Beyond Western models: A postcolonial approach to South Korean teachers' professional standards based on indigenous knowledge.
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| Title: | Beyond Western models: A postcolonial approach to South Korean teachers' professional standards based on indigenous knowledge. |
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| Authors: | Choi, Seongho1 (AUTHOR), Kim, Jae-Yun2 (AUTHOR) k7413176@naver.com, Lee, Dong-Sung3 (AUTHOR) |
| Source: | Educational Philosophy & Theory. Apr2026, Vol. 58 Issue 5, p421-431. 11p. |
| Subject Terms: | *Traditional knowledge, *Teacher education, *Philosophy of education, Professional standards, Koreans, Eurocentrism, Postcolonial analysis |
| Geographic Terms: | South Korea |
| People: | Derrida, Jacques, 1930-2004 |
| Abstract: | Most research on teacher professional standards has been Western-centric, with many countries adopting these standards as the foundation for teacher professional development. However, despite the globalization of Western frameworks, Korean public school teachers have continuously strived to become exemplary educators through culturally situated understandings and knowledge rooted in Korea's indigenous and philosophical traditions. In response, this study conceptualizes Korean teachers' professional standards into three key categories by analyzing Korea's educational philosophy and history, along with conducting interviews with public school teachers in Korea. To develop these standards, we juxtapose Korean teachers' professional standards—grounded in Korean virtues and cultural thought—with dominant Western frameworks, employing Derrida's concept of différance to highlight how distinct practices emerge within seemingly similar categories. By challenging epistemic coloniality, this study proposes a postcolonial approach to teacher education discourse by incorporating indigenous curriculum knowledge as a critical lens. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Most research on teacher professional standards has been Western-centric, with many countries adopting these standards as the foundation for teacher professional development. However, despite the globalization of Western frameworks, Korean public school teachers have continuously strived to become exemplary educators through culturally situated understandings and knowledge rooted in Korea's indigenous and philosophical traditions. In response, this study conceptualizes Korean teachers' professional standards into three key categories by analyzing Korea's educational philosophy and history, along with conducting interviews with public school teachers in Korea. To develop these standards, we juxtapose Korean teachers' professional standards—grounded in Korean virtues and cultural thought—with dominant Western frameworks, employing Derrida's concept of différance to highlight how distinct practices emerge within seemingly similar categories. By challenging epistemic coloniality, this study proposes a postcolonial approach to teacher education discourse by incorporating indigenous curriculum knowledge as a critical lens. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131857 |
| DOI: | 10.1080/00131857.2025.2527231 |
