• Journal of the Korean association of regional geographers
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• v.22 no.4
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• pp.912-930
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• 2016

This paper suggests to bring the idea of social construction of nature or social nature discussed in social science including geography to geographical and environmental education for breaking traditional divide of people(or society) and nature. And this paper analyzed relationship between people and nature, meaning of environment and the concepts of social nature represented in the geography curriculum and textbook of England, Australia and Korea. Recently in terms of focusing disciplines or education on integration or convergence, introduction of social nature in teaching and learning geography and environment has an important implication. With rapid growth of capitalism, nature is constructed socially by the political, economical, social and cultural practice. Thus geography education reduces the distance between human geography and physical geography and needs to focus on exploring not just the relationship between people and nature but social construction of nature. Another implication of the introduction of social nature in teaching and learning geography and environment is that students can develop the relational sensitivity about the relationship people and nature or people and place.

• Journal of the Korean Geographical Society
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• v.39 no.5 s.104
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• pp.735-754
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• 2004

This paper provides an overview of political ecology, a body of theory that focuses on the links between political and economic inequality on the one hand, and environmental degradation on the other. Adopting a tripartite classification scheme that identifies three political ecology traditions -'classical', 'democratic' and 'poststructuralist'- the discussion shows the need for a move within the poststructuralist tradition away from a narrow and quasi-idealistic focus on discourse to a more robust philosophical engagement with ontological and epistemological issues grounded in Gilles Deleuze's development of Nietzschean materialism. From there. the author draws on numerous examples from Canada, and surveys the available literature on 'bioregionalism', a relatively new intellectual tradition evolved from the North American environmental social movements of the 1970s and 1980s. The so-called 'bioregional approach' stresses that administrative units need to reflect (rather than transect) eco-geographical and cultural features. Bioregionalism is described and assessed as a potential pragmatic research framework for geographers and other planners wishing to respond proactively to the call for a revamped, poststructuralist political ecology. The paper concludes that a bioregional approach to political ecology avoids the weaknesses identified by certain critics, provides scope for consideration of fundamental philosophical ideas, and as such, represents a practical development of a poststructuralist political ecology.

• Proceedings of the KGS Conference
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• 2003.11a
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• pp.120-125
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• 2003

The manner in which the World Trade Organization (WTO) is altering the economic and political dimensions of geography is an important academic concern There are several reasons why the establishment of the no should be or interest to geographers. First, the WTO embodies the principle of comparative advantage and thereby global free trade. (omitted)

• 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.47 no.2
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• pp.297-309
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• 2012

This study examines how East Asia is represented in US World Geography textbooks and what kind of cultural and political epistemological frameworks are embedded in those representation focused on China and Japan. For this, four World Geography textbooks that widely used in public middle school throughout the State of Connecticut are selected as the major units of analysis and analyzed using content analysis. The results are as follows. First, The textbooks have the cultural epistemological framework that East Asia are portrayed not only as homegenous and static world but also as exotic world whose mode of life is quite different from that the West. Second, China are represented as having more traditional and negative images, whereas Japan are portrayed as receiving more modern and positive images in the textbooks. This difference is caused by the relationship between the U.S. and them and imply that the epistemological framework on East Asia of American can change according to the relationship between the U.S. and East Asia. Third, the textbooks seem to be dominated by colonialism epistemological framework that emphasize hierarchical order between the U.S. and East Asia and omit East Asian countries' contribution to global cultures and economies as political epistemological framework. These findings suggest the need to investigate the epistemological frameworks underlying World Geography textbooks used Korean classroom about neighbor Asia or non-Western societies.

• Acta Via Serica
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• v.7 no.1
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• pp.131-148
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• 2022

While much has been written about Imperial Japan's encounter with geopolitics and developing ideas about Geography as a political and cultural discipline, little if anything has been written about relational and research Geographies between Japan and Silk Roads both ancient and modern. Memories of the ancient Silk Road were revivified in the late 19^th century in tandem with the Great Game of European nations, as Japan modernized and sought new places and influence globally following the Meiji restoration. Imperial Japan thus sought to conquer and co-opt spaces imagined to be part of or influenced by the ancient Silk Road and any modern manifestation of it. This paper explores a particular process in that co-option and appropriation, research collaboration between institutions of the Empire. In particular it considers the exploration of Mengjiang/Inner Mongolia after its conquest in 1939/1940, by a collaborative team of Korean and Japanese Geographers, led by Professor Tada Fumio. This paper considers the making knowable of spaces imagined to be on the ancient Silk Road in the Imperial period, and the projecting of the imperatives of the Empire back into Silk Road history, at the same time as such territory was being made anew. This paper also casts new light on the relational and collaborative processes of academic exchange, specifically in the field of Geography, between Korean and Japanese academics during the Korean colonial period.

• Journal of the Korean association of regional geographers
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• v.14 no.5
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• pp.627-641
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• 2008

There have been frequent reorganizations of administrative areas and place-names in China since 1949. These reorganizations were practiced with the two institutions 'city control over surrounding counties(shiguanxianzhi)' and 'county transform to city(shigaixian)' based on the socialist commodity supply system(gongxiaozhidu) and civil registration system(hukouzhidu). In this article I will try to discuss the influence and meaning of these reorganizations on the minority nationalities districts in frontier China. The Conclusions are as follows: The increase of the number of cities and the reorganization of the place-names in the minority nationalities districts is not the result of the increase of population or advancement of industrial structure but the result of Han people having non agriculture registration(feinongyehukou) population's increase. Therefore the reorganizations of administrative areas and place-names was a process of inclusion of the minority nationalities areas as a part of the Chinese territory(guotu) more perfective than before.

• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.686-708
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• 2013

The goal of this investigation is to examine the matter as to how various cyberpolitical activities such as on-line civic participation, cyber parties, development and movement of civil society networks are appeared in cyberspace; and how political activities in cyberspace are associated with offline environment. This research was based on in-depth and open-ended interviews centering around 20s (32 interviewees) and the major results are as in the following. First, in terms of on-line civic participation, searching political issues occur in places, where internet users can access information easily relatively, and creating or reconstructing political information is identified in places giving stability or affinity to the public society. Second, even though each party's homepage for the channel of cyber parties has enough capacity as bridgespace, which takes charge of supporting f lows of people, goods, capital, and ideas, most of them don't play a role to establish virtual or real networks. Exceptively, cyber parties contribute to make temporalized places, where nobody takes the responsibility, somewhat. Third, the development and movement of civil society networks is divided into several segments according to political interests and tendency in online; furthermore, such a cyberpolitical activity influences human networks and the decision of major places for political activities in offline.

• Journal of the Korean Geographical Society
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• v.33 no.1
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• pp.57-74
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• 1998

The essay examines the development and characteristics of regionalism as new social-political conflicts in Western Europe since 1970's and explores theoretical approaches of regionalism in terms of modemization theory of social sciences. There are various types of regionalistic movements: separatism, regional equity development, federalism, autonomy, nationalism, and so on. These different orientations have already shown serious problems, theoretical and conceptional, conceming the analysis of regionalism. But in conceptualizing this phenomenon, five competitive theses could be distinguished: persistence thesis, differentiation thesis, political procedure thesis, convergence thesis, and counter-differentiation thesis. Although the heuristic theses are still elaborated on the base of empirical studies and actual data, they indicate that each thesis ontologises the region as one of the key concepts explaining regionalism very differently.

• 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.