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] |
| Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194393891 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131857.2025.2527231 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 421 Subjects: – SubjectFull: Traditional knowledge Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Philosophy of education Type: general – SubjectFull: Professional standards Type: general – SubjectFull: Koreans Type: general – SubjectFull: Eurocentrism Type: general – SubjectFull: Postcolonial analysis Type: general – SubjectFull: South Korea Type: general – SubjectFull: Derrida, Jacques, 1930-2004 Type: general Titles: – TitleFull: Beyond Western models: A postcolonial approach to South Korean teachers' professional standards based on indigenous knowledge. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Choi, Seongho – PersonEntity: Name: NameFull: Kim, Jae-Yun – PersonEntity: Name: NameFull: Lee, Dong-Sung IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00131857 Numbering: – Type: volume Value: 58 – Type: issue Value: 5 Titles: – TitleFull: Educational Philosophy & Theory Type: main |
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