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Record identifier : 569441
Personal Name - Primary Intelectual Responsibility : Yuh, Leighanne Kimberly
Title and statement of responsibility : Education, the struggle for power, and identity formation in Korea, 1876--1910 [Thesis]
Publication, Distribution,Etc. : University of California, Los Angeles, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of California, Los Angeles
Summary or Abstract : The establishment and growth of nearly 3,000 schools in Korea from 1876 to 1910 reflected the political, social, and economic upheaval Korea was then undergoing. Education was a prime arena for contesting visions among Koreans and interested foreigners of how to approach these changes. Government officials, rural Confucian ideologues, monied merchants, impoverished elites, Koreans returned from study abroad, foreign missionaries, and indigenous religious movements each established their own schools and published their own textbooks. Mining the rich content of these many texts, I argue that the failure to achieve meaningful, systemic educational reform in Korea during this crucial period was more a result of the divergent agendas of these groups than a byproduct of issues related to modernization. Educational reform could not act as a powerful agent for fundamental change because it quickly came to reflect status-quo power relations, and instead, inhibited political and social reform by perpetuating the maintenance and reproduction of already existing power relations. My thesis challenges the lineal paradigm of the historical modernization narrative and demonstrates how domestic and foreign interest-group struggles for influence and hegemony played itself out in the field of education. The study of the textbooks from the era also reveals varying themes employing ethnic nationalism to create a Korean identity, themes that continue to shape debates over Korean nationalism today. This study may also enhance our understanding of similar dynamics in contemporaneous Japan and China and of how history, politics, and status relations affect educational reform..
Topical Name Used as Subject : History
: Education history
Information of biblio record : TL
 
 
 
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