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http://dx.doi.org/10.5392/JKCA.2021.21.07.477

A Discussion on Critical Pedagogy as a Philosophy in Education for Alternative Education in Korea  

Hur, Changsoo (충남대학교 교육학과)
Publication Information
The Journal of the Korea Contents Association / v.21, no.7, 2021 , pp. 477-487 More about this Journal
Abstract
Alternative education in Korea has grown into an educational movement since the 1990s. The alternative education is affecting and growing the public education system such as innovative schools, free semester systems, and high school credit systems. In 2021, an institutional foundation was also established to be recognized and supported as an educational institution. As a result of reflecting on the alternative education movement for 20 years, it is understood as stagnant lost time in the second half of the decade. It is discussing reorganizing the meaning of future-oriented "alternatives" with the new "alternatives". The poverty of educational philosophy has also been highlighted as an issue, but no special discussions have been underway. Thus, the study discussed to propose an educational philosophy that could capture the ideologies of alternative education. Critical pedagogy aims to foster human beings who are subjective, autonomous, active and self-reliant through conscious emancipation. In recent years, critical pedagogy have discussed ecological environment and feminism. The educational philosophy of scholars such as Freire and Illich was the basis of the early alternative educational movement. Considering this, the study discusses that Korea's alternative education movement can be understood through critical education and is reasonable as an educational philosophy for new alternatives in the future.
Keywords
Alternative Education; Critical Pedagogy; Philosophy in Education; Deschooling; Praxis;
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