• Journal of the Korean Geographical Society
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• v.40 no.4 s.109
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• pp.454-472
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• 2005

This study is to discuss on intrinsic justification of 'citizenship' and 'spaces of citizenship' to inquiry possibility of citizenship education through geography subject. According to Peters' educational view as forms of knowledge and initiation, citizenship was intrinsically justified through examination of forms of geographical knowledge. The analysis of paradigms in geography shows that 'the human' and 'the social' are generally combined in 'space'-centered language and ideologies through post-positivism. That is, it refuses the concept of physical space which is value neutral, and seeks turn to spaces of citizenship which is value-intrinsic through social space theory. Given that changes in the forms of geographical knowledge lead changes in content knowledge of geography subject, citizenship is to be justified intrinsically. Thus, citizenship as content knowledge of geography subject is to be justified not extrinsically through acceptance of social studies' educational aim in itself but intrinsically through forms of geographical knowledge. And geographical education as initiation into value and belief of citizenship based on these spaces of citizenship is not about making students have arrived at a destination, but about them travel with a different view.

• Journal of the Korean association of regional geographers
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• v.22 no.3
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• pp.714-729
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• 2016

National citizenship has been empathized by nation-state since modern times. But with recent wave of globalization, the force of national citizenship is gradually reducing. Globalization requires citizens of global citizenship needed in the global village on the one hand, and of cultural citizenship suited in multicultural society on the other hand. The trend shows that the geographical focus of citizenship is shifted or expanded from the political domain to the social and cultural domain. Moreover, with concerns of personal everyday life citizenship is extended from standard personality by Western view to inclusion and exclusion in micro everyday space, non-Western view based on social difference of gender, class, ethnicity etc. New spaces of citizenship, cultural citizenship and everyday citizenship which empathizes personal right and difference is emerging instead of national citizenship based on personal allegiance and duty of the state. This means that the state has not only a task of establishment of common national citizenship, but also a challenge to recognize of diversity of citizens.

• Journal of the Korean association of regional geographers
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• v.21 no.3
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• pp.618-630
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• 2015

This study is to try to find citizenship needed in the age of glocalization and its implication for geography education. With formation of nation-state after modern, the rights and duties are applied to members of a state in a given territory. But Although states grant de jure citizenship, identity as a citizen is increasingly seen as something that is gained beyond and below the state. Citizenship might be conceived as relational rather than absolute, something that is constituted by its connections or network with different people and places rather than something defined by the borders of the nation-state. New space of citizenship has multiple dimension, and is fluid, mobile, multidimensional, transnational, negotiative. Citizenship operates in an increasingly complex web of overlapping spaces, and is reconceptualized as multiple citizenship based on multiscale. Citizenship should now be thought of as multi-level, reflecting individuals simultaneous membership of political communities at a variety of spatial scales and perhaps of non-territorial social groups. Thus, Citizenship education through geography should focus more on interconnected and layered multiple citizenship than bounded national citizenship.

• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.455-455
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• 2022

경제적 발달과 사회적 성장으로 인한 도심지 하천과 호소와 같은 수변공간의 개발에 대한 시민의 요구는 다양화되고 높은 수준의 요구가 증가하고 있다. 도심의 수변공간은 도시내 다양한 사회생활과 사람간의 교류가 이루어지는 활동적인 공간이자. 정적이기도 한 다양한 기능을 가진 공간이다. 이러한 도시내 수변공간은 공간은 도시를 관류하는 하천을 중심으로 시민들의 일상적인 휴식과 산책, 여가 생활을 할 수 있는 공간으로 개발되어 왔다. 그러나 전국 주요 도시의 하천들이 수변개발을 통해 동일한 시설과 콘텐츠를 적용함으로써 하천의 다양성이 부족하였다. 수변공간의 개발은 1990년대 이후 도심하천중심의 조경하천으로 개발이 진행되었으며 수변공간 주변에 주거지역이나 상업지역이 들어서면서 기존의 도심 공간에 수변공간이 개발되어 시민의 접근성을 높이고자 하였다. 그러나 개발된 수변공간은 최근의 수변공간 개발은 시민들이 즐겁고 편안하게 즐길 수 있는 공간을 제공하고 지역의 특성을 살리는 방향으로 추진되고 있다. 현재까지 개발된 수변공간은 접근성과 공공성의 결여 주변여건과의 부조화 등이 문제점으로 제시되고 있다. 그럼에도 불구하고 많은 수변공간에서 관광, 축제, 일상휴식, 레저 등 다양한 목적과 기능으로 시민들이 활용하고 있다. 본 연구는 수변공간 개발을 위해 선행연구를 조사하여 문제점과 수변개발의 특성, 유형 등을 분류한 후 수변공간 개발 시 고려사항과 평가사항을 제시하였다.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.181-203
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• 2011

Transformation towards multicultural society requires discussion on new concepts of citizenship which would overcome some limits of national citizenship developed on the basis of the nation-state. Citizenship can be defined as a relationship between individuals and their community, and conceptualized in a relation with identity. Citizenship also includes its spatial elements such as site and movement, place and public/private space, boundary and territory, flow and network, level and scale, etc. and in particular implies a multi-scalability of local, national, and global level. A new discussion on citizenship has emerged in Japan in shift to multicultural society, especially focusing on activities of local governments and grassroots social movements to support and ensure welfare services to and human rights of foreign immigrants in local communities, hence develops a concept of local citizenship. This concept seems to be highly significant for both foreign immigrants and Japanese dwellers for multicultural coexistence, but raises serious problems of separating local citizenship from formal national citizenship and from universal global citizenship. In order to resolve these problems, a new multiscalar concept of glocal citizenship which links interrelationally local, national and global citizenship. The concept of glocal citizenship is suggested to lead academically a new version of cosmopolitanism which embraces the universal and the particular in a dialectic manner, and to give strategically an alternative to multicultural coexistence policy and discourse and local citizenship discussion in Japan.

• Korean journal of communication and information
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• v.39
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• pp.102-139
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• 2007

This research studied how political online discussion participation and experiencing opinion disagreement during the discussion affect on civic attitudes(interpersonal trust and reciprocity) and civic participation through pretest-posttest control group experimental treatment. For results, first of all, online political discussion positively affects on civic attitude of participants, but it's effect was partial. Next, experiencing opinion disagreement can help to have rather improving civic attitude than reducing civic attitude. Finally, civic attitude consists of interpersonal trust and reciprocity acquired from online discussion also partially and positively affects on civic participation which is more affected by reciprocity than interpersonal trust. Regard to these effect of online discussion, civic attitude can be extended by participating political communication(discussion), and participating communicative associations lead to encourage civic attitude of them and function to reinforce social integration and social ties.

• Journal of the Korean association of regional geographers
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• v.12 no.3
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• pp.421-435
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• 2006

This study considered the history and range of concern to the citizenship education in the British geography education with respect to the appearance of the citizenship subject in National Curriculum. Although British geography education mainly put on emphasis citizenship education focused on national identity through imperialism ideology up to World War II, it has aimed at the local and global citizenship education which put focus on the reflection of students to individual value and value position, and social justice after the 1980s. Not only an inner change of such geography education but the external factor of appearance of citizenship subject has stimulated more concern about citizenship education. After that, British geography education community constructs the logic of theoretical justification and urges teachers' practical research and continuous concern as plan for geography subject to lead citizenship education all the time. On the other hand, recently British political and social cultural geographers observe spaces of the citizenship which makes difference and identity and the radical and critical citizenship which put focus on the local and the global scale from the national. Therefore, citizenship education through geography subject must put more emphasis on not national identity but the local and global identity for social justice and a better world.

• Journal of the Korean association of regional geographers
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• v.19 no.1
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• pp.162-180
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• 2013

This paper is to explore the relationship between global citizenship education needed to be taught recently and geography. First, the paper examines the concept, as well as the reason why it became important concept in dimension of education in terms of progress of globalization. Second, the paper examines justification of global citizenship education through geography subject through discussion of place, space, scale and interdependence as geographical key concepts. Then, it establishes the category of sub-area of global citizenship education to grasp structurally. This is to reestablish in terms of knowledge and understanding, skill, value and attitude through the inductive examination of existing system of classification. Third, for geography instruction as practical dimension for fostering global citizenship, the paper discusses things to consider previously to design it in terms of aims, contents and methods, and examined instruction strategies in terms of issues-based approach and geographies of resistance. The last, the paper should things to pay attention to be cautious in global citizenship education through geography.

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2003.11a
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• pp.533-534
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• 2003

급속한 도시화와 인구 과밀화에 인한 교통 문제를 해결하기 위해 건설된 지하철과 부대시설은 일반시민들의 생활형태를 변화시키고 있으며 그에 따른 실내환경 문제로 야기 시키고 있다. 그리고 지하 공간의 증가와 함께 일반 시민들의 지하 공간에서의 생활시간이 길어지고 있으며 지하 공간 내의 공기질 악화도 가속화되고 있다. 미세먼지와 더불어 지하공간의 공기를 악화시키는 원인중 하나인 휘발성 유기화합물질(Volatile Organic Com pounds)은 인체에의 유해성 측면에서 중요시 되고 있다.(중략)

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.