• Korean Association of Arts Management
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• no.55
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• pp.115-154
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• 2020

This paper examines the professional qualifications of the directors of important public art museums in Korea in comparison to museums outside Korea through analysis of the directors' primary qualifications, including academic background, major, career experience, and study abroad experience, as well as secondary qualifications, including length of tenure, age, gender, and alma mater, which can indirectly the hiring process for directors. The museums examined in this study are separated into three geographical categories - 1. Seoul, 2. the Seoul Metropolitan Area, and 3. locations in Korea outside the Seoul Metropolitan Area - to analyze how the influence of primary and secondary qualifications differs across geographies. Additionally, this study looks at how the professional qualifications of directors in Korea compare to the qualifications of directors outside Korea to identify the idiosyncrasies of the Korean system. It finds that directors in Korea, in general, have a shorter length of tenure, are older, are more likely to be female, and are less likely to be foreign than the directors of overseas museums. Experience-wise, directors in Korea often have experience working as art experts, artists, and art professors, but their backgrounds differ depending on the region in which they are working. Although directors in Korea have, across the board, studied abroad and graduated from prestigious universities, there are noticeable differences across the three geographical locations looked at. Notably, in Korea, the proportion of directors who majored in practical skills is high, while in the case of directors overseas, the proportion of those who majored in art history is high. In addition, while a high percentage of directors are graduates of Hongik University regardless of their museum's location, graduates of Seoul University are mainly concentrated in the Seoul and Seoul Metropolitan Areas. Museums outside the Seoul Metropolitan Area, on the other hand, often hire directors who have graduated from a nearby university. These differences mark a contrast between Korean museums and museums overseas, which generally hire directors who have graduated from prestigious universities, regardless of geographical location.

• Journal of the Korean Geographical Society
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• v.50 no.2
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• pp.185-201
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• 2015

This paper suggests how Korean housemaids, called Sikmo, and Korean-Chinese migrant domestic workers have similar class positions and therefore form a dual identity in their interactions with female employers. rough spoken stories of the experiences of 27 females from Seoul, including Korean-Chinese domestic workers, Korean housemaids, and their employers, this research effectively overcomes the dichotomous discourse of natives versus foreigners. Instead it suggests the new interpretation that it is not foreignness but class inferiority of the domestic workers that plays a key role in establishing relationships with employers. Korean housemaids and Korean-Chinese domestic workers, both groups of whom are migrant workers, have developed coping strategies to enhance their labor value by spatially relocating themselves from their home society to a new society. They possess a similar labor status in women's history, being of low income, low education, and rural births. Consequently, these women experience 'translocal anchoring,' meaning their identities are intertwined with that of their home societies, and employers perceive them based on the characteristics of these places. The Korean employers perceive that the domestic workers' morality and intellectuality are inferior based on their class differences. This stigmatizing process leads employers to regard domestic workers as ambivalent people, not only threatening outsiders but also objects of pity, needing love and protection of their employers. The employers educate them culturally, teaching them skills to survive in the urban environment. These skills include cooking and language, in addition to advice on long-term plans to blend into society.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.534-553
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• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.

• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.232-251
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• 2012

This paper is to examine new programme of study for geography by a revised geography(including historical, geographical and social understanding) National Curriculum in England. The new primary and secondary National Curriculum was respectively issued in 2007 for implementation from September 2008 and 2010 for implementation from September 2011. The revised National Curriculum was changed more than that of 1995 and 2000 in terms of its formation and content. Especially, Primary National Curriculum was rebuilded to the six areas of learning, in the end KS1-2 geography was integrated in 'historical, geographical and social understanding'. As a result of that, the subject named as geography only remains for KS3. Nevertheless, the new National Curriculum is consisted of programme of study(PoS) and attainment target(AT). But new programme of study was changed more than that of former curriculum in terms of its formation and content. Programme of study for primary school is organized with curriculum aims, the importance of areas of learning, essential knowledge, key skills, cross-curricular studies, breadth of learning and curriculum progression. On the other hand, that of geography for KS3 is organized with curriculum aims, the importance of geography, key concepts, key processes, range and content, curriculum opportunities. This paper examined on categorical features of new programme of study for KS3 geography and its implications for effective geography curriculum design and planning.

• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.217-231
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• 2012

Geography is a core subject for mutual understanding a relationship between Korea, China, and Japan. But the research and report on the Chinese geography education are poor progressed in Korea. This study aims to review the Chinese geography curriculum changes and the organization of Geography Curriculum Standards(GCS). The results of study are as follows. First, from the perspective of the Chinese geography curriculum development, political ideology and changes of society could lead to serious influences on the geography education. It is change through the process stage of prosperity${\rightarrow}$withdrawal${\rightarrow}$promotion${\rightarrow}$development. Second, most recently, Chinese GCS carried out a drastic reform of their geography curriculum emphasized the importance of a student' needs and activity, the organic correlation between the geographical knowledge and skills, and synthesis, practical value of the geography. Third, the organization of GCS consist of an introduction, curriculum objective, contents standard, performance rules. Fourth, the middle school GCS emphasized the importance of a basis of the geographical knowledge and skills in the 4 subjects(the earth and the maps, world geography, Chinese geography, regional geography). Finally, The high school GCS emphasized the importance of a student' occupational course and consideration of regional circumstances.

• Journal of the Korean Geographical Society
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• v.48 no.1
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• pp.128-150
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• 2013

This paper is to examine the interrelationship between morality (or ethics) and geography and education in terms of the moral and ethical dimension embedded moral turn in geography. Since the 1970s, the geography have morally turned with stressing realization of social relevance and justice through interest on moral issues such as the spatial inequality and human welfare in the world of difference. This moral turn in geography has formed the area of moral geography, and emphasized the ethics of care and responsibility of human and nature with warning of immoral geographies of others and nature in the world of difference with the recent trend of postmodernism. For morally careful geography teaching, it is now good time that geography educators need to think the moral turn in geography education. If geography education is willing to contribute to make a better world, it needs to reflect more morally on geography curriculum and instruction in terms of the ethics of care and responsibility.

• Journal of the Economic Geographical Society of Korea
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• v.5 no.2
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• pp.209-228
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• 2002

The purpose of this paper is to evaluate strategies for the attraction of Korean finns into EU Objective 1 (less prosperous region).2(regions facing structural difficulties or conversion) on the basis of Korean foreign direct investment in the European Union(EU) in the past 10 years (the late 1980s-late 1990s). Of such strategies the most important was incentive packages for Korean finns by those regions. Nonetheless, these packages did not contribute to the development of the finns and regions because of limits to the finns' competitiveness(cost competitiveness) and the regions' competitiveness(low productivity and skills). Consequently, these strategies of EU Objective 1.2 regions did not provide an opportunity for pathways to successful development because the incentive packages provided to the finns and regions without the consideration of their internal and external circumstances.

• Journal of the Korean Geographical Society
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• v.50 no.2
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• pp.239-254
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• 2015

The purpose of this study is to explore the possibility of ethical geography education, based on the 'relational turn' of understanding of human/non-humans and place in the context of the student's daily consumption. To do this, first and foremost, due to the de-localization of product networks that students consume, it has been discussed the situation that the ethics of responsibility and care is reduced. Then, this paper suggests an understanding of place and human/non-humans in a relational view, as a basis for the student's ability to look at matters of consumption and ethics through the viewpoint of relational ethics of responsibility and care. Finally, this research examined relation of commodity consumption, relational geographies and ethics of responsibility and care through 'mobile phone connection'. It is argued in the paper that the role of ethical geography education lies also in allowing students to feel connected to various humans/non-humans as a absent presence in his own life and to acquire cognitive and practical skills to provide more responsibility and care for their socio-ecological environment, thus making a better world.

• Journal of the Korean Geographical Society
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• v.39 no.6 s.105
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• pp.971-983
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• 2004

It is increasingly clear that student mastery of concepts and skills in geographic education is based on a complex set of variables. Sex and gender are the key variables. Much has been written about biological sex differences in learning, but less attention has been paid to the impacts of socio-cultural gender on learning geography. As such, the aims of this paper are two-fold. First, to examine theories which seek to explain why males and females might differ in their geographic and spatial knowledge or skill. Second, to examine the extent of sex differences and gender traits in the geographic learning. The results of study illustrate clearly that there are more similarities than differences between the sexes. Therefore, there are significant gender differences between the preferences of regions, contents, activities in the secondary geographic learning. The results also provide insights into improving contents and method of geographic education.

• Journal of the Speleological Society of Korea
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• no.72
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• pp.37-46
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• 2006

The purpose of this study is to provide a basic theory of photogeography. There is a close relationship between photos and fine arts, but lots of differences. For examples photos are arts of cognition, analytic media and time. Geographic photos are photos useful for geography. Geographic-photos are a kinds of academic photos which deals with special meaning of geographic phenomena and cognition of the certain area. According to the nature the photos available for geography, can be grouped into geographic photos and general photos. Geographical ideas, photographical skills and artistic senses are necessary to the photogeographers. Geographic photos are useful for research and educational Purpose. The aspect of research is related to the systematic geography, for example ; geomorphology, historical geography etc. In conclusion, to the photo geographer the geographic idea is more necessary than the skill of photography.