글로벌 시민교육의 지리적 격차와 교육 정의

다국어 초록 (Multilingual Abstract)

Despite educational authorities’ recent emphasis on global citizenship in their curriculum policy and practice, many critics raise an issue that global citizenship education can be interpreted differently and implemented unequally depending upon diverse social factors. This study aims to examine the ways in which different local school contexts intertwine closely with the unequal implementation of global citizenship education. With reference to diverse literature on post-structural global citizenship, citizenship gap and ecological teacher agency as a theoretical frame, this study explores the ways in which South Korean social studies teachers as one of core agency for global citizenship education, can adhere to different discourses of global citizenship while at the same time obscuring others. For a more equitable and fair global citizenship education, some suggestions in education policy and practice will be finally discussed.

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