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This book theorizes shadow education as a new component of curriculum, expanding the concept of curriculum to include this type of learning. Curriculum scholars and theorists have largely disregarded shadow education as a valid topic of scholarly attention despite its massive growth worldwide. But shadow education has become a global phenomenon with ever-increasing numbers of student participants; it complements school-based curricula, in many cases going beyond. Thus, Jung and Kim argue that shadow education requires rigorous analysis by curriculum studies scholars. This volume analyzes the state and importance of shadow education in countries around the world: its representative forms and industries (private tutoring institutes, home-visit private tutoring, Internet-based private tutoring, subscribed learning programs, after-school programs), its characteristic forms in terms of curriculum, and its roles in student learning. It also explores various features of shadow education based on an eight-year ethnographic study in South Korea.

It seems that qualitative research has spread worldwide as a new research method beyond the Western world. Despite the fact that qualitative research in South Korea developed not only quantitatively but also qualitatively, there has not been enough effort to find out how the South Korean researcher grows into a qualitative researcher compared with the Western researcher. In this article, we try to approach the experience of becoming a qualitative researcher in South Korea with an autoethnography method. As a result, the experience and process of becoming a qualitative researcher in South Korea can be considered in three themes: learning qualitative research skills though field work, learning writing skills, and cultivating a postcolonial sensibility. This article can provide not only a new perspective on qualitative research and the process of becoming a qualitative researcher in South Korea but also a postcolonial perspective by conceptualizing that.

This book constitutes a sociological, anthropological, and curricular inquiry into the factors surrounding high academic achievement rates of students in South Korea. Taking root in similar studies conducted around the exemplary nature of the Finnish education model, it explores the phenomenon of success in South Korea, uniquely connecting it to the scholarship and models for examining the recent shift in attention and popularity of Korean culture. The authors argue that Korean education or "K-edu" can also be studied and understood as a Hallyu and an exemplary form of education. Drawing on longitudinal qualitative studies spanning over 15 years, the authors advance understandings of Korean academic success beyond more generalized understandings of how Asian students learn and towards a holistic explanation for the case of Korea. As such, the book challenges the perception of Korean students as passive learners with a controlled learning culture and instead advocates the ways in which Korean students are leading a changing culture by utilizing all available resources and opportunities in the space of South Korea's evolving ecological system of education. In addition, this book provides one explanation as to how students from East Asian countries achieve such excellent academic performance. A crucial exploration of the culture and growth of education systems in Asian countries, this book will appeal to scholars and researchers with interests in Korean education and Korean students' academic achievement as an emerging inquiry for both Korean studies and East Asian Cultural Studies. In addition, this book will also be informative for scholars of comparative education, sociology of education, educational policy, and postcolonial educational research in the world

Education and private tutoring activities particularly are under influence of state social policies. The paper uses term "social policy" to show macro social and political attitudes of each state toward education. This paper compares social policies concerning education and its shadow in six states of South Korea with their four counterparts in Iran from 1980 to 2010. An overview of each state's policy in both countries provides two main similarities. First, during the last three decades, policies did not control the rapid expansion of the shadow education system. Second, the state policies indicated a contradictory situation which simultaneously limited and accelerated the expansion of private tutoring activities. Despite these similarities, state policies necessarily did not lead to the same results. While, change and transformation in the political structure in South Korea (i.e., from a totalitarian toward a neoliberal system) presumably has redefined the role of the shadow education system as a tool in the service of social and economic development of the country; In Iran, however, the political system, through a cyclical policy process (i.e., closed to semi-open to closed), seems to have accelerated a "brain drain" phenomenon as the outcome of private tutoring activities.

This book focuses on connections between biblical, literary, film, and music studies, as well as ecotheology and studies of how ecology and theology interact. This collection features chapters about creation care and the Sabbath, the sacramental approaches to earth care in the poetry of Wendell Berry and Sherman Alexie, classical and medieval cosmologies of J. R. R. Tolkien and Boethius, and Judeo-Christian perspectives on nonhuman suffering in the book of Romans, the literary works of C. S. Lewis, Elizabeth Barrett Browning, and Darren Aronofsky's film Noah.