Social Studies Teachers’ Gatekeeping in the Teaching of North Korea: Implications for Citizenship Education

• 발행기관: 서울대학교 교육종합연구원
• 저자명: Daaehoon Jho
• 간행물 정보: 『The SNU Journal of Education Research』Vol.15, 141~178쪽, 전체 38쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.12.30

영문 초록

This paper explores Korean social studies teachers` pedagogical approaches toward the teaching of North Korea. By analyzing qualitative data collected from in-depth interviews with exemplary high school teachers, this study illustrates how those particular teachers viewed North Korea and how they constructed the image of North Korea for their pedagogical purposes. The pedagogical consequences of several common dilemmas the teachers face with regard to the teaching of North Korea are discussed. The implications of the study are profound not only in understanding the nature of socio-political construction of social studies knowledge by the role of teacher as curricular and instructional gatekeeper (Thornton, 1991), but also in promoting comparative insights in the field of citizenship education.

목차

Ⅰ. Introduction

Ⅱ. Methodological Frame Work

Ⅲ. Theoretical Underpinnings

Ⅳ. Historical Background: Understanding the Reality of a Divided Nation

Ⅴ. One Korean Nations? Or an Axis of Evil?: Cases of Teacher Gatekeeping in High School Social Studies Classrooms

Ⅵ. Emerging Pedagogical Dilemmas and Problems

Ⅶ. Discussion

키워드

Teacher gatekeeping practical theory North korea citizenship education social studies education