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Journal of Research on Leadership Education, v4 n1 Jun 2009

With respect to leadership for social justice in education, Korea needs to take a proactive approach to support the development of an educational infrastructure for a multicultural society. The testing culture of education within Korea also needs to be considered with social justice consequences in mind. Through these measures, Korea can facilitate the integration process in a more equitable and multicultural society of the future. Schools serve a wide variety of purposes in society. If the purpose were merely preparing the next workforce, schools could be narrowly defined. But, schools provide both the means for societies to operate good democracies and the assurance that social values such as citizenship, collective needs, and social behavior are part of their residents skill set. Societies also need residents to be able to contribute to their society through productive use of their time and energy, through participation in collective events such as voting and immunizations and through building social structures that sustain communities outside of government such as churches, volunteer organizations, campaigns and collective action. These goals explain why societies provide schooling from public monies rather than leaving schooling entirely to private markets. In this article, the authors reflect on Jean-Marie, Normore, and Brooks' article within the context of Korean education.

Descriptors: Social Justice, Multicultural Education, Social Behavior, Foreign Countries, Social Values, Confucianism, Educational Policy, Leadership, Social Change, Reflection, Educational Philosophy, Educational Principles

University Council for Educational Administration. Web site: http://www.ucea.org





Autor: Seong, Sang-Hwan; Shin, Jung Cheol; Ilon, Lynn

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3432&id=EJ875406



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