“We are only looking for the right answers”: the challenges of controversial issue instruction in South Korea

Abstract

This study explores the perceptions of South Korean moral and social studies education teachers, teacher educators, and students on the promises and challenges of introducing and discussing controversial issues within their classrooms. The findings suggest that college entrance exams, textbooks, didacticism, dualism, administrators, textbooks, standards, fear of bias, scant instructional time, and reticent classroom climates collectively undermine controversial instruction in South Korea The few pathways that counter these challenges include student-generated curriculum topics and tying lessons to current events. Similar to other democratic societies, South Korea's paucity of reflective thinking on controversial issues represents a clear hazard to the development of citizens who make informed and reasoned decisions for the common good.

The Analysis of Primary and Secondary Education Curricula in Terms of Null Curriculum

“…According to the findings, they concluded that the current education system could not meet the needs of students about sexuality and that most of the areas previously identified related to sexuality education were neglected in the curriculum. Misco (2012Misco ( , 2016 in his studies related to curriculum in South Korea claimed that South Koreans were strictly linked to Confucian culture and tradition. This tradition showed itself in textbooks, national curriculum and teacher behaviors that encourage traditional and sovereign beliefs instead of supporting reflective thinking about controversial issues.…”

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

“…Every society quite naturally makes an effort to preserve their State and pass on their ideologies to future generations. Therefore, talking about impartial education would be an exaggeration (Boyle-Baise, 2010; Misco, 2016). However, if the official ideology indisputably imposes CIs as the only truth, it can bring along polarization and polarized people who in turn will develop their own arguments and desire to pass these on to future generations.…”

“…Every society has discussions and CIs (Chikoko et al, 2011;Misco, 2016). Discussing such issues essentially serves the culture of democracy and course objectives.…”

“…Teaching such issues is sensitive in heterogonous societies and has been attracting more and more attention (Butts, 2001;Evans et al, 2000;Kello, 2015). In this context, teachers are expected to take there being more than one correct point of view into consideration and to discuss in-class content through a critical lens when teaching CIs (Kello, 2015;Misco, 2016;Yilmaz, 2012). Teachers also are to be clear and facilitative in discussing political and social issues (McCully, 2006).…”

“…Researchers have reported some problems teaching CIs. For example, Misco (2016) stated that when teaching CIs, teachers in South Korea had some challenges due to textbooks' being didactic, the fear of facing prejudice, and inadequate time allotted for teaching CIs. Hand & Levinson (2012) stated discussing CIs in the classroom to be the most pedagogical method; however, they found that discussion has been rarely used by teachers when teaching CIs.…”