classroom attention difficulties, was compared with a competing model that excluded the direct path, and the research model provided a better fit to the data. At the within-individual level, the experience of boredom fully mediated the relationship between daily academic demands and classroom attention difficulties. At the between-individual level, academic resources and academic demands led to classroom attention difficulties only through learning-related boredom. The findings suggest that it is important to consider intra-individual variability when identifying emotional or behavioral problems in an academic context, and that addressing classroom boredom, along with environmental factors such as academic demands and resources, is necessary to mitigate attention difficulties in elementary school students.
{"title":"The Relationship between Academic Demands, Academic Resources, Academic Emotions, and Classroom Attention Difficulties: A Focus on the Daily Diary Method","authors":"Seokjin Yang, Sang Min Lee, Hajin Lim","doi":"10.30916/kera.62.1.63","DOIUrl":"https://doi.org/10.30916/kera.62.1.63","url":null,"abstract":"The purpose of this study was to examine the relationship between academic demands, academic resources, academic emotions, and classroom attention difficulties at both the within-individual and between-individual levels. The study involved 179 elementary school students in the 5th and 6th grades who participated in a repeated-measures survey over a 10-day period. Mplus 8.0 was used to test model fit and mediation effects. The research model, which included a direct path from academic demands and resources to classroom attention difficulties, was compared with a competing model that excluded the direct path, and the research model provided a better fit to the data. At the within-individual level, the experience of boredom fully mediated the relationship between daily academic demands and classroom attention difficulties. At the between-individual level, academic resources and academic demands led to classroom attention difficulties only through learning-related boredom. The findings suggest that it is important to consider intra-individual variability when identifying emotional or behavioral problems in an academic context, and that addressing classroom boredom, along with environmental factors such as academic demands and resources, is necessary to mitigate attention difficulties in elementary school students.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"30 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140413914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzed teacher practices in village-linked curriculum implementation from the perspective of sustainability of communities. A village-linked curriculum is a school curriculum that aims to realize the vision of a village education community and is based on the virtuous circle perspective that local capacity can be mobilized to improve the quality of education, which in turn can improve the community. This study analyzed teacher practices from the perspective of sustainability to provide an in-depth understanding of how a village-linked curriculum enhances local sustainability and to suggest policy measures to enhance teacher practices. For this purpose, an analytical case study was conducted to analyze the experiences of a typical teacher who had been implementing a village-linked curriculum for more than six years. Various materials, such as literature, interviews, photos, and videos, were analyzed; supplementary interviews were conducted; and validity was ensured through member checks and peer verification. The study found that in terms of the education system, the teacher aimed to improve the welfare system, engage in governance activities and build social capital, and create a virtuous cycle of education and society. In terms of curriculum implementation, the teacher provided lessons that were designed to foster their students’ sense of local identity and community belonging, as well as the students’ agency for local development. The policy recommendations for enhancing teacher practices include building a school-centered welfare system, improving the system for educational autonomy, building a local education―career―vocation linkage system, budgeting for school equality, and building an educational system focused on the lesson.
{"title":"A Case Study of Teacher’s Practices in Village-Linked Curriculum Implementation- from the Perspective of Community Sustainability -","authors":"Yujin Mun","doi":"10.30916/kera.62.1.187","DOIUrl":"https://doi.org/10.30916/kera.62.1.187","url":null,"abstract":"This study analyzed teacher practices in village-linked curriculum implementation from the perspective of sustainability of communities. A village-linked curriculum is a school curriculum that aims to realize the vision of a village education community and is based on the virtuous circle perspective that local capacity can be mobilized to improve the quality of education, which in turn can improve the community. This study analyzed teacher practices from the perspective of sustainability to provide an in-depth understanding of how a village-linked curriculum enhances local sustainability and to suggest policy measures to enhance teacher practices. For this purpose, an analytical case study was conducted to analyze the experiences of a typical teacher who had been implementing a village-linked curriculum for more than six years. Various materials, such as literature, interviews, photos, and videos, were analyzed; supplementary interviews were conducted; and validity was ensured through member checks and peer verification. The study found that in terms of the education system, the teacher aimed to improve the welfare system, engage in governance activities and build social capital, and create a virtuous cycle of education and society. In terms of curriculum implementation, the teacher provided lessons that were designed to foster their students’ sense of local identity and community belonging, as well as the students’ agency for local development. The policy recommendations for enhancing teacher practices include building a school-centered welfare system, improving the system for educational autonomy, building a local education―career―vocation linkage system, budgeting for school equality, and building an educational system focused on the lesson.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to classify college students according to the theory of identity-based motivation (IBM), which posits that individuals exhibit higher motivation and goal achievement levels when aligning personal identity with goals. College students were classified according to three components constituting identity-based motivation: psychological relevance, readiness to act, and interpretation of experienced difficulty. Through exploratory factor analysis, seven factors involving identity-based motivation were identified: expectations for the utility of university education, expectations for the outcomes of university education, proactive learning attitudes, class participation, study group activities, academic counseling, and satisfaction with university education. These factors were used to classify college student types and investigate student factors and university factors influencing this classification. Using data from the National Assessment of Student Engagement and Learning (NASEL) in 2022 by the Korea Educational Development Institute, multilevel latent profile analysis was applied for analysis. The results of the study offer extended discussions and policy implications. First, the identity-based motivation levels among Korean university students were relatively low, which suggests that it is difficult to effectively regulate or mitigate the impact of social contexts on academic performance. Second, although Korean college students have high expectations for university education, they are passive in activities that require active participation, voluntariness, and proactiveness, such as study group activities or counseling with faculty. Third, it was evident that factors like gender, high school background, and GPA still play a significant role as help or obstacles for college students to study hard with a bright outlook for the future. Lastly, the level of identity-based motivation of students attending small and medium-sized community colleges was higher than that of students attending large general admission-year universities: This highlights the need for enhanced career and employment support education at the university level to alleviate ambiguity and uncertainty regarding students’ livelihood after graduation.
{"title":"Classification of College Students according to Identity-Based Motivation","authors":"Jeong-a Kim","doi":"10.30916/kera.62.1.303","DOIUrl":"https://doi.org/10.30916/kera.62.1.303","url":null,"abstract":"This study aimed to classify college students according to the theory of identity-based motivation (IBM), which posits that individuals exhibit higher motivation and goal achievement levels when aligning personal identity with goals. College students were classified according to three components constituting identity-based motivation: psychological relevance, readiness to act, and interpretation of experienced difficulty. Through exploratory factor analysis, seven factors involving identity-based motivation were identified: expectations for the utility of university education, expectations for the outcomes of university education, proactive learning attitudes, class participation, study group activities, academic counseling, and satisfaction with university education. These factors were used to classify college student types and investigate student factors and university factors influencing this classification. Using data from the National Assessment of Student Engagement and Learning (NASEL) in 2022 by the Korea Educational Development Institute, multilevel latent profile analysis was applied for analysis. The results of the study offer extended discussions and policy implications. \u0000First, the identity-based motivation levels among Korean university students were relatively low, which suggests that it is difficult to effectively regulate or mitigate the impact of social contexts on academic performance. Second, although Korean college students have high expectations for university education, they are passive in activities that require active participation, voluntariness, and proactiveness, such as study group activities or counseling with faculty. Third, it was evident that factors like gender, high school background, and GPA still play a significant role as help or obstacles for college students to study hard with a bright outlook for the future. Lastly, the level of identity-based motivation of students attending small and medium-sized community colleges was higher than that of students attending large general admission-year universities: This highlights the need for enhanced career and employment support education at the university level to alleviate ambiguity and uncertainty regarding students’ livelihood after graduation.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine how grit changes over time in adolescence and to explore the time effects of influencing variables on grit. To do this, the 1st (2018) to 5th wave (2022) data of the 4th- and 7th-grade cohorts from the Korean Children and Youth Panel Survey 2018 were used for analysis. Latent growth models were explored to determine the most suitable model to figure out changing patterns of grit during this period, and contemporaneous and lagged effects of the influencing variables at each time point were tested as well. The main results were as follows. First, it was confirmed that the most suitable model among the various latent growth models was the piecewise growth model, which can reflect school transitions. Grit was observed to decline during the time of analysis. Second, it was found that adolescents’ academic enthusiasm and self-esteem had a significant positive contemporaneous effect on grit. It was also observed that at some time points, academic enthusiasm had a lagged effect that positively influenced grit in the following year, while self-esteem did not have a significant lagged effect. The perception of parental support had a significant positive contemporaneous effect on grit at some time points, with a significant lagged effect at some time points. The perception of teacher support had a significant positive contemporaneous effect on grit at some time points and a significant positive lagged effect on grit at some time points. The perception of friend support was found to have no significant contemporaneous effect, while there were significant negative lagged effects for grit at some points. Finally, the implications and recommendations of this study are discussed.
{"title":"Exploring Changes in Youth Grit and Influencing Variables Using Latent Growth Modeling","authors":"Hyewon Chung, Youjin Shin, Saebin Jeong","doi":"10.30916/kera.62.1.95","DOIUrl":"https://doi.org/10.30916/kera.62.1.95","url":null,"abstract":"The purpose of this study was to examine how grit changes over time in adolescence and to explore the time effects of influencing variables on grit. To do this, the 1st (2018) to 5th wave (2022) data of the 4th- and 7th-grade cohorts from the Korean Children and Youth Panel Survey 2018 were used for analysis. Latent growth models were explored to determine the most suitable model to figure out changing patterns of grit during this period, and contemporaneous and lagged effects of the influencing variables at each time point were tested as well. The main results were as follows. First, it was confirmed that the most suitable model among the various latent growth models was the piecewise growth model, which can reflect school transitions. Grit was observed to decline during the time of analysis. Second, it was found that adolescents’ academic enthusiasm and self-esteem had a significant positive contemporaneous effect on grit. It was also observed that at some time points, academic enthusiasm had a lagged effect that positively influenced grit in the following year, while self-esteem did not have a significant lagged effect. The perception of parental support had a significant positive contemporaneous effect on grit at some time points, with a significant lagged effect at some time points. The perception of teacher support had a significant positive contemporaneous effect on grit at some time points and a significant positive lagged effect on grit at some time points. The perception of friend support was found to have no significant contemporaneous effect, while there were significant negative lagged effects for grit at some points. Finally, the implications and recommendations of this study are discussed.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Anthropocene, first proposed by Crutzen and Stoermer in 2000, has been actually felt as a concrete reality over the past 20 years. Global impacts of human activities, which have significantly increased since the Industrial Revolution, have led to a serious ecological crisis, and aroused critical reflections on modernity based on anthropocentricism. This study focuses on the critique of modernity and political ecology by Bruno Latour (1947―2022), for the purpose of establishing reflective points and theoretical foundations on education to proceed toward a path for ecologization in times of crisis. His political ecology begins with a critique of modern dualism and purification, which has separated nature from human society and culture. He focuses on the interdependence and network of inhabitants, living within the system of engenderment of the Earth, which is called “Gaia,” emphasizing the agency of non-humans and the symmetrical relationship between humans and non-humans. He also explores the possibilities of solidarity of a new ecological class in the direction of ecologization, concerning the habitability of vulnerable beings. Through an analysis of his critique of modernity and political ecology, this study suggests alternative points of education in Korean society from modern self-reliance to the relational ethics of interdependence and from economic values to ecological values. It then proposes educational transformation to seek ecological citizenship and expanded democracy, which concern the habitability of vulnerable beings and represent their ontology.
{"title":"Ecological Reflection on Education in the Anthropocene: Focusing on Bruno Latour’s Critique of Modernity and Political Ecology","authors":"Jihye Jo","doi":"10.30916/kera.62.1.243","DOIUrl":"https://doi.org/10.30916/kera.62.1.243","url":null,"abstract":"The Anthropocene, first proposed by Crutzen and Stoermer in 2000, has been actually felt as a concrete reality over the past 20 years. Global impacts of human activities, which have significantly increased since the Industrial Revolution, have led to a serious ecological crisis, and aroused critical reflections on modernity based on anthropocentricism. This study focuses on the critique of modernity and political ecology by Bruno Latour (1947―2022), for the purpose of establishing reflective points and theoretical foundations on education to proceed toward a path for ecologization in times of crisis. His political ecology begins with a critique of modern dualism and purification, which has separated nature from human society and culture. He focuses on the interdependence and network of inhabitants, living within the system of engenderment of the Earth, which is called “Gaia,” emphasizing the agency of non-humans and the symmetrical relationship between humans and non-humans. He also explores the possibilities of solidarity of a new ecological class in the direction of ecologization, concerning the habitability of vulnerable beings. Through an analysis of his critique of modernity and political ecology, this study suggests alternative points of education in Korean society from modern self-reliance to the relational ethics of interdependence and from economic values to ecological values. It then proposes educational transformation to seek ecological citizenship and expanded democracy, which concern the habitability of vulnerable beings and represent their ontology.","PeriodicalId":345726,"journal":{"name":"Korean Educational Research Association","volume":"26 59","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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