자료유형  

 학위논문

Control Number  

0017163939

International Standard Book Number  

9798384435594

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Han, Jihee.

Publication, Distribution, etc. (Imprint  

[S.l.] : Indiana University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

177 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: Kubow, Patricia K.

Dissertation Note  

Thesis (Ph.D.)--Indiana University, 2024.

Summary, Etc.  

요약This study explores the perceptions of Global Citizenship Education (GCE) among secondary pre-service teachers at a private women's university in Seoul, South Korea, using an interpretive qualitative methodology. The primary aim is to unravel how various GCE discourses-neoliberal, nationalistic, cosmopolitan, and critical-manifest in the perceptions of these pre-service teachers, and how their sociocultural context, particularly Confucian thought, influences these perceptions. Semi-structured interviews were conducted with 17 pre-service teachers who participated in a GCE course during the Spring semester of 2023. Additionally, 22 reflection papers written by the participants as part of their coursework were utilized as an additional source of evidence to complement the interview data. The findings reveal that GCE discourses within the perceptions of pre-service teachers are dynamic rather than static, marked by the emergence and decline of various discourses and the coexistence of conflicting perspectives. Among pre-service teachers, the cosmopolitan discourse emerged as the most prominent, while neoliberal and critical discourses were less prevalent, and the nationalistic discourse was notably absent. These discursive inclinations were notably shaped by the nature and content of the GCE course undertaken by the pre-service teachers. Furthermore, the influence of Confucian thought as a sociocultural backdrop further entrenched prevailing discursive tendencies, bolstering the dominance of the cosmopolitan discourse while concurrently attenuating the influence of neoliberal and critical discourses of GCE. Although the critical discourse addressing power dynamics and structural inequalities was less prominent, it was partially acknowledged by a few pre-service teachers who began to question the limitations of the cosmopolitan discourse. This study underscores the importance of pre-service teachers engaging in critical reflection on the underlying assumptions and ideologies embedded within these discourses before the pedagogical implementation of GCE. It advocates for integrating critical GCE approaches in teacher education to enable pre-service teachers to critically engage with global issues and power dynamics, thereby transcending the limitations of the dominant cosmopolitan discourse. Additionally, the study proposes postcolonial GCE as a viable alternative, promoting a transformative agenda in teacher education by fostering the capacity to critically examine discussions surrounding unequal power dynamics and structural inequalities.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Curriculum development.

Subject Added Entry-Topical Term  

Educational leadership.

Index Term-Uncontrolled  

Confucian thought

Index Term-Uncontrolled  

Critical global citizenship education

Index Term-Uncontrolled  

Discourses

Index Term-Uncontrolled  

Global citizenship education

Index Term-Uncontrolled  

Localization

Index Term-Uncontrolled  

Pre-service teachers' perceptions

Added Entry-Corporate Name  

Indiana University School of Education

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

로그인을 한후 보실 수 있는 자료입니다.

Control Number  

joongbu:656881