• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.178-194
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• 2017

This paper is to explore meaning and horizon of global education and its relationship with geography. Firstly, the paper clarifies what means the term 'global' used instead of 'world' to education and geography education and the aims of global education. Then a case of UK and USA the paper follows the origin and flow of global education, and examines the characteristics of their global education. Finally, for global education and its relationship with geography education it discusses the importance and need of global education though geography, and which contribution geography can to global education as one of cross-curricula themes.

• Journal of the Korean association of regional geographers
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• v.19 no.3
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• pp.551-565
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• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.

• 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.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• Journal of the Korean Geographical Society
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• v.43 no.1
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• pp.154-169
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• 2008

Geography textbooks often have treated the world as a collection of independent nations. Also, many scholars have warned of ethnocentric bias in geography textbooks. Global education that emphasizes world interdependence and pursues global perspectives offers some possibilities to go beyond the status quo of current World Geography textbooks. The primary objective of this study is to analyze current US World Geography textbooks in terms of global education. A secondary objective is to explore a framework for rereading World Geography textbooks critically. This interpretive qualitative case study indicates that US World Geography textbooks maintain an imperialist and American-centered perspective. Especially, the case of Korea shows that other places and people are underrepresented through dichotomy, negative attitude and exclusion, misconception and stereotyping, and simplification in textbooks. Therefore, we need to detect conscious and unconscious fallacy and bias, to understand the world view and experiences of underrepresented people, and to deal with controversial global issues from diverse perspectives through global perspectives and post-colonial perspectives of global education.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.764-774
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• 2013

In this study we reviewed how acid rain as the global environmental problems was dealt with geography textbooks from Korea and England. The results are as follows. First, unlike geography textbooks from England, the concept and criteria of acid rain are not explained exactly in Korea geography textbooks. Second, whereas the cause of acid rain was explained with natural and artificial factors in geography textbooks from England, in Korea the artificial factors only were explained. But if the artificial factors only will be introduced to students, they may misunderstand about the acid rain. Third, the results and policies of acid rain were provided in geography textbooks from Korea and England. But whereas they were deal with separately in Korea, in textbooks from England they were provided with their patterns and concrete cases. So it is necessary to provide the exact concept, results and processes of the global environmental problems structurally in geography textbooks. And it is necessary to provide the results and their policies of the global environmental problems with concrete cases for students' understanding and sympathy about them. If the concepts and causes of global environmental problems are not understood previously, it is possible to stimulate only the moral and ethical aspects too much when the results and policies of them is introduced in geography textbooks.

• Journal of the Korean Geographical Society
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• v.51 no.3
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• pp.455-472
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• 2016

This paper aims to theoretically discuss the re-conceptualization of the school geography curriculum towards global citizenship education. To achieve this goal, post-structural global citizenship is introduced as an alternative notion of global citizenship by revealing some limits of the existing postcolonial global citizenship studies for global justice. Based upon Carr's(1996) idea of curriculum typology, three major curriculum perspectives are theoretically evaluated to see if they implicitly or explicitly undermine the citizenship of global 'others' ethically and politically. Post-structuralist ideas are then suggested as an alternative approach. With reference to this standpoint, this paper concludes by providing practical implications for a more just school geography curriculum towards global citizenship.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.477-492
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• 2011

The purpose of this study is to analyze korean youths' educational experiences and their global leadership competencies and to present good methods for global leadership education. In this global society, students are required to be proactive global leaders. To achieve the research goal, I used the methods of literature review and survey, To conduct the survey, I selected 200 9-grade students in Kyonggie Do. The questionaires were composed of 2 parts such as global perspective and cultural literacy, The research results are as follows. First, students should have a vision as a global citizen. Second, they should develop problem-solving skills of global issues, Third, other cultures learning should be strengthened. Fourth, diversification of cultural diversity education should be accomplished. Fifth, education of awareness of global society, global issues, and other cultures rather than only languages learning for global leadership education should be accomplished. Sixth, global education in geography education should be strengthened.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.231-244
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• 2011

This study is to examine how activities using local multi -cultural resources and world geography lessons using the CCAP(Cross-Cultural Awareness Programme) affect students' multi-cultural understanding. Activities using local multi-cultural resources were carried by visiting in an alien worker community, volunteering in multicultural center, attending on UNESCO ASP(Associated School Program), and making radio broadcasting program associated with 'SCN FM' which is a local broadcasting station on the weekend. And world geography lessons using the CCAP were conducted with 5 classes including orientation by inviting foreign instructors from that place after reconstructing the Southeast and South Asia unit of the countries such as Pakistan, the Philippines, Myanmar and Cambodia. According to twice questionnaire survey conducted before and after activities using local multi-cultural resources and world geography lessons using the CCAP, it appeared that students had familiarity more than before through direct meeting with foreigners inside and outside classroom, and understood and respected other cultures by acquiring contextual regional knowledge. In the end, multi-cultural activities and world geography lessons using the CCAP contributed to students' global citizenship, which overcame prejudice toward third world cultures. Like that, if world geography classes provide continually students with opportunities to experience directly diverse cultures inside and outside classroom, world geography overcome negative image that it transmit decontextual regional knowledge and is regarded as the subject that is very fit for nurturing global citizenship based on contextual knowledge, consideration and tolerance needed in global and multi-cultural society.

• Journal of the Korean Geographical Society
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• v.31 no.2
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• pp.160-197
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• 1996

The purpose of this study is to review research trends and issues of economic geography in Korea for the last fifty years by sub-fields of agricultural geography, industrial geography, commercial and service geography, and transportation geography. Research in Korean economic geography has progressed significantly in terms of the scope and the number of papers published during the last a half a century. Agricultural geography was a leading field of economic geography in Korea before mid-1970s. Since the mid-1970s, however, agricultural geography has turned over the leading role in economic geography to industrial geography. Classification and structure of agricultural region has been the most popular research theme in Korea, even though diverse topics has been dealt in the research of agricultulal geography in Korea during the last fifty years. In recent years, emphasis is given to study on the dynamics of agricultural region and regional differentiation of part-time farming. It is suggested that the future issues of research in agricultural geography in Korea are agricultural restructuring and changes in agricultural space under the WTO system, changes in rural area and agricultural region with the progress of informatization, changes in agricultural structures and rural society by the increase of part-time farming, governments agricultulal policy and its impacts, competitive advantages of Korean agricultulal products, and environmental impacts of agricultural restructuring. Research in industrial geography has remarkably progressed since the 1980s. Locational changes, regional industrial structure and formation of industrial region were the major topics of interest in the research of industrial geography in Korea before 1980. Since the early 1980s, in addition to the topics which were interested in before 1980, changes of industrial organization and industrial location, changes of production systems and industrial space development of high technology industries and science parks, industrial restructuring and regional economy, foreign direct investments, industrial linkages and industrial districts, and industrial policy and regional development have been the major research themes of industrial geography in Korea. Considerable number of papers has been published both in Korean journals and in foreign journals during this period. Considering global changes in the organization of industrial space, future research should be more focused on firms strategy for regaining competitive advantages, local and global perspectives of industry, industry and environmental changes, in addition to the topics which have been dealt in recent years. Research in commercial and service geography and transportation geography was negligible in Korea before the late 1970s. These two sub-fields in economic geography have begun to develop since 1980s. Periodic markets, structure of commercial area, and distribution of products were the major topics of interest in the 1980s in the commercial and service geography in Korea. In the 1990s, however reserch in producer services has been active with growth of producer services in Korean economy. It is suggested that regional changes with progress of informatization and technology, changes of international trade and regional changes, development of efficient distribution system, role of producer services in regional development, and network of producer services are the major issues to be studied in the future in the field of commercial and service geography in Korea. Commuting, distribution of products, and transportation networks have been the major topics of research in transportation geography in Korea. Diverse quantitative techniques have been applied in the most of the researches in transportation geography. It is required that future studies in transportation geography should also focus on societal and behavioral issues, policy issues regional impacts of new transportation facilities, an analysis of transportation system at the global or international level. Since the 1980s economic geography in Korea has considerably progressed with publication of papers and books. The progress can be regarded as successful in quantitative aspect, but not in quantitative aspects. For the development of Korean economic geography in both quantitative and qualitative aspects, it is necessary to promote international collaborative researches and interdisciplinary cooperations. Attention should also be given to the research on changes in competitive advantages and economic restructuring, changes of economic space with the development of high technology and the progress of informatization. economic development and culture. and foreign regional studies.