The School as a Political Space: Examining the #SchoolMetoo Movement in South Korea

• In Event: Highlighted Session: Politics and Policy Discourses for Education Justice in East Asia

Proposal

In South Korea, schools through high school are widely regarded as institutions that must uphold strict political neutrality. Teachers are obliged to maintain political neutrality under Article 7(2) of the Constitution of the Republic of Korea ("The status and political impartiality of public officials shall be guaranteed as prescribed by Act"). Additionally, school superintendents, elected through direct voting, are required to abstain from affiliating with any political party.

Within schools that are compelled to maintain political neutrality, students face stricter expectations (Kim, 2016). They are demanded to maintain political indifference and refrain from discussing social or political matters, which are considered beyond their jurisdiction. Moreover, students are presumed to have limited knowledge and a lack of experience in politics, and their opinions are disregarded as immature arguments. Such an environment critiquing socially and politically engaged students as those who "waste time on irrelevant matters" hinders the development of youths' political competence within the education system (Seoul Education Research & Information Institute, 2022). These school characteristics do not embody political neutrality but instead foster a state of political vacuum.

Nevertheless, students have consistently raised their voices. Many middle and high school students in Korea resisted the military dictatorship and contributed to democratization (Jeon, 2019). After democratization, students continued to speak out on issues concerning their rights and education, such as opposition to hair regulation and the grading system for school records. They also actively participated in social movements, including the call for the resignation of Park Geun-hye (Gong, 2020). This is not a unique situation in South Korea; there are many examples around the world, including Chile and France, where student protests have led to positive social change. The students’ active participation in political protest highlights that schools cannot and should not afford to separate students from politics.

The #SchoolMeToo movement is a noteworthy example of students' political protest in South Korea. It emerged in March 2018 as an extension of the #MeToo movement (Suk et al., 2023). The #SchoolMeToo movement has been frequently debated as a significant achievement of the #MeToo movement in Korea in the realm of the 'Feminist Movement' (Lee, 2018). However, despite students playing a central role in this movement, it has received limited attention and discussion as a 'Student Movement'.

Undoubtedly, the #SchoolMeToo movement stands as a representation of a student movement. Students play a pivotal role in addressing the pervasive issue of sexual violence within individual schools. They not only raise awareness about the problem but also identify those responsible and work towards finding solutions. Remarkably, this movement has unfolded simultaneously across numerous schools. In this context, the objective of this study is to comprehensively examine the #SchoolMeToo movement as a manifestation of a student movement.

This study will investigate the characteristics and practices of the #SchoolMeToo movement as a student movement and the responses from various stakeholders within the education system. It will utilize literature data such as media reports, press releases, and court rulings to analyze the nature of the #SchoolMeToo movement as a student movement and its educational and social impact. Through this study, our goal is to delve into the significance of active political participation of students and explore ways in which schools and educators can facilitate its cultivation. The anticipated research outcomes are as follows:

Firstly, this study is expected to uncover the significant aspect that the #SchoolMeToo movement not only focuses on addressing sexual harassment within schools but also sheds light on the broader gender power imbalances in society. The #SchoolMeToo movement will demonstrate that the student movement serves as both a direct response to issues within schools and a voice for deeper societal problems (Bellei, Cabalin, & Orellana, 2014). As schools can be seen as microcosms of society, the issues faced by students resonate with wider societal challenges. However, it should be noted that the student movement is not a mere replica of the movement in society at large. In the school context, student-led movements give rise to distinct approaches and elicit unique reactions compared to broader social movements.

Secondly, the implementation method of the #SchoolMeToo movement demonstrates the distinct approaches of student movements. The #SchoolMeToo movement was primarily conducted using anonymous post-it notes or the sharing of incidents on social media platforms. The power dynamics between students and teachers within the school had a notable impact on the approach (anonymity) of the #SchoolMeToo movement. In Korean schools, students are expected to comply with the authority of teachers and encounter real-world pressures, including the fact that teachers write student records, which can significantly impact their future opportunities, particularly regarding entrance exams. Also, stigmatizing students' political protest in Korean schools has likely influenced students' choice to conceal their identities during their involvement in the movement (Hankyoreh News, 2009. 07. 07).

Finally, the unique reactions of various educational stakeholders to the #SchoolMeToo movement will be examined in three categories: teachers and schools, parents and fellow students, and national institutions such as the Office of Education. Within the student movement, teachers and schools often appear as perpetrators who oppress and violate students' rights. They may exhibit behaviors such as suppressing students' expressions of opinion or covering up incidents. Parents and fellow students, who serve as significant social capitals for students, can be strong supporters and partners of student movements. However, some view the student movement, such as #SchoolMeToo, as non-educational and dissident. Lastly, the Office of Education or national institutions are expected to play a crucial role in determining the success or failure of the student movement by exerting practical influence to address the issues.

As such, this study aims to explore the manifestation and characteristics of students' political protest in schools and the subsequent reactions they encounter, with a focus on the #SchoolMeToo movement. Doing so underscores the nature of the school as a political space. Ultimately, the study will propose detailed measures for schools to become places that foster students' political protest and enhance their political competence, rather than insisting on spaces devoid of political discourse.

Author

• Dahyuk Kim, -