Transboundary Learning Culture of Korean Students Under Public Schooling and Shadow Education

• In Event: 43.080 - Sheraton Roundtable Six - Osgoode Ballroom
  In Roundtable Session: 43.080-1 - Contestations of the Nation-State: Ownership and Answerability in Curriculum

Abstract

As increasing numbers of students in Korea regularly participate in shadow education (i.e., private supplementary tutoring), the boundaries between shadow education and schooling are becoming blurred. This article conceptualizes the features of trans-boundary learning culture among Korean students, who are now integrating schooling with shadow education. Our qualitative analyses of in-depth interviews and documents revealed four major features of Korean learning culture: learning across time and space, learning with diverse learning materials, learning with a large community, and changes to the concept of learning. The results broadening our understanding of the new roles played by shadow education, and how it affects students.

Authors

• Sungeun Min, University of Georgia - Athens

• Jaeseong Jo, Chinju National University of Education