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Critical policy analysis: Examining enshrouded meanings in the institutionalization of distance higher education in South Korea

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Abstract:

The South Korean government has established distance higher education institutions in order to meet the social need for economic advancement along with national human resource development. On the other hand, the South Korean model also highlights the value of social justice and equity. This complexity should be revisited from a critical perspective. This study aims at examining values and meanings embedded in the institutionalization of distance higher education in South Korea through a critical lens. By theorizing Critical Policy Analysis (CPA) as an alternative to prevailing policy analysis models lacking methodological sophistication, I attempt to illustrate both explicit and implicit intentions, values, meanings, and contradictions in policies and regulations regarding distance higher education in South Korea. CPA as both conceptual and methodological approaches entails the outline of cultural background and historical development, content analysis of the target policy texts, and assessment of the dominant conception of the current policy.
Particularly, this study underscores how the national distance higher education initiatives have hampered social liberation and civic participation in the process of institutionalization. In the expansion and institutionalization of distance higher education in South Korea, the policy has been built and revised based on the transformation of societal values on lifelong learning and education. Given the critical role of lifelong education that plays in yielding social justice and equity for the entire population, I argue that the national distance higher education policy in South Korea should balance among the complex social needs, that is, to enhance national economic competitiveness and to realize social justice by establishing a more inclusive distance higher education system such as increasing bottom-up processes in policy-making and including more democratization curriculum.

Author's Keywords:

Distance Higher Education
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p484995_index.html
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MLA Citation:

Joo, K.P.. "Critical policy analysis: Examining enshrouded meanings in the institutionalization of distance higher education in South Korea" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p484995_index.html>

APA Citation:

Joo, K. , 2011-05-01 "Critical policy analysis: Examining enshrouded meanings in the institutionalization of distance higher education in South Korea" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p484995_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The South Korean government has established distance higher education institutions in order to meet the social need for economic advancement along with national human resource development. On the other hand, the South Korean model also highlights the value of social justice and equity. This complexity should be revisited from a critical perspective. This study aims at examining values and meanings embedded in the institutionalization of distance higher education in South Korea through a critical lens. By theorizing Critical Policy Analysis (CPA) as an alternative to prevailing policy analysis models lacking methodological sophistication, I attempt to illustrate both explicit and implicit intentions, values, meanings, and contradictions in policies and regulations regarding distance higher education in South Korea. CPA as both conceptual and methodological approaches entails the outline of cultural background and historical development, content analysis of the target policy texts, and assessment of the dominant conception of the current policy.
Particularly, this study underscores how the national distance higher education initiatives have hampered social liberation and civic participation in the process of institutionalization. In the expansion and institutionalization of distance higher education in South Korea, the policy has been built and revised based on the transformation of societal values on lifelong learning and education. Given the critical role of lifelong education that plays in yielding social justice and equity for the entire population, I argue that the national distance higher education policy in South Korea should balance among the complex social needs, that is, to enhance national economic competitiveness and to realize social justice by establishing a more inclusive distance higher education system such as increasing bottom-up processes in policy-making and including more democratization curriculum.


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