Nation and Citizenship in the National Kindergarten Curriculum of South Korea
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This study examined changes in the concepts of nation and citizenship as reflected in the National Kindergarten Curriculum documents of South Korea. It examined the seven curriculum revisions that occurred over a 44-year period (1969–2013) in response to national and global changes, focusing on how the concepts of nation and citizenship have been described in the curriculum’s educational goals and contents. This paper discusses the major curriculum strands that have defined national identity in the Korean context in terms of a sense of continuity and boundary. In its attempt to discuss the role of education in the process of constructing national identity as part of the large group consciousness, this study’s findings were consistent with previous literature, which has defined national identity not as a “thing,” but as a construction, embodying the notions of change and continuity.
Abstract
This study examined changes in the concepts of nation and citizenship as reflected in the National Kindergarten Curriculum documents of South Korea. It examined the seven curriculum revisions that occurred over a 44-year period (1969–2013) in response to national and global changes, focusing on how the concepts of nation and citizenship have been described in the curriculum’s educational goals and contents. This paper discusses the major curriculum strands that have defined national identity in the Korean context in terms of a sense of continuity and boundary. In its attempt to discuss the role of education in the process of constructing national identity as part of the large group consciousness, this study’s findings were consistent with previous literature, which has defined national identity not as a “thing,” but as a construction, embodying the notions of change and continuity.
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