Misery in dark shadows behind the high achievement scores in South Korean schooling: an ethnographic study

Kwon, Soonjung, Kristjánsson, Kristján and Walker, David Ian (2017) Misery in dark shadows behind the high achievement scores in South Korean schooling: an ethnographic study. Educational Review, 69 (2). pp. 201-217. ISSN 0013-1911

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Official URL: https://doi.org/10.1080/00131911.2016.1188769


This article explores some of the hidden background behind the highly praised school results in South Korea. An ethnographic case study is used to cast light on how schooling is actually experienced by South Korean students. Two main results are reported from these data. First, evidence is presented of damaging cultural elements such as internalised norms of resistance and conformity, symbolised helplessness, studying without any interest in controversial issues, an internalised culture of “dealing” and widespread playing with mobile phones, sleeping and applying make-up in class. Second, evidence is presented of an institutionalised school violence involving mechanisms of control, abusive and violent everyday language, explicit school violence and delinquent/deviant behaviour. The article concludes that there is something unique and deeply disturbing about institutionalised violence in South Korean schools and that the abysmally low subjective wellbeing levels of pupils are no coincidence.

Item Type: Article
Uncontrolled Keywords: South Korean education, school culture, ethnographic case study, institutionalised violence, covert violence
Subjects: L900 Others in Social studies
X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: Becky Skoyles
Date Deposited: 20 Sep 2017 13:44
Last Modified: 20 Jan 2018 22:04
URI: http://nrl.northumbria.ac.uk/id/eprint/31890

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