• Journal of the Korean association of regional geographers
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• v.21 no.1
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• pp.137-152
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• 2015

The purpose of this research is to reveal the problems of the Western based development discourse, and to derive the future direction of postdevelopment as sustainable development. This study attempted to reveal the historical process of formation and change on development discourse. Development generally regarded as the overcome of underdevelopment, inducing the marginalization of the South as a place to follow the development model of the North. State based development discourse (Keynesian development discourse) focused on the growth by industrialization, and the supreme aim of the South was to overcome the underdevelopment. Neoliberalism development discourse emphasized on the market principle based on free competition which was recognized as the best way to provide development. However, neoliberalism discourse has been criticized for the concentration of power and inequality of class, causing on the consideration of postdevelopment because of its emphasis on growth rather than distribution and life value. This research revealed the ways of postdevelopment with fair trade and ethical consumption. However, fair trade and ethical consumption discourses clearly show somewhat limitation subsuming into neoliberal development discourse. In this respect, future ways for postdevelopment have to consider the overcoming of powers based on market and capital, and to orient into the value of redistribution in development process.

• The Mathematical Education
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• v.63 no.2
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• pp.319-334
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• 2024

The purpose of this study was to reveal the discursive constructs of AI-based mathematical objects by analyzing how concrete objects used in the optimization content of AI mathematics textbooks are transformed into discursive objects through naming and discursive operation. For this purpose, we extracted concrete objects used in the optimization contents of five high school AI mathematics textbooks and developed a framework for analyzing the discursive constructs and discursive operations of AI-based mathematical objects that can analyze discursive objects. The results of the study showed that there are a total of 15 concrete objects used in the loss function and gradient descent sections of the optimization content, and one concrete object that emerges as an abstract d-object through naming and discursive operation. The findings of this study are not only significant in that they flesh out the discursive construction of AI-based mathematical objects in terms of the written curriculum and provide practical suggestions for students to develop AI-based mathematical discourse in an exploratory way, but also provide implications for the development of effective discursive construction processes and curricula for AI-based mathematical objects.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.454-472
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• 2014

This study is to analyze the approaches of development discourse and its representation in geography curriculum and textbooks for middle school in Korea. The paper examines the spectrum of development discourse in terms of modernization theory, dependency theory, neoliberalism, grassroots development, sustainable development, postcolonism, post-structuralism and post-development. The findings on geography textbook analysis based on them are as follows. First, Most of the textbooks don't include the definition and operational definition on development and sustainable development. Second, development indicators rely on normal economic indicators like GDP or GNI per capita. HDI that includes GDP per capita, level of education and life expectancy is treated in some of the textbooks, and gender index is never presented. Third, a textbook still uses biased terms such as developed and most developed countries instead of developing countries. Fourth, in plans to solve economic unequality and geographical problems, personal level is treated less than the global, nation and NGOs. Finally, statements on sustainable development contain only intergenerational equity, not intergenerational equity. And approaches on sustainable development are based on technocentric approaches more than ecocentric approaches. Thus geography textbooks should be carefully written on development discourse by authors.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.41-68
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• 2020

The purpose of this study is to analyze the cognition of per-service teachers, who experienced a teacher education process for developing their discursive competency, about relations between class plan and class practice as well as discursive competency required in class process. For this purpose, 15 pre-service teachers participated in the course of mathematics teaching theory for developing discursive competency and their final projects including the process of analysing their own teaching discourse after actually teaching middle or high school students were collected as data and analyzed. Results show that they realized that there were differences between class plan and class practice after having experienced unexpected teaching and learning situations, recognized the importance of discursive competency learned from the course, and reflected on their discursive competency in conjunction with their classes. These results imply that the course contributed to pre-service teachers' cognitions of the existential possibility of discursive competency. which helps to develop a teaching method combining teachers' knowledge and practice, the importance of discursive competency, and the need for developing it. The course also provided practical ideas about a teacher education program to develop prospective teachers' discursive competency

• The Mathematical Education
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• v.61 no.1
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• pp.63-82
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• 2022

The aim of this study was to analyze the changing process in a middle school teacher's discourse capability through reflection to lessons, thereby providing the implications for activities to improve the quality of lessons. To that end, this study explored the characteristics of change in the teacher's discourse capability of promoting students' participation while the teacher repeated instruction implementation and meeting for reflecting the implementation. Through the reflection, the teacher noticed his own matters about dealing with the students' responses and presentations. By attempting to address the matters in the instructions and reflecting the attempt, the teacher was able to accelerate the students' participation in the lesson discourse through enhancing productivity and openness of the discourse. The result of this study demonstrated that lesson reflection beneficially influenced development of teaching profession related to discourse capability.

• Journal of the Economic Geographical Society of Korea
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• v.19 no.1
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• pp.143-160
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• 2016

The official development assistance (ODA) accompanies an interstate financial transaction, such as trade, foreign direct investment, and money transfer. ODA policy has designated several purposes. Among them, political purposes have been considered to be the key factors in the regional distribution of foreign aid. If we agree the traditional approach that recognizes ODA as a 'political one', the practice of ODA can be a kind of state geopolitics. This study investigates the construction and characteristics of geopolitical discourses. More specifically, this study pays special attention to the 'practical geopolitics' that is crucial to the policy-making. By analyzing the minutes of the National Assembly Standing Committee, four geopolitical discourses were identified: 'practicing humanities as a developed country', 'providing a role model to developing countries', 'developing new foreign markets' and 'coping with global geopolitics'. These geopolitical discourses have been constructed through the process of justifying the ODA policy to the domestic and international audiences. Constructing discourses on ODA shows the representation of a dichotomous and typical image of developed/developing.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.377-394
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• 2019

The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.

• Journal of the Korean Geographical Society
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• v.44 no.2
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• pp.146-160
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• 2009

Recent studies on development are increasingly focusing on analyzing development discourse and de constructing its institutionalization process in the nation-state. By pushing up the limit of the research on development, these studies particularly emphasize how development is articulated with the nation-state, its governmentality, and various representations. These studies overall consider development a powerful discourse, which invents under-development, mobilizes resources for changing particular space, and institutionalizes modem systems of socio-spatial control at a local scale. In this sense, it is particularly interesting to look at how the nation-state, faced with the deterritorialization of labor and capital, reterritorializes overseas resources and networks for the purpose of development. By problematizing the Overseas Koreans Foundation as a transnational state apparatus, this paper interrogates the way in which its institutionalized practices conjure up the national imagination, ethnic solidarity, and collective allegiance to the homeland in diaspora communities. This paper conclusively reports that the state apparatus circulates the discourse of transnational nationalism in Korean diaspora so as to appropriate their resources and networks for securing foreign currencies and investment in the homeland.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.397-415
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• 2022

The purpose of this study is to analyze the discourse structure of teachers that can help students participate in class by using mathematical metaphors that can arouse students' interest and motivation. In order to achieve this goal, we observed a semester class of a career teacher who practiced pedagogy that connects students' experiences with mathematical concepts to motivate students to learn and promote participation. Among the metaphors that the study target teachers used in a variety of mathematical concepts and problem-solving processes during the semester, we extracted the two class examples that can help develop teaching methods using metaphors. Representatively selected two classes are one class example using metaphors and, the other class example using metaphors and expanding and applying problems. As a result of analysis, the structure of teacher discourse that uses metaphors and expands and applies problems by linking students' experiences with mathematical content was found to help solve a given problem and elaborate mathematical concepts. As a result of the analysis, the discourse structure of teachers using mathematical metaphors based on communication with students could provide implications for the development of teaching methods for the recovery of mathematics education.