The paper illustrates how a culture of violence is perpetuated and reproduced in South Korea through schooling and argues that peace education could help transform a culture of violence to a culture of peace. Critical ethnographic methods and a framework of peace education were applied to a sample of secondary schools in South Korea to argue that a disturbing culture of violence and learned helplessness were present; this comprises themes of direct and indirect violence through iljin (a group of students who are considered key perpetrators of school violence); a colonized false ideology and resistance to social justice. More positively, findings are also used to generate possibilities for pedagogical change based on peace education–an approach that proves useful both as an analytical frame for examining peace-violence relations in education and society and as an essential pedagogy for progressing towards peace in South Korean schools.
|Number of pages||24|
|Journal||Journal of Peace Education|
|Publication status||Published - 2 Jan 2018|
Bibliographical notePublisher Copyright:
© 2017 Informa UK Limited, trading as Taylor & Francis Group.
- critical ethnography
- peace education
- pedagogical change
- South Korean schools
ASJC Scopus subject areas
- Sociology and Political Science
- Political Science and International Relations