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The Cultures of North American International Studies: Impacts and Lessons for Korean Education

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Building on anthropological and humanistic concepts of culture, this study explores the relevance of “cultures” of international relations/international studies (IR) education in the United States and Canada for education in South Korea, especially for foundational curricular issues. Throughout the postwar period, the United States has dominated the global system of IR education, including much influence on close allies like Korea. Based on qualitative interviews and field research in North America, the study seeks to uncover greater understanding about the transfer of cultural knowledge to North America to Korea in this particular educational case, focusing especially on graduate programs, where most high level IR research is conducted. The study also examines potential reform models for Korean IR programs outside Seoul (the latter, particularly under-studied). The paper zeroes in on several important curricular issues for outlying Korean programs: the institutional and organizational cultures of IR education in North America and Korea, the need for interdisciplinary versus disciplinary training, area studies issues, offering combined undergraduate-graduate curricula, improving the curricula in programs outside Seoul, and suggestions for further research. The study concludes that although it is strongly influenced by the United States, South Korea indeed has an independent system of international studies education.

Abstract

Building on anthropological and humanistic concepts of culture, this study explores the relevance of “cultures” of international relations/international studies (IR) education in the United States and Canada for education in South Korea, especially for foundational curricular issues. Throughout the postwar period, the United States has dominated the global system of IR education, including much influence on close allies like Korea. Based on qualitative interviews and field research in North America, the study seeks to uncover greater understanding about the transfer of cultural knowledge to North America to Korea in this particular educational case, focusing especially on graduate programs, where most high level IR research is conducted. The study also examines potential reform models for Korean IR programs outside Seoul (the latter, particularly under-studied). The paper zeroes in on several important curricular issues for outlying Korean programs: the institutional and organizational cultures of IR education in North America and Korea, the need for interdisciplinary versus disciplinary training, area studies issues, offering combined undergraduate-graduate curricula, improving the curricula in programs outside Seoul, and suggestions for further research. The study concludes that although it is strongly influenced by the United States, South Korea indeed has an independent system of international studies education.

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