Academic literature on the topic 'Upper class – Education – South Korea'
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Journal articles on the topic "Upper class – Education – South Korea"
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ShinKwangYeong and Moon Soo-Youn. "Social Class, Gender and Shadow Education in South Korea." Korean Journal of Labor Studies 20, no. 1 (February 2014): 31–64. http://dx.doi.org/10.17005/kals.2014.20.1.31.
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Tanaka, Hirokazu, Wilma J. Nusselder, Matthias Bopp, Henrik Brønnum-Hansen, Ramune Kalediene, Jung Su Lee, Mall Leinsalu, et al. "Mortality inequalities by occupational class among men in Japan, South Korea and eight European countries: a national register-based study, 1990–2015." Journal of Epidemiology and Community Health 73, no. 8 (May 29, 2019): 750–58. http://dx.doi.org/10.1136/jech-2018-211715.
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BackgroundWe compared mortality inequalities by occupational class in Japan and South Korea with those in European countries, in order to determine whether patterns are similar.MethodsNational register-based data from Japan, South Korea and eight European countries (Finland, Denmark, England/Wales, France, Switzerland, Italy (Turin), Estonia, Lithuania) covering the period between 1990 and 2015 were collected and harmonised. We calculated age-standardised all-cause and cause-specific mortality among men aged 35–64 by occupational class and measured the magnitude of inequality with rate differences, rate ratios and the average inter-group difference.ResultsClear gradients in mortality were found in all European countries throughout the study period: manual workers had 1.6–2.5 times higher mortality than upper non-manual workers. However, in the most recent time-period, upper non-manual workers had higher mortality than manual workers in Japan and South Korea. This pattern emerged as a result of a rise in mortality among the upper non-manual group in Japan during the late 1990s, and in South Korea during the late 2000s, due to rising mortality from cancer and external causes (including suicide), in addition to strong mortality declines among lower non-manual and manual workers.ConclusionPatterns of mortality by occupational class are remarkably different between European countries and Japan and South Korea. The recently observed patterns in the latter two countries may be related to a larger impact on the higher occupational classes of the economic crisis of the late 1990s and the late 2000s, respectively, and show that a high socioeconomic position does not guarantee better health.
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Csáki, György. "Közoktatás Dél-Koreában = Public Education in South Korea." Köz-gazdaság 17, no. 1 (March 9, 2022): 89–111. http://dx.doi.org/10.14267/retp2022.01.07.
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A dél-koreai közoktatási rendszer sikerei vitathatatlanok: az analfabetizmus gyors felszámolása, az alapfokú oktatási rendszer gyors általánossá tétele, az átfogó szakképzési rendszer rövid időn belüli kialakítása a háború utáni korszak gyors sikereit jelentették. A közoktatási rendszer sikereit igazolják vissza a PISA-felmérésekben elért kiemelkedő teljesítmények. A felső középfokú oktatás ugyan nem kötelező (és nem is ingyenes), de csaknem teljeskörű. A felső középfokú iskolát végzett korosztály háromnegyede folytatja tanulmányait felsőfokú képzésben. Az oktatási rendszer fontos szerepet játszott és játszik a kiemelkedő gazdasági sikerekben, Dél-Korea fejlett tudásalapú gazdasággá válásában, de az oktatási rendszer önmozgása igen jelentős. Az oktatás sikerei már a gazdasági fellendülés megindulása előtt is nyilvánvalóak voltak, ebben a koreai szocio-kulturális hagyományok és a társadalomra jellemző tanulási láz szerepe sem elhanyagolható: a háztartások oktatásra fordított magas kiadásai a demográfiai visszaesés, az egy gyerekes háztartások általánossá válásának is egyik fő okát jelentik. A dél-koreai oktatási rendszer folyamatos fejlődésének további meghatározó forrása az oktatást prioritásként kezelő politika, a gazdaság strukturális átalakulásait gyorsan és hatékonyan követő oktatáspolitikai átalakulások, a hatékonyan működő centralizált oktatásirányítás és pedagógiai kreativitás szerencsés összhangja. Nem kérdéses, hogy a dél-koreai oktatási rendszer továbbra is a dinamikus gazdasági fejlődés egyik alapja marad. The successes of the South Korean public education system are indisputable: the rapid eradication of illiteracy by the early universalisation of primary education, the establishment of a comprehensive vocational training system in a short time were rapid successes of the post-war era. The success of the public education system is reflected by the county’s outstanding performance in the PISA rankings. Upper secondary education is not compulsory (and not free), but it is almost complete. Three quarters of upper secondary school leavers continue their studies at tertiary level. The success of education had been evident even before the economic recovery started, and the role of Korean socio-cultural traditions and the learning fever that has always characterised the society is not negligible: high household spending on education is one of the main reasons for the demographic decline and the prevalence of one-child households. An additional source of the development of the South Korean education system has been the high political priority of education, the education policy changes that have followed quickly and effectively the structural changes in the economy, and the happy combination of effective centralised educational management and pedagogical creativity. There is no doubt that the South Korean education system will continue to be a solid basis for economic development.
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Kim, Myung-hye. "Transformation of Family Ideology in Upper-Middle-Class Families in Urban South Korea." Ethnology 32, no. 1 (1993): 69. http://dx.doi.org/10.2307/3773546.
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Dinh, Linh Ai. "KOREA HAS CONSTRUCTED WORLD CLASS UNIVERSITIES: “BRAIN KOREA 21” PROJECT." Science and Technology Development Journal 14, no. 3 (September 30, 2011): 83–92. http://dx.doi.org/10.32508/stdj.v14i3.1981.
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In 1999, Korea carried out “Brain Korea 21” project to construct their worldclass universities and reformed higher education. The project consists of two phases: the first phase from 1999 to 2005 with estimated investment of 1,2 billion dollar, the second phase from 2006 to 2012 at a cost of approximately 2,1 billion dollar investment.With the “Brain Korea 21” project, Korea has had a breakthrough step in the right direction in the development of higher education as well as the world-class university. With all the determination and effort, so far South Korea has guidelined of Seoul National University (SNU) and the Institute for Science Korea Advanced Technology (KAIST) always in the top position of 100 Universities in world-class raking THES.
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Jeong, Insook, and J. Michael Armer. "State, Class, and Expansion of Education in South Korea: A General Model." Comparative Education Review 38, no. 4 (November 1994): 531–45. http://dx.doi.org/10.1086/447274.
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Park, So Jin, and Nancy Abelmann. "Class and Cosmopolitan Striving: Mothers' Management of English Education in South Korea." Anthropological Quarterly 77, no. 4 (2004): 645–72. http://dx.doi.org/10.1353/anq.2004.0063.
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Hwang, Mae Hyang, Jihye Lee, and Ae-Kyung Jung. "Career Development of Lower Social Class Adolescents in South Korea." Journal of Career Development 46, no. 5 (May 31, 2018): 516–30. http://dx.doi.org/10.1177/0894845318780361.
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Despite increased efforts and a broadened understanding of social class and its impact on career development, the career development of lower social class adolescents and its interaction with sociocontextual factors remain understudied. The current study explored the educational and career experiences of South Korean high school seniors using a qualitative approach and the gender and social class career development model. Our sample included 14 lower class high school seniors who were preparing for different career paths after graduation. The data were collected at three time points, through two semistructured interviews, documents, and brief phone-call surveys. An inductive thematic analysis of 28 semistructured interviews and documentations revealed three domains with seven themes. The results demonstrated an influence of lower social class on adolescents’ socialization, access to resources, affectional and academic barriers, and academic and career attainment. The implications of the results for career counseling, interventions, policies, and future research are discussed.
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Lee, Soo Jung, Kyung Eun Jahng, and Koeun Kim. "Light and shade of multicultural education in South Korea." Journal for Multicultural Education 14, no. 2 (April 13, 2020): 149–61. http://dx.doi.org/10.1108/jme-11-2019-0081.
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Purpose This paper aims to attend to the issues that remain veiled and excluded in the name of multiculture. Design/methodology/approach This paper problematizes South Korean multicultural education policies through Bourdieu’s concept of capital as a theoretical frame. Findings First, the paper discusses that material wealth is unequally distributed to most of the multicultural families, resulting in their lack of economic capital. Second, it notes that students from multicultural families are deprived of cultural capital, as they are racialized in Korean society. As a strategy used to distinguish and exclude a so-called different minority from the unnamed majority, race enables the possession of cultural capital. Third, insufficient social capital identified with resources emerging from social networks positions students from multicultural families as a perpetual minority. As the accumulation of various forms of capital secures power and privilege (Bourdieu, 1986), multicultural education in its current state would continuously reproduce the existing power dynamics where students from multicultural families are subordinate. Research limitations/implications Given this, policies for multicultural education in South Korea should cover a wide range of issues, including race, class and network and be redesigned to resolve realistic problems that have been hidden under the name of celebration of culture. Originality/value The Korean multicultural education policy has not been analyzed through Bourdieu’s concept of capital. Using a different theoretical viewpoint would be valuable to figure out the problems underlying the policy.
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Lee, Chiyoung, and Jee-Seon Yi. "Socioeconomic Classes among Oldest-Old Women in South Korea: A Latent Class Analysis." International Journal of Environmental Research and Public Health 18, no. 24 (December 14, 2021): 13183. http://dx.doi.org/10.3390/ijerph182413183.
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Oldest-old women are known to live at the intersection of multiple socioeconomic disadvantages in South Korean society. This study classified oldest-old Korean women into several socioeconomically homogeneous classes based on various socioeconomic status (SES) risks and compared health characteristics among the identified classes. This cross-sectional study utilized the 2019 Korean Community Health Survey, including data from 11,053 women (≥80 years). Latent class analysis determined the number of underlying socioeconomic classes based on nine selected SES variables. Four distinct socioeconomic classes were identified: “Urban, living alone, recipient of NBLSS, moderate education, leisure activity” (Class 1), “Rural, traditional house, living with others, not financially deprived, low education, employed” (Class 2), “Urban, living with family, financially affluent, not employed, no barriers to healthcare” (Class 3), “Rural, traditional house, living alone, financially deprived, uneducated, employed, barriers to healthcare” (Class 4). Depressive symptoms, subjective stress, and the prevalence of sleep disorder and diabetes were higher in Class 1 compared to other classes. Health-related quality of life, perceived health, and self-rated oral health were the poorest in Class 4. Class 3 reported the best health status. Understanding the intersecting SES risk factors in this group can aid in developing targeted interventions.
Dissertations / Theses on the topic "Upper class – Education – South Korea"
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Kim, Kyung-A. "Women's education and social mobility in South Korea." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/womens-education-and-social-mobility-in-south-korea(72afc651-61a4-4429-ac8a-e7f8222417bb).html.
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The aim of this thesis is to examine women's educational attainment and social mobility in contemporary South Korea. This study seeks to answer to the following key research questions: 1) how much parents' characteristics such as occupational status and educational attainment, are important to their children's education and class; 2) the roles of educational qualification to occupational attainment in contemporary South Korea; 3) whether South Korea has become a more equal society with improved mobility chances for people of different social origins; and, 4) if there is a general pattern of social mobility and social fluidity in South Korea, how it is related to the change in the occupational positions of women. This research uses the Korean Labour and Income Panel Study (KLIPS) from 1998 to look at the changing relationship between social origin, education, and destination and what it indicates the role of education in the social mobility in Korea. The following tools are used for the analysis: I adopt Goldthorpe's class schema and CASMIN scales of educational qualifications. I then separately look at the association for men and women separately. Various statistical methods are subsequently employed to explore the substantive research questions: I use descriptive analysis for changes of Korea's educational attainment and look at absolute rates of mobility. Disparity ratios and odds ratios are used for describing the relative patterns and chances of educational attainment and mobility and regression model are used for analysing the impact of a range of factors on educational attainment and class destination. Finally, I draw on log-linear and log-multiplicative analysis for the trends in relative mobility and social fluidity. I find that access to education is still influenced by social background. Although the disparities between men and women become narrower across cohort, class and gender differentials in general educational attainment still apply to South Korea. Regarding the relative mobility rates, the results from disparity ratios show that the social class and gender differentials in class mobility still exist and the results of odds ratios confirm that social origin has a significant effect on children's social class destination. Looking at the origin-education (OE) association, class differences are still considerable and the relationship between class origins and educational attainment remains. Turning to the association between educational attainment and occupational destination (ED), qualifications continue to play a critical role in entry into the labour market remains, but there is no evidence that the association between education and destination has strengthened over time. Looking at the direct association between origins and destination (OD), the evidence shows the continuing association of origins on destinations. Regression analysis shows that the origin class effects upon educational attainment and occupational destinations were not dramatically decreased, but there were significant changes for women but not for men. The findings from the log-linear and log-multiplicative analysis suggest that there is trendless fluctuation and a stronger link between education and destination for women than for men.
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SÁNCHEZ, GUERRERO Laia. "A chip off the old block : privilege and upper class educational opportunities in the United States, South Korea and Germany." Doctoral thesis, 2017. http://hdl.handle.net/1814/46405.
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Defence date: 16 May 2017Examining Board: Professor Hans-Peter Blossfeld, EUI (Supervisor); Professor Fabrizio Bernardi, EUI; Professor Héctor Cebolla Boado, UNED; Professor Hyunjoon Park, University of Pennsylvania
As the saying goes: there are some things that money cannot buy. Yet, scholars have tended to analyze the upper class as a homogeneous group, able to overcome any difficulty that life puts in their way to educational success. Nonetheless, the children of the upper class are subject to the disadvantages of a historically discriminated ethnicity, negatively stereotyped gender, and the boundaries of the institutional framework, among other things. By neglecting the heterogeneity of the upper class, the literature on the Inequalities of Educational Opportunities (IEO) has forgotten to test the limits of class privilege in education. The most crucial point for fully comprehending the research that is being pursued here, is that this dissertation does not tackle whether the rich are simply doing better than the poor in school, or whether the gap between social classes is widening or shrinking. Instead, it focuses on the dynamics and limits of privilege. It analyzes how, in some contexts, the advantaged can be disadvantaged too. In other words, it aims to shed light on what happens when privilege meets disadvantage, and how the perks of being upper class vary among different social groups, such as blacks and whites in the US, or boys and girls in Germany. There are three main lessons to be learned from the three empirical chapters of this dissertation. First, privilege is multidimensional (chapter 3). Second, privilege is dynamic (chapter 4). Finally, privilege is contextual (chapter 5). Lastly, one may wonder why the focus should be on upper-class children since they are, generally, the top performers in any country in the world. The reason is simple; because the dynamics of privilege are part of the IEO puzzle. Only by testing the limits of privilege will we be able to unravel the riddle that IEO poses.
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Lim, Mi-ok. "Exploring social practices in English classes a qualitative investigation of classroom talk in a Korean secondary school /." 2007. http://hdl.handle.net/2440/46913.
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This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English language use. This took place in two stages. In the first stage the teacher’s normal English lessons based on a textbook were documented. In the second, intervention stage, the teacher and researcher planned and implemented text-based lessons with the same class. The analysis of the Curriculum, the textbook and English use in normal classes reveals a theory of language and language teaching based on learning traditional grammar and memorization of words and phrases. The intervention lessons offered alternative opportunities for students to share meanings in English. The evidence from this study has provided insights into the social practices and discourses in an English as a foreign language secondary school class. The analysis shows discourse changes depending on the type of texts used. The use of authentic texts offered students opportunities for making meanings in context. This has implications for teaching English in Korea, particularly given the National Curriculum’s aim to develop communication skills in English. The study proposes further research into the application of text-based and content-based teaching to develop learners’ meaning-making in English.http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1317189
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007
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Lim, Mi-ok. "Exploring social practices in English classes: a qualitative investigation of classroom talk in a Korean secondary school." Thesis, 2007. http://hdl.handle.net/2440/46913.
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This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean.
An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English language use. This took place in two stages. In the first stage the teacher’s normal English lessons based on a textbook were documented. In the second, intervention stage, the teacher and researcher planned and implemented text-based lessons with the same class.
The analysis of the Curriculum, the textbook and English use in normal classes reveals a theory of language and language teaching based on learning traditional grammar and memorization of words and phrases. The intervention lessons offered alternative opportunities for students to share meanings in English.
The evidence from this study has provided insights into the social practices and discourses in an English as a foreign language secondary school class. The analysis shows discourse changes depending on the type of texts used. The use of authentic texts offered students opportunities for making meanings in context. This has implications for teaching English in Korea, particularly given the National Curriculum’s aim to develop communication skills in English. The study proposes further research into the application of text-based and content-based teaching to develop learners’ meaning-making in English.Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007
Books on the topic "Upper class – Education – South Korea"
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Yŏn'guwŏn, Han'guk Hakkyo Kyoyuk, ed. Han'guk ŭi myŏngp'um kodŭng hakkyo: Best high schools in Korea. Sŏul-si: Sigan Yŏhaeng, 2015.
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Yŏn'guwŏn, Han'gukhak Chungang, ed. Yŏngjo ŭi tʻongchʻi inyŏm kwa kaehyŏk. Kyŏnggi-do Sŏngnam-si: Hanʼgukhak Chungang Yŏnʼguwŏn Chʻulpʻanbu, 2015.
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Sang-in, Chŏn, ed. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Kyŏnggi-do Pʻaju-si: Nanam Chʻulpʻan, 2005.
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Bull, Anna. Class, Control, and Classical Music. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844356.001.0001.
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Through an ethnographic study of young people playing and singing in classical music ensembles in the south of England, this book analyses why classical music in England is predominantly practiced by white middle-class people. It describes four ‘articulations’ or associations between the middle classes and classical music. Firstly, its repertoire requires formal modes of social organization that can be contrasted with the anti-pretentious, informal, dialogic modes of participation found in many forms of working-class culture. Secondly, its modes of embodiment reproduce classed values such as female respectability. Thirdly, an imaginative dimension of bourgeois selfhood can be read from classical music’s practices. Finally, its aesthetic of detail, precision, and ‘getting it right’ requires a long-term investment that is more possible, and makes more sense, for middle- and upper-class families. Through these arguments, the book reframes existing debates on gender and classical music participation in light of the classed gender identities that the study revealed. Overall, the book suggests that inequalities in cultural production can be understood through examining the practices that are used to create a particular aesthetic. It argues that the ideology of the ‘autonomy’ of classical music from social concerns needs to be examined in historical context as part of the classed legacy of classical music’s past. It describes how the aesthetic of classical music is a mechanism through which the middle classes carry out boundary-drawing around their protected spaces, and within these spaces, young people’s participation in classical music education cultivates a socially valued form of self-hood.
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McGuire, James W. The Politics of Development in Latin America and East Asia. Edited by Carol Lancaster and Nicolas van de Walle. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199845156.013.23.
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This article examines the politics of development in Latin America and East Asia, focusing on eight countries: Argentina, Brazil, Chile, Costa Rica, South Korea, Taiwan, Indonesia, and Thailand. It begins by analyzing levels and changes of GDP per capita and income inequality in these countries from 1960 to 2010, showing that the capitalist economies of Latin America grew more slowly and had higher income inequality than their East Asian counterparts. It considers the reasons for this development divergence, including government policies in such areas as land tenure, education, promotion of manufactured exports, and macroeconomic management. The article also looks at historical legacies and social-structural factors that help explain these cross-regional (as well as some intra-regional) policy differences, including colonial heritage, the geopolitical situation after World War II, natural resources, and class structure.
Book chapters on the topic "Upper class – Education – South Korea"
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Kim, Young Chun. "PISA, Korean Students’ World-class Achievements and Dark Side of Korean Schooling." In Shadow Education and the Curriculum and Culture of Schooling in South Korea, 1–13. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_1.
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Lo, William Yat Wai, and Ryan M. Allen. "The Ranking Game." In The Oxford Handbook of Higher Education in the Asia-Pacific Region, 210—C10.P100. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780192845986.013.10.
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Abstract This chapter analyses the prevalence of global university rankings within the context of intensified global competition in higher education and the associated call for developing world-class universities in Asia. It argues that higher education internationalization within the Asian context has been considered a way to catch up and compete with the Western world. Such a desire to catch up with the West has been justified within the region-wide call for building world-class universities in some Asian societies, such as Mainland China, South Korea, Japan, Taiwan, and Malaysia where governments employ rankings as a policy instrument to measure and monitor the performance of their universities and to steer their higher education sectors towards a global standard. Based on this analysis, the chapter illustrates an antinomy of the power of global university rankings, which suggests that rankings provide universities with a clear pathway to academic and research excellence but narrow scholarly diversity.
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Yu, Liguo, David R. Surma, and Hossein Hakimzadeh. "Incorporating Free/Open-Source Data and Tools in Software Engineering Education." In Overcoming Challenges in Software Engineering Education, 431–41. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5800-4.ch022.
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Software development is a fast-changing area. New methods and new technologies emerge all the time. As a result, the education of software engineering is generally considered not to be keeping pace with the development of software engineering in industry. Given the limited resources in academia, it is unrealistic to purchase all the latest software tools for classroom usage. In this chapter, the authors describe how free/open-source data and free/open-source tools are used in an upper-level software engineering class at Indiana University South Bend. Depending on different learning objectives, different free/open-source tools and free/open-source data are incorporated into different team projects. The approach has been applied for two semesters, where instructor’s experiences are assembled and analyzed. The study suggests (1) incorporating both free/open-source tools and free/open-source data in a software engineering course so that students can better understand both development methods and development processes and (2) updating software engineering course regularly in order to keep up with the advance of development tools and development methods in industry.
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Yu, Liguo, David R. Surma, and Hossein Hakimzadeh. "Incorporating Free/Open-Source Data and Tools in Software Engineering Education." In Open Source Technology, 381–91. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7230-7.ch022.
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Software development is a fast-changing area. New methods and new technologies emerge all the time. As a result, the education of software engineering is generally considered not to be keeping pace with the development of software engineering in industry. Given the limited resources in academia, it is unrealistic to purchase all the latest software tools for classroom usage. In this chapter, the authors describe how free/open-source data and free/open-source tools are used in an upper-level software engineering class at Indiana University South Bend. Depending on different learning objectives, different free/open-source tools and free/open-source data are incorporated into different team projects. The approach has been applied for two semesters, where instructor's experiences are assembled and analyzed. The study suggests (1) incorporating both free/open-source tools and free/open-source data in a software engineering course so that students can better understand both development methods and development processes and (2) updating software engineering course regularly in order to keep up with the advance of development tools and development methods in industry.
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Mackenbach, Johan P. "Patterns of health inequalities." In Health inequalities, 13–47. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198831419.003.0002.
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Chapter 2 (‘Patterns of health inequalities’) sets the scene for the rest of the book, by explaining the measurement of health inequalities and by providing a profusely illustrated overview of inequalities in morbidity and mortality by education and occupational class in 30 European countries. It shows that health inequalities are a generalized phenomenon affecting young and old, men and women, and all aspects of health, but with important differences by age, gender, and type of health problem. It shows that health inequalities are present in all European countries, but with striking variations between countries, suggesting that there is great scope for reducing health inequalities. It also shows that although health inequalities are persistent, they are also highly dynamic, with relative inequalities often increasing and absolute inequalities sometimes declining over time. This chapter includes a comparison with other high-income countries (United States, Canada, Australia, New Zealand, Japan, and South Korea).
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Iqbal, Iqra, and Nausheen Pasha Zaidi. "Gender Inequality and Societal Oppression of Women in Pakistan." In Advances in Educational Marketing, Administration, and Leadership, 180–206. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8025-7.ch009.
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Gender inequality and oppression are common in most patriarchal societies. Pakistan, a developing country of the Global South, has been wrangling with gender discrimination and violence against women since its inception in 1947. Globally, Pakistan is ranked third from the bottom (151 out of 153) on the Gender Equality Index. While patriarchal norms can have severe consequences for women's rights, it is important to look at the different ways in which patriarchy can manifest across socioeconomic levels. This chapter discusses the experiences of women in the lower, middle, and upper classes of Pakistani society. Thematic analysis of interview data reveals an overlap of forms of oppression and abuse, including the pervasiveness of masculine hegemony, workplace harassment, and in-law interference after marriage, as well as other challenges unique to each social class. The importance of education for women and girls is highlighted, while acknowledging that education alone, without family and societal suppor, may not be enough to break the shackles of the patriarchy for Pakistani women.
Conference papers on the topic "Upper class – Education – South Korea"
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Kim, Sumin, and YoungSoon Kim. "AN EXPLORATORY STUDY ON THE RESEARCH TENDENCY OF SCHOOL COUNSELORS IN SOUTH KOREA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end066.
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This study aimed to examine a research tendency through Master's and Doctoral dissertation in South Korea related to school counselors. In this study, school counselors were used in terms that included full-time and contractual counselors. School counselors are teachers who specialize in understanding students' daily psychological counseling, problem behavior and maladaptive counseling and establishing a prevention support system of fundamental reason of problem behavior for students. This is because their tasks required in school are similar. They were deployed to unit schools after Wee Project implemented in 2007 to ensure that students and all students experiencing poor learning and school maladaptation for having a happy school life. This study aimed to lay the foundation for improving and developing policies for improving the welfare and professionalism of school counselors, focusing on the subject of the degree thesis related to school counselors. This study conducted an exploratory study based on the year of publication and topics of the dissertation based on key words extracted from the data. The dissertations were published from 2010 to 2021 and were collected through Riss, a domestic database website in South Korea. This study focused on the frequency of emergence and Word Cloud which shows research tendency based on the year of publication analyzed by the frequency of emergency, title of the dissertation, and key words in abstract of the dissertation extracted from a file in MS Excel from the domestic database homepage. The analysis results of this study are as follows. First, the role and awareness of professional counseling teachers and Wee classes are required. Second, research was conducted to develop the capabilities of school counselors teachers working in the Wee class.it will serve as a foundation for improving professionalism, leading to the protection of ethics as a counselor working in the Wee class and ensuring the rights and welfare of counselors. In order to improve counseling capabilities, supervision and a certain amount of counseling practice are required in the process of training school counselors.
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SooAn, Choi, and Kim YoungSoon. "A STUDY ON STUDENT AGENCY OF COLLEGE STUDENTS WHO PARTICIPATED IN NON-FACE-TO-FACE CLASSES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end079.
Full textAbstract:
"The purpose of this study is to look at the student as agency who leads the class, and to examine the experience of mutual communication as agency. For this purpose, 4 students who took the social education and major compulsory classes at University A in South Korea were selected as research participants. In order to increase the coherence of the research purpose, in addition to the interview data, the class impressions and midterm and final test assignments written by the students were supplemented. The research results according to this study are as follows. First, the non-face-to-face discussion class allowed students to experience both fear and unfamiliarity from the non-face-to-face environment at the same time. In particular, the non-face-to-face environment made people hesitate about how to communicate. Second, group discussion improved communication between theory and reality by analyzing textbooks based on class theory and sharing the analysis results among students. Third, field trip facilitated the connection between online and offline, allowing them to look back on their own world of life and build confidence as a future teacher. The following are the suggestions accordingly. First, it should promote interaction with students and teachers. Second, the class should provide various connections outside the class. Third, strong motivation for class is required. This study does not suggest a universal law of student agency in that it only targeted students from the College of Education of A University in Korea. However, it is meaningful in that by exploring the process of developing student agency, it gave hints on what direction to take in the future."