• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.127-154
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• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.

• Journal of English Language & Literature
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• v.64 no.4
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• pp.585-600
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• 2018

Over the last three decades, the field of American Studies has increasingly paid attention to transnational approaches in an effort to diversify and expand the field's concerns beyond the narrow sense of the nation-state in today's globalizing world. Yet, the mediation of the transnational requires a careful analysis of the nation that is still in transit. In this context, this essay examines Herman Melville's novel Moby-Dick (1851) as a case study that vividly shows how reading American literature and culture through transnationalism not only offers new interpretations of canonical texts, but also helps us to better understand the historical roots and cultural contexts of contemporary issues such as global labor and migration, US citizenship and racial justice. To address the complexity of the text's circulation and reproduction, coupled with US national ideology and cultural conditions, I first turn to the canonization of Melville's Moby-Dick during the Cold War era as a national project and then explore the possibilities of transnational readings by focusing on the politics of race and global capitalism in the nineteenth century whaling industry. In doing so, I argue that critical transnationalism allows readers to keep questioning about their own understanding of race, nation, and cultural identity while remaining attentive to the destructive force of US imperialism and global capitalism in the twenty-first century.

• The Journal of Economics, Marketing and Management
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• v.3 no.4
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• pp.21-27
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• 2015

With the recent increasing interest in sustainability management, the latest environmental report tends to be substituted by the expanded sustainability management report. In this work, I would like to introduce the management pattern of a global enterprise that values environmental soundness (environmental friendly) and implements eco-friendly measures. The enterprise chosen in this study is FedEx. In this article, FedEx case is presented how companies can adopt environmental friendly management in their businesses. FedEx has maintained an eco-friendly management since the introduction of the company's eco-friendly transport trucks in 2003, following its development in 2000. In 2005, it installed a solar power plant that can supply up to 80% of the electricity consumed by Oakland Logistics Center in California, USA. FedEx has published the "Global Enterprise Citizenship Report," which contains its business developments in 2009. FedEx has worked hard to minimize the influence caused by packaging of goods to the environment and appealed to customers to use recycled products as much as they can. FedEx also encourages customers to use packaging materials efficiently. A considerable amount of energy has been expended in the eco-friendly programs of FedEx. Although thousands of FedEx vehicles and aircraft operate daily with using large amounts of electricity and fuel, FedEx focuses on energy savings and global environment protection.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.1-16
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• 2024

Objective: The objective of this study was to develop a refugee education program for early childhood and apply it in daycare center settings to examine the reactions of children aged 5. Methods: Referring to Kemmis and McTaggart(1988) action research model, the refugee education program recommended by UNHCR, and linking it with the national Nuri-curriculum in Korea, a total of five sessions of a refugee education program for early childhood were developed and applied to 20 children aged 5. Results: The application of the preschool refugee education program resulted in positive changes in cognitive, emotional, and behavioral aspects. These changes provided opportunities for early childhood to practice respect towards others, fostering a broader understanding and appreciation of diverse cultures. Conclusion/Implications: This study holds significance in contributing to the discourse on the necessity and direction of refugee education through the development and application of a refugee education program for early childhood. It is anticipated that this research will stimulate in-depth discussions on educational approaches that foster early childhood interest in global issues and cultivate a sense of global citizenship and attitude in the future.

• Journal of Agricultural Extension & Community Development
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• v.11 no.2
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• pp.241-250
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• 2004

This study was carried out to strengthen institution of international youth change in rural area. References, in the field of international cooperation international youth exchange and youth's volunteer service were reviewed. Considering rural situation, poor human resources in terms of foreign languages and globalization are major problems for international youth exchange. Such problems as poor network among relevant organizations for international youth change, low level of rural internationalization and lacking of development plan for exchange program were pointed out. For effective international youth exchange, the following strategies were suggested : 1) networking among youth, local government, industries and community, 2) youth education for global citizenship, 3) globalization of local industries, local government, and rural community, et.c.

• Korean Business Review
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• v.15
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• pp.47-58
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• 2002

Samsung Electronics has 25 production bases, 36 marketing subsidiaries and 23 overseas offices in 46 countries around the world. Samsung Electronics global strategy involves seven main regions: North America, Europe, Southeast Asia, Central Asia, China, the CIS and Latin America. Samsung Electronics is dedicated to helping the local communities where it does business, helping to advance local economies and develop products that best suit local needs. This case attempts to introduce the localization strategies of Samsung Austin Semiconductors especially with respect to the community service programs. Samsung Austin Semiconductors develops a framework for a firm to adapt in a foreign environment creating corporate citizenship. This model surely helps the firm to adapt, survive and grow even in a hostile foreign environment.

• Asian Journal of Innovation and Policy
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• v.11 no.1
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• pp.30-49
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• 2022

As industrialized countries transition into knowledge economies, there is a rising demand for talent and innovation. Support for start-ups through incubation, acceleration, and venture capital has turned into a key area of investment, with public and private actors searching for the next unicorn. This article examines start-up visas as an emerging policy tool in the global competition for highly innovative entrepreneurs. The study builds on a sample of eight national start-up immigration programs and applies human-capital citizenship (Ellermann, 2020) as a guiding framework. The article first proposes a conceptualization of start-up visas, suggesting that innovation and entrepreneurship also be considered in the theorization of skills. Second, the study examines the implications of start-up visas for international mobility. By focusing on the logic of entry requirements and subsequent benefits accrued through the status as a start-up founder, the findings of this study highlight the role of start-up visas in expanding privileged pathways to cross-border mobility. The article concludes with a discussion of implications for policy and research concerned with the international mobility of start-ups

• Analyses & Alternatives
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• v.8 no.1
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• pp.137-167
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• 2024

This study sought to explain the reasons why the civic education bill failed to be enacted as many as 13 times. What we discovered as a result of our research is, first, the absence of a legislative strategy by the minority member of the national assembly on this bills. The Citizenship Education Bill was a controversial bill with great potential for ideological conflict, and after the 19th National Assembly, this bill was promoted by a minority of a specific political party. The Democratic Party's sponsoring lawmakers did not use active legislative strategies, such as exerting influence within the party to have these bills adopted as the party's platform, or developing them into major pledges for the general and presidential elections. Second, there is a consistent passive response from civic groups as well as lawmakers who signed the bill in an unfavorable public opinion environment. During the legislative process, opposing opinions were overwhelming, including concerns about the spread of leftist ideology, waste of budget and organization, and violation of neutrality and fairness in education. In addition, the passive attitude of field teachers and civic groups, who should be in charge of civic education, also served as a background for the legislative failure. Third, due to a lack of sharing of reliable information on recent theoretical research and global policy trends among stakeholders, legislation through an agreement between the ruling and opposition parties failed.

• Journal of the Korean association of regional geographers
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• v.21 no.2
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• pp.411-425
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• 2015

Development education started in some of developed countries of Europe since 1960s. Japan was interested in the development education with realizing the impotance of quality of life in the late of 1970s after high economical growth in 1960s. Just like Eroupe, development education in Japan was done to citizen by development NGOs. But under close cooperation with JICA and MOE, development education was gradually absorbed in formal education. Development education in Japan is done through interdisciplinary studies and the subjects. Geography national curriculum and textbooks in Japan show that the subject aimed to nurture Japanese in the world in the period from the late of 1960s to the late of 1970s. Thus the period can be named the sprouting time of education of development. But with entering the late of 1980s, geography national curriculum started to focus on fostering global citizenship to students. The turn in the educational aims can be counted as practical start of education of development. And education of development through geography was extended the most in the late of 1990s. But in the recent revised geography national curriculum, emphasis on education of development is reduced a little. It can be told that education of development in Japan arrives at the level of the full growth.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.169-183
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• 2023

This study analyzed students' polar literacy in an effort to promote polar education based on its high educational value. The polar literacy test items developed for this study consisted of questions about knowledge, skills, attitudes, and beliefs about the polar region, as well as background variables of students. The final test items, which were revised and supplemented several times through the preliminary test, were applied to 323 eighth graders in South Korea. We analyzed the response characteristics of the polar literacy questions for all students. Students were grouped into those with a global citizenship perspective and those with a pragmatic perspective, according to the viewpoint of polar issues and their polar literacy. Analysis showed that the students had a high understanding of climate change and living things in the polar regions, but had a very low understanding of ice, which is a key component of the polar regions. Moreover, they were unable to approach the Earth system thinking when dealing with polar issues. In addition, the global citizenship group had a higher intellectual understanding and deeper sympathy of the polar problem than the pragmatic group. This study is meaningful in that the survey results present a specific direction for future polar education.