This thesis aims to explore and analyse the culture of violence which is, arguably, deeply embedded in South Korean schooling and to suggest how this can be re-directed towards a culture of peace through peace education. In order to achieve this goal, fieldwork was conducted for a year, employing critical ethnography and case studies. Data gained from this fieldwork were analysed and discussed within the conceptual frameworks of Bourdieu’s symbolic violence and peace education theories – Hick’s defining peace in particular. This finding of this thesis fall into four parts: some selected cultural elements of everyday school life; symbolized and institutionalized violence; authoritative school management and increasingly atypical employment; and how to change this culture of violence to peace: possibilities of peace education? These findings are discussed in relation to theories to show the ways in which socio-historical backgrounds and ideologies (e.g. colonized false ideologies) are infused in South Korean schools fostering a culture of violence, and the extent to which peace education may be relevant for changing the status quo by changing individuals’ value bases, which, it is hoped, can bring changes to the wider society. Four themes are discussed: school habitus, experienced as necessary in the field; symbolic violence in classrooms: misrecognizing the procedures of education; and defining peace in classrooms; pedagogical change, the possible educative remedy of transforming individuals to contribute to a culture of peace. Throughout the thesis, educational implications are elicited and subjected to scrutiny.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:649321 |
| Date | January 2015 |
| Creators | Kwon, Soonjung |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5941/ |
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