• SUVANNABHUMI
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• v.8 no.2
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• pp.113-129
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• 2016

Brunei Darussalam is a Malay Islamic Monarchy practicing and upholding traditional heritage. Brunei Darussalam is rich with tangible and intangible cultural heritage shaped by its way of life. One of the traditions maintained and preserved in the country is traditional textile weaving. The tradition covers both consumption and production. In the context of consumption, traditional textiles have multiple roles and symbolic meanings. In the context of production, the tradition showcases great skills and the distinctive cultural, social, intellectual, spiritual, and emotional values of the people of Brunei. This paper will explicate the distinctive values and characteristics of Brunei people from the practices of textile weaving.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.66-75
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• 2005

This study investigates an undergraduate student's environmental club experience by employing a biographical research method. The informant has been member of the environmental club since he is a freshman. The purpose of this study is three points. First, which theoretical framework is suitable to explain the characteristics of environmental club experience ? Second, what is the characteristics of the informant's environmental club experience analysed by means of the theoretical framework ? Finally, what is the educational meaning of environmental club experience ? As a result, I find that environmental identity is very powerful framework to explain the characteristics of environmental club experience. Also, I explain the informant's environmental club experience as the formation of environmental identity by changes in three aspects. In the informant's life, cultural world of environment/environmental movement becomes salient which is closely connected with development of agency in the world and understanding how environmental problems can be solved. It is argued that environmental club experience has educational meaning in the studies and practices of environmental education, as follows. Environmental club experience has implications of redefining the goals of environmental education, and improving environmental problem solving learning. Finally, the informant's environmental identity is considered as reflexive identity which is formed through personal reflection of his experience.

• Cross-Cultural Studies
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• v.32
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• pp.29-61
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• 2013

When turning to determining a subject position for the digital age, one may look beyond the invention of its technologies and instead begin with the development of its aesthetic of networked communities, nodal expression, and collaborative identity. Virginia Woolf's The Waves demonstrates this aesthetic in both form and content. In this paper, I will examine the role of collaboration in the form of interdisciplinary composition, arguing that Woolf's use of musical form and dramatic monologue and dialogue structurally secure an investment in collaborative models of expression. Digital texts taut their inherent multimodality, but such compositions are also evident in pre-digital texts. In addition, I will decipher the subject position Woolf puts forward in The Waves by looking closely at how the characters determine their own identity and existence when they are alone, when they interact with one individual, and when they congregate as a group. These are exemplified more specifically in the representations of Rhoda and Bernard as equally refusing to collaborate between a self-defined identity and a group defined identity; Bernard's channeling of Lord Byron while writing a love letter; and Woolf's use of the red carnation as a repeated image of the intertwined nature of the characters' collaborative identity and mutual dependence on one another.

• Fashion & Textile Research Journal
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• v.6 no.2
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• pp.135-143
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• 2004

In an information-oriented and internalized society of the future, the quality and price of goods made by each country will be equalized. That eliminates competition. But the design and appearance of products is an important factor in international competition. Indeed, design symbolizes a country's culture visually, and it can show the cultural identity and originality of a nation in international society. And that will play an important part that can contribute to creating added value. It is necessary to revive our people's old lyrical stories which are far away from our memory, and we badly need design development to revive traditional cultural merchandise through visual modernization. Among various Korean cultural inheritances, lotus is often seen in tiles, porcelains and folk stories. In this study, I chose lotus as the subject material of textile design development, and my intention for this study is to reflect Korean traditional cultural value as much as I can, and to develop textile design of Korean images by adding modern scenes. For that, first I researched lotus pattern materials and examples of cultural merchandise.

• Journal of Christian Education in Korea
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• v.61
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• pp.9-35
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• 2020

In the second half of the previous century the composition of the teacher population - and the composition of the pupil and parent population - in the Netherlands gives rise to the name change 'age of secularisation' to 'age of pluralisation'. In previous centuries the (religious or secular) worldview identity of the parents and the educational philosophy of the school were attuned to each other, and merged into a mono-cultural perspective on the identity development of pupils. The basis for both - the upbringing by the parents and the socialisation in the family on the one hand, and the teachers' efforts to enculturate the students at the school on the other - was a similar life orientation. The school choice of the parents was predetermined by their commitment to a particular (religious) worldview, very often inspired by Christianity. The religious identity of their children developed in a clear-cut context. However, in contemporary society plurality dominates, at home and at the school, both in case of the parents and the teachers. A direct relationship with a community of like-minded believers is no longer decisive for parents with varying cultural and religious backgrounds. Instead, a good feeling upon entering the schoolyard or the school building is a convincing argument in the process of school choice. The professional identity development of teachers and the religious identity development of children takes place in a plural context. Our question is: what does this mean for the normative professionalism of the teacher? To answer this research question we make use of the resources of the Dialogical Self Theory (DST) with its core concepts of 'voice' and 'positioning'. After presenting the Dutch dual education system (with public and denominational schools) we provide a lively description of a Dutch classroom situation occurring in a public school, as viewed from the perspective of the teacher. The focus in this description is on performative dialogue as a 'disruptive moment' and on its potential for the hyphenated religious identity development of teachers, which makes up a part of their normative professionalism.

• Cross-Cultural Studies
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• v.26
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• pp.123-144
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• 2012

In the modern society in which globalization and localization proceed simultaneously, diversified and rapid migration of diaspora makes a new from of boundary off the frame of the state and the nation. This new border accompanies cultural change and racial mixture; retains ethnic conflict, the gap between rich and poor, alienation and discrimination, as well as power conflict; and extends its influence. Nowadays, the countries all over the world including Korea face problem of Diaspora in numerous forms. And each country takes an approach to the problem of the diaspora in the aspects of their society, culture and political technology. This implies that most countries, without understanding the new form of border which is alive and dynamic, define and conceptualize the diaspora in the frame of one state and one nation to carry forward the policies accordingly, resulting in inequal, incomplete and awkward homogenization. This study aimed to explore the identity of the diaspora, the core for the problem solving. Of course, studies about the identity of the diaspora have been continued until today and many great outcomes have been achieved. Nevertheless, this study aimed to explore the identity of the diaspora and the national policies which have a close interrelationship with it. It is because the study ultimately aimed to highlight the interrelationship between the destination countries, Russia and China, and the diaspora, through the definition and the classification of Russian diaspora and Chinese diaspora and the analysis of the national policies about that. However, the intention was not to distinguish superiority through the comparison of the polices about the diaspora between two countries, but to focus on the diversity of the identity of the diaspora through defining each different diaspora and paralleling the policies. Second, the reason for looking into the diaspora policies of these two countries is because it is judged the changes in the diaspora policies of each country is one of the active factors for the changes in the identify of the diaspora of each country and it is the basic research for the study on the identity of the diaspora. New migration of diaspora changes the identity of the state, and the state makes the policies and enforce the policies, resulting in the influence on the diaspora. This interaction acts as the growth factor for the new boundary. The causes of Russian diaspora and Chinese diaspora show apparent 'differences'. In parallel with this, the policies about the diaspora in Russia and China arouse 'differences' to the diaspora. The variation of the identity of the diaspora made by these differences will suggest other viewpoints on the diaspora, and these viewpoints will become the foundation for solving the problem of the diaspora in the present times.

• Research in Mathematical Education
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• v.8 no.1
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• pp.19-30
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• 2004

This research applies the discursive approach to investigate the social transformation of students' conceptual model of differential equations. The analysis focuses on the students' use of metaphor in class in order to find kinds of metaphor used, their characteristics, and a pattern in the use of metaphor. Based on the analysis, it is concluded that the students' conceptual model of differential equations gradually becomes transformed with respect to the historical and cultural structure of the communal practice of mathematics. The findings suggest that through participating in the daily practice of mathematics as a historical and cultural product, a learner becomes socially transformed to a certain kind of a cultural being with historicity. This implies that mathematics education is concerned with the formation of historical and cultural identity at a fundamental level.

• Archives of design research
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• v.19 no.3 s.65
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• pp.45-58
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• 2006

Design policy in Korea has been dealt as one of the industrial policies in economic policies, and it can be classified as government driven. A problem derived from this is that previous design policies have only pursued creating material values, and have overlooked the emotional values of design, such as creating cultural identity of Korea and cultural independence through it. Therefore, a new mindset of 'Cultural Era of Design' and a new role of 'Designers as Producers of Culture' must be in the strategy and system for supporting the design in Korea. This study can be divided into three major parts. First part compares and examines current design policies of Korea to seek more suitable design policies. Second part suggests a new direction for design policy by analyzing the ideas and cases of such policies. Third part surveys designers and people in related fields to collect opinions about design policies in Korea to propose directions for new design policies and ways to evaluate them. The object of this process is to find out how they, in the center of design and cultural industries, see and follow the policies. It will aid the narrowing of perceptual gap between them and the developers of policies.

• Journal of Korean Classical Literature and Education
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• no.15
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• pp.113-138
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• 2008

Because of difference of syntactic construction, Lee dong- baek's divides into two parts. Though each parts show different principles of thinking, they aim same communicational purpose. The first half of that quotes set phrase of Chinese classical literature and folklore shows principles of expression that represent object by present cultural well-acquainted informations. It reflects process of thinking basing on cultural identity in pursuit of harmonious communication with listener. In the latter half of the work, the object is presented by mimesis and sensuous description. It implicates intention of making correspondence between linguistic sign and object, and shows principles of expression that present more directly by strengthening the motivated between sign and object. Based on discussion above, I hope we will find a clue to make contents of Korean expression education. We will convert these principles of pursuing cultural universality to make sympathy in communication and pleasure of that, or of representing object substantially to make correspondence into the contents of Korean expression education.

• SUVANNABHUMI
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• v.9 no.2
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• pp.35-49
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• 2017

This paper will concentrate on how various particular Southeast Asian conditions created a distinct Southeast Asian cultural identity despite a very challenging geographical and historical diversity in the region. The paper will argue that Southeast Asians demonstrate an ability to adapt to changes and new values but also exhibit fatalism through a very high degree of passive acceptance to political and other changes that affect their society. The paper identifies a degree of environmental and geographical uniqueness in Southeast Asia that shapes context and gives rise to very distinct cultural traits. The historical transformation in the region brought about by colonialism and nationalism, combined with this geographical and political make-up of the region, had an immense impact on Southeast Asian society as it fostered adaptability. Finally, the political transitions brought about by various conflicts and wars that continued to affect the area in rapid succession all throughout the 20^th century likewise contributed immensely to a local Southeast Asian fatalistic response towards change. Historically, Southeast Asia demonstrated these socio-cultural responses to such an extent that these are argued to permeate the region forming a distinct aspect of Southeast Asian culture.