Suchergebnisse

The passing of legislation in July 1999 to legalize Chunkyojo, the Korean Teachers & Educational Workers Union, signaled the culmination of a ten-year struggle by teachers to form an organization that could represent them in industrial matters & push forward their agenda for educational reforms in South Korean schools. However, the gains, as this article points out, were substantially less than the original goals of the movement. These goals, as this article discusses, were founded on grievances of the movement located in complex facets of South Korean education at its intersection with history, politics, & development. The article examines some of the core grievances of the movement emanating from issues of teachers' identities, the role of education in national development, the dominance of the examination system, & the industrial relations contexts of schoolteachers. The analysis confirms that the systemic features that the teachers union movement challenged reside in the social & historical foundations & political constructions of school education in South Korea, & indicates that the recent developments are not likely to address these but, instead, signal the emergence of a new phase of conflict between reform-minded teachers & the South Korean government. Adapted from the source document.