Cultural Imperialism and English Education in Korea

Kang Inae 경희대학교 부설 교육문제연구소 1996 論文集 - 경희대학교 교육문제연구소 Vol.12 No.1

According to Giroux(l981, pp. 78-79), schooling is a form of ideological apparatus that functions both to "sustain and resist" the values and norms of the dominating classes. When Korea was under Japan's colonial rule during the first half of the twentieth century, Korean schools, especially private schools founded by nationalists played this ambivalent role in the given political condition. While being forced to teach the students to assimilate themselves to Japanese culture and to become agents of colonial domination, the schools were the locus to develop the critical consciousness that can loosen the hold of colonial power and strengthen the national struggle against Japanese colonialism. After the nation's independence, on the contrary, the schools have been under the continuance of military dictatorship no more than an agency for the encroachment of new imperial forces, the United States in particular. The reason for this changed role of schooling in the postcolonial age lies partly in the unilateral evaluation of what the United States has done to Korea. Many right-wing politicians and conservative intellectuals who have maintained political and cultural hegemony stress the fact that the United States has delivered Korea from Japan's colonial domination and also has protected Korea from the communist invasion in the Korean war. Yet they have never questioned the responsibility of the United States for the national division and for the continued support of Korean military dictatorship. Korean people thus came to regard the United States as a guardian of freedom and peace, as a country for which they ought to be always grateful. This is why Western cultures including English language and literature have been embraced without any conflict or refusal on the part of Korean people. Recently, however, the movement of educational reform led by the Teachers Labour Union creates a new era of schooling in Korea. Although more than thirteen hundred teachers involved lost their jobs as the result of governmental suppression, they continue to struggle for the realization of "true education," believing that the structural contradictions of Korean society sterms from absurd educational system. What they attack is not only the current pedagogy and institutions but the underlying concept of education itself. Their ultimate aim is to demystify the false consciousness or "bad faith" imposed by the repressive social structure, and to raise what Wood (1985) called "critical literacy" which refers to "the process of helping students have critical awakening about their social and political realities and resist against an attempts to perpertuate marginalization of their position" (McCathy, 1990, p. 113). Not surprisingly, the program the teachers suggest as an alternative for "true education" includes a reinterpretation of English literature and Western cultures from a Korean point of view, They question themselves what kind of connection exists between English literature as a product of foreign culture and socio-political realities in Korea, and why and how the mind of Korean intellectuals have been subjugated by the discourse of cultural imperialism implicit in the formalist tradition of English literature. This self-examining project, this revisionist approach to Western cultures by the Teachers Labour Union is, in fact, in harness with the emergent movement of National Literature. Those involved in national literature maintain that Korean literature, unlike its Euramerican counterpart, is inseparable from such existing social conditions as economic inequality, regoinal antagonism, political backwardness, and national division. At the same time, they also emphasize that the national literature of Korea must be in line with Third World literature so as to challenge the hegemony voice of Eurocentrism in the age of neocolonialism. What they purport is a reversal of perspective, a shift from the marginalization into the centralization of Korean literature. For them, English is not the language any longer, but a language just as Korean is one. They are aware of the fact that, unless Korean cultural identity is established, multiculturalism is nothing but a cultural synchronization. This is why they consider the ultimate of Korean intellectuals in the postcolonial age to be the accomplishment of decolonizing the mind.

Sex Differences in Chronic Cough Epidemiology: The Korean Cough Study Group

Kang Jiyeon,Seo Woo Jung,Kang Jieun,Kim Jung Gon,Chung Sung Jun,Kang Hyung Koo,Lee Sung-Soon,An Tai Joon,Joo Hyonsoo,Lee Hyun,Kim Youlim,Jeong Ina,Park Jinkyeong,Kim Sung-Kyoung,Shin Jong-Wook,Rhee Ch 대한의학회 2024 Journal of Korean medical science Vol.39 No.38

Background: Chronic cough is a common symptom encountered by healthcare practitioners. The global prevalence of chronic cough is 9.6%, with a female predominance. The aim of our study is to reveal the sex differences in prevalence and severity of chronic cough in South Korea, stratified by age and etiology. Methods: This study included adult patients with chronic cough who were recruited from 19 respiratory centers in South Korea. Patients completed the cough numeric rating scale (NRS) and COugh Assessment Test (COAT) questionnaire to assess the severity and multidimensional impact of cough. Results: Among the 625 patients, 419 (67.0%) were females, with a male-to-female ratio of 1:2.03. The mean age was 49.4 years, and the median duration of cough was 12 weeks. The mean NRS and COAT scores were 5.5 ± 1.8 and 9.5 ± 3.6, respectively. Female patients were older (45.3 ± 15.4 vs. 51.6 ± 15.2, P < 0.001) and more likely to have asthma/cough variant asthma (CVA) (26.7% vs. 40.8%, P = 0.001) than male patients. There was no difference in the duration or severity of cough between sexes, regardless of the cause. The male-tofemale ratio was lower for upper airway cough syndrome (UACS), asthma/CVA, and gastroesophageal reflux disease (GERD), but not for eosinophilic bronchitis (EB) or unexplained cough. The mean age of female patients was higher in UACS and asthma/CVA, but not in EB, GERD, or unexplained cough. The majority (24.2%) fell within the age category of 50s. The proportion of females with cough increased with age, with a significant rise in the 50s, 60s, and 70–89 age groups. The severity of cough decreased in the 50s, 60s, and 70–89 age groups, with no significant sex differences within the same age group. Conclusion: The sex disparities in prevalence and severity of cough varied significantly depending on the age category and etiology. Understanding the specific sex-based difference could enhance comprehension of cough-related pathophysiology and treatment strategies.

Building a Co-participatory Partnership Framework for School-visit STEAM Outreach Program

( Inae Kang ),( Jungwon Hwang ),( Jin Hye Jang ),( Eunsung Kang ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

This study aimed to provide a co-participatory partnership framework for a school-visit STEAM outreach program. The framework has been created through a STEAM outreach program practiced between an elementary school and an University hospital, in which 76 students with two teachers, and three medical doctors have participated during the fall semester of 2015. Data analysis collected from interviews and surveys with the participants showed highly positive responses to the program, which, in turn, reflects the usefulness of the framework. The STEAM outreach framework is basically a model of school visit which seems to ensure more possibility of sustaining the outreach program, compared to the models of organization visit more often experienced in most STEAM outreach programs. The framework, on one hand, assumes three pedagogical principles of STEAM (context-based, creative design, affective experience) in developing the STEAM outreach program, and the other hand, suggests three stages of management (planning, designing, and implementing), each of which describes specific roles of the participants, and things to consider for the outreach program management.

Sociomoral Development in PBL Environments : A Case Study of an Elementary School

Kang,Inae Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

Most PBL programs tend to focus mainly on cognitive development of the learner. Yet, since PBL emphasizes collaborative and interactive thinking and activities between the teacher and the learner or among peer learners, 'sociomorality' which implies the development of interpersonal relationships emerges as another educational effect of PBL. This case study conducted with children of the first grade in an elementary school during this fall semester, aimed at detecting any development or changes of sociomorality of the children within PBL environments. The findings of this study indicates when PBL is compared with the other non-PBL class and in difference between before the instruction, PBL class showed significant difference in terms of their sociomoral development.

GBS(Goal-Based Scenario)에 의한 수업 개발 및 적용 방안 연구

강인애(Inae Kang),이명순(Myongsoon Lee) 한국환경교육학회 2008 환경교육 Vol.21 No.4

Recently environmental problem becomes such a big issue allover the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank’s dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of ‘missions’ to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called ‘missions’, to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of ‘learner control’ and ‘structure and specifics’ in learning environments still without any damage of constructivist learning principles.

융복합수업모형으로서의 PBL(Problem-Based Learning)

강인애(Inae Kang),이현민(Hyun-Min Lee) 한국콘텐츠학회 2015 한국콘텐츠학회논문지 Vol.15 No.11

지식기반 IT 사회, 그리고 다문화사회로 특징되는 현시대는 다른 어느 시대보다도 문제해결력, 창의적 사고력, 소통능력을 강조하고 있다. 이에 따라 대학교육에서는 융복합 전공 및 교육을 개설하여 이러한 사회적 요구에 적합한 역량을 지닌 인재 함양에 노력하고 있다. 그러나 융복합 수업을 위한 구체적인 수업모형에 대한 논의가 부족한 상황이기도 하다. 이에 본 연구에서는 현재 학습자 중심 학습모형이자 21세기 학생들의 역량강화를 위한 교수법의 하나로서 널리 활용되고 있는 PBL(Problem Based Learning:문제기반학습)을 융복합적 수업모형의 하나로 선택하여, 대학교양 미술수업의 한 강좌를 PBL 수업의 특징에 따라, 실생활 연결된 과제를 주고 학생들이 중심이 되어, 개별적, 혹은 그룹별 학습활동으로 개발, 적용하였다. 이후 수업을 실시한 뒤에는 학생들의 성찰저널, 심층면담과 SNS 대화내용을 분석하여 학습 결과를 살펴보았으며, 그 결과로서, 학생들은 학습에 대한 자신감, 재미 및 학습자간 소통력, 다양성에 대한 이해, 서로에 대한 배려 등 가치와 중요성에 대한 이해 등을 경험했음을 알 수 있었다. 이러한 연구결과는 대학교육에서의 융복합적 수업을 위한 수업모형으로서 PBL의 가능성을 보여주는 것이라 하겠다. The current society characterized by knowledge-based information technology and multiculturalism put more emphasis on problem-solving skills, creative thinking, and communication skills than any other periods did. In response to the demand of the current times, multidisciplinary, or convergence courses and majors are being created and conducted in college education, yet, with the lack of specific teaching and learning model for the convergence courses. In this context, this study aimed to examine PBL as an instructional model for the convergent approaches in classroom, since PBL has been regarded as a model for fostering the 21st century learning capabilities for student coupled with the learning principles of authentic tasks, learner-centeredness, collaborative learning. This study, after conducted a PBL course for the general art education during the summer semester of 2014, analyzed the result using data collected from students’ reflective journals, in-depth interviews, and SNS posts among the students. The result presented students’ enhanced self-respect, increased interest in their learning and communication skills, and their recognition of the value on diversity and empathetic attitudes toward each others. In conclusion, PBL showed its potential as an alternative instructional model for the multidisciplinary and convergent learning in college education.

박물관에서의 인문학 연계 교육을 위한 현황 분석

강인애(Inae kang),설연경(Yeon-Kyung Seol),이소현(Sohyun Lee) 한국콘텐츠학회 2015 한국콘텐츠학회논문지 Vol.15 No.8

최근 들어 인문학에 관심이 집중되고 있으며, 정부에서도 인문학에 대한 다양한 정책 모색을 시도하고 있다. 이러한 사회적 변화와 함께 인문정신의 가치 확산을 위한 핵심거점으로 박물관의 역할이 대두하고 있다. 이에 본 연구는 정부의 지원 하에 인문학 연계 박물관 교육이 실행되고 있는 박물관을 대상으로, 그 현황을 분석함으로써, 좀 더 발전된 방향을 모색하기 위한 기초 연구를 하고자 하였다. 이를 위해 우선 인문학과 박물관 교육의 연계성에 대한 이론적 고찰을 하였으며, 이를 바탕으로 하여 프로그램 분석틀과 설문을 개발하였다. 이후 이것을 2014년 전국의 75개 박물관에서 운영되었던 인문학 연계 박물관 교육 프로그램의 특성과 교육 담장자의 인식현황 중심으로 살펴보았다. 그 결과, 대부분의 박물관 교육에서 인문학적 연계의 필요성과 중요성에 대한 이해가 비교적 잘 이루어지고 있음을 알 수 있었다. 그러나 교육주제나 교육방법에서, 기존의 박물관 교육프로그램과 차별되는 방향으로서의 선택과 수용이 필요함을 알 수 있었으며, 특히 인문학적 역량과 사고가 다문화시대라는 특징과 어우러지도록 교육주제가 확장되며, 배움의 실천성을 넓히기 위한 성찰적, 체험적 활동의 도입이 더욱 필요함을 알 수 있었다. Humanities?collaborated practices in various fields have been supported by several governmental policies as a way to overcome recent social problems. Museum, due to its roles in preserving and sharing cultural and historical heritage for the development of society and communities, has emerged as a key base for the humanities-collaborated practices. This study, in this context, aimed to analyze how the humanities-based museum education programs have been practiced in the museums, which, in turn, might provide a basic data for the future direction and development of the programs and the related governmental policy as well. For this purpose, this study first examined theoretical framework for the link between humanities and museum education, from which a survey was developed. The survey was conducted to 75 museum educators who have been in charge of humanities-based educational programs. The result showed that most programs seemed to reflect the basic direction and purpose of the humanities-linked with museum education. Yet, more needs were found in terms of the educational themes and methods which can facilitate multicultural literacy and reflective thinking and activities within experiential learning environments.

학습성찰도구로서 e-포트폴리오 활성화를 위한 연구

강인애(Inae Kang),유승현(Seunghyun Ryu),강연경(Younkyoung Kang) 한국콘텐츠학회 2011 한국콘텐츠학회논문지 Vol.11 No.2

요사이 많은 대학에서 사용하고 있는 학습포트폴리오는 학생의 학업 과정 및 산출물을 자료화하여 학업이력을 관리하고, 나아가 자기주도적 학습 역량을 기르는 목적으로 사용되고 있는데, 이를 웹상에서 제공할 경우, e-포트폴리오라고도 불린다. 그러나 대부분의 실제 사례를 살펴보면, 기대한 만큼 활발하게 활용되고 있지 않으며, 관련 선행연구들도 대부분 소수 학생 사례 중심이거나 학습포트폴리오의 장단점에 대한 일반적인 연구로 이루어져 있다. 이에 본 연구에서는 좀 더 많은 학생을 대상으로 한 구체적인 활용사례를 분석하여, 학습 포트폴리오를 학습도구로서 활성화시킬 수 있는 방안을 제시하고자 한다. 본 연구는 총 289명의 경희대학교 학부 학생들이 사용하고 있는 경희대학교 e-포트폴리오 프로그램을 대상으로 하였으며, e-포트폴리오 활성화 방안을 도출하기 위해, 학생들의 e-포트폴리오에 올라와 있는 ‘성찰저널’와 ‘참여 만족도 설문지’를 분석 자료로써 활용하였다. 그 결과에 따르면, 학생 대부분이 e-포트폴리오를 학습도구로는 활용하고 있지만, e-포트폴리오가 좀 더 활성화되기 위해서는 몇 가지 시스템 및 운영방법의 개선이 필요하다. 이에 본 연구에서는 참여 학생들의 요구사항과 국내외 대학에서 운영되는 e-포트폴리오 사례를 참조하여 e-포트폴리오 시스템의 개선이라는 측면에 초점을 두고 활성화 방안을 제안하였다. Portfolio has recently come to gain more attention from school as an alternative evaluation tool and a self-reflective learning tool for learning. After literature reviews about the case studies on the use of portfolio in higher education including both universities in Korea and abroad, this study attempted, first, to analyze the current e-portfolio system running in Kyung Hee University for the undergraduate students starting from the spring semester, 2010, and then, suggested the ways the system can be more actively utilized among the students, and simultaneously, acquiring more interest and participation from both the faculty members and the school administrators. The data collected from the survey and reflective journals of the students suggested 1) more user-friendly, easy-to-edit version of the system, 2) more diverse modes and functions of the system which, therefore, are able to adjust well to the specific and unique features of subjects or majors of the students, and 3) collaborative learning environments among the students and between the students and the faculty members from which students can share, participate, interact with each other, getting useful feedback from those co-learners and faculty members. Eventually the study aimed to enhance the recognition of the participants about the importance of portfolio as a learning tool for self-reflective learning and authentic evaluation of the students.

온라인 학습환경으로서 가상박물관(Virtual Museum)의 가능성에 대한 탐구

강인애(Inae Kang),설연경(Yeon-Kyung Seol) 한국콘텐츠학회 2010 한국콘텐츠학회논문지 Vol.10 No.4

IT의 활용이 사회 전 영역에서 널리 사용됨에 따라 요사이 학교교육의 보완적 교육환경으로 언급되는 박물관에서도 가상박물관이라는 일종의 박물관 웹사이트가 등장하면서, 박물관의 교육적 기능과 역할을 더욱 강화시킬 수 있는 가능성에 주목받고 있다. 이에 본 연구에서는 웹 1.0에서 웹 2.0으로의 웹의 진화과정에 따라 가상박물관의 역할과 기능에서도 어떤 변화가 이루어지는지를 살펴보았으며, 특히 현재 국내외 가상박물관의 사례분석 및 문헌에 대한 분석 결과를 기반으로 가상박물관이 지닌 교육적 구성요소를 도출하고, 각각의 요소에 대한 교육적 활용방안들을 모색해보았다. 그 결과, 웹 2.0 기반의 가상박물관은 디지털 아카이브, 학습용 자료, 그리고 박물관을 중심으로 이루어지는 커뮤니티의 세 가지 기능과 역할로 요약될 수 있었으며, 이들 각각 요소에 대한 교육적 활용방안을 제공하였다. 궁극적으로 본 연구가 지향하는 바는 가상박물관을 학교교육의 보완적 교육환경을 넘어서, 차세대 온라인 교육환경으로 인식할 수 있는 토대를 제시하고자 하는 것이다. As digital technologies have strongly impacted the whole social aspects, so museum recently emerging as an alternative or supplementary learning environment to school, after active adoption to the technologies, gave birth to museum websites called 'Virtual Museums' which, then, result in enhancing the educational roles and functions of physical museum. In this context, this study aimed to review the process of how virtual museum has been developed in terms of its educational roles and characteristics in accordance with the evolutionary development of web. Especially, the analysis of the status quo of the current virtual museums in both Korea and overseas presented specific aspects of the educational elements and roles embedded in virtual museum which have been emphasized in many related research and studies. The categories of the roles of the virtual museum, as a result, were classified into 'digital archive,' 'learning resources,' and 'communigy,' each of which were, then, further elaborated for its individual educational uses. Eventually this study purposed to expand the public awareness and knowledge of virtual museum as the alternative online learning environments needed in the 21st century.

PBL수업에서 학습자로서의 자기인식 변화에 대한 사례연구

강인애(Inae kang),이정석(Jeong-Sok Lee) 한국열린교육학회 2007 열린교육연구 Vol.15 No.1

  본 연구는 초등학교 5학년을 대상으로 2개월간 PBL 수업환경을 적용한 뒤에 학생들이 학습자로서의 자신에 대한 인식 및 학습에 대한 태도 변화를 알아보았다. 이를 위해 PBL 문제를 세 문제를 개발, 적용하였으며, 그 결과로서 발생하는 학습자 자신에 대한 인식의 변화를 분석하기 위한 평가도구로서 ‘그림 그리기를 활용하였다. 곧, PBL 수업 실시 전에 일차적으로 학습자로서의 자신에 대한 모습과 학습에 대한 생각을 담은 그림을 그리고 그 아래에 짧은 설명을 덧붙이도록 하였다. 이어서 세 차례의 PBL 문제를 해결할 때마다 수업 직후에 다시 동일한 주제로 그림을 그리도록 하였다.<BR>  그 결과 PBL 직전과 1차 PBL 직후에 인식과 태도의 변화가 가장 극적으로, 그리고 긍정적인 방향으로 제시되었으며, 이어 이루어진 2차, 3차 PBL 수업 후에는 1차 수업 후 이뤄진 변화가 좀더 확실하게 다져지는 단계이었음을 알 수 있었다.<BR>  본 수업결과를 통해 PBL 수업은 21세기 교육이 요구하는 자신의 학습활동에 있어서 매우 적극적이고 자기주도적인 학습자를 키우고, 학습에 대한 긍정적인 태도를 함양하는데 매우 적합한 수업환경이라는 것을 확인할 수 있었으며, 나아가 평가도구로서 ‘그림그리기’가 매우 의미있고 중요한 질적 평가도구가 될 수 있음을 알 수 있었다.   This study aimed to examine any changes of self -perception as a learner after experiencing PBL in class. For this study, 5th graders of an elementary school participated in the PBL class for two months with the second author as the teacher.<BR>  Right before and after solving a given PBL problem, students were asked to draw how they perceived themselves as a learner with brief explanations. Their drawings, then, were interpreted as references to analyze any changes of their self-perception as a learner.<BR>  The results presented very dramatic and positive changes in terms of students" self-perception as a learner. Students presented strong confidence on themselves as an independent and collaborative learner, and also positive attitudes and interests toward the learning activities.<BR>  In conclusion, even though there were many research and studies on educational effects of PBL, this study seemed meaningful in the sense that student drawings could be employed as a way of evaluation, providing valuable insight and information that cannot be gleaned from any other evaluation methods or tools.