Integrating peace and unification concepts in a Korean language class in the graduate school

Inero Ancho

Abstract


Complex and diverse as it may seem, peace education in a nutshell can be viewed as an approach that embeds theory, practice, and research of numerous fields of study that serve as off-shot for interests on respect for tolerance, understanding diversity, and respect for human rights.With this research, it could be noted that the context could also be employed as a vehicle in advancing socio-cultural trends and issues regarding the country under study. It provides opportunities for meaningful interaction and discourse beyond language, grammar, and vocabulary. The main purpose of the study is to describe the experiences and perspectives of Filipino graduate students regarding learning Korean as a foreign language with emphasis on peace and unification concepts. The present study was conducted using qualitative research case study through content analysis. This case study involved Filipino graduate students in a Korean language class as the participants. The results showed that foreign, diplomatic, and political issues have reached the classrooms. The students did not just consume theories, but the practice of these concepts was highly sought. Topics focusing on peace and unification were seen to be critical and crucial for the contemporary era as well for the future of humanity. The present study concludes how peace and unification can be aimed at nurturing students that mindset that cultivate values and attitudes towards tolerance, understanding, and sensitivity.


Keywords


curriculum, graduate school, Korean language, peace, unification

Full Text:

PDF

References


Bajaj, M. (2019). Conceptualising critical peace education for conflict settings. Education and Conflict Review, 2, 65-69.

Basman-Mor, N. (2021). Saving peace education: The case of Israel. Higher Education Studies, 11(1), 18-27.

Cromwell, A. (2019). How peace education motivates youth peacebuilding: Examples from Pakistan. International Journal of Educational Development, 66, 62-69.

Khairuddin, A. Z., Abd Razak, A., Idrus, F., & Ismail, N. A. H. (2019). Challenges of offering peace education among educational leaders: A case study of Malaysian public primary school. American Journal of Qualitative Research, 3(1), 57-71.

Kurian, N., & Kester, K. (2018). Southern voices in peace education: interrogating race, marginalisation and cultural violence in the field. Journal of Peace Education, 16(1), 21-48.

Mishra, L., Gupta, T., & Shree, A. (2020). Guiding principles and practices of peace education followed in secondary schools of Mizoram. International Journal of Evaluation and Research in Education, 9(4), 1096-1101.

Nelson, L. L. (2021). Identifying determinants of individual peacefulness: A psychological foundation for peace education. Peace and Conflict: Journal of Peace Psychology, 27(2), 109.

Olivero, M. M., & Oxford, R. L. (2019). Implementing and assessing transformative, multidimensional peace language activities designed for future teachers and their students: Educating for peace. In Handbook of Research on Promoting Peace Through Practice, Academia, and the Arts (pp. 184-206). IGI Global.

Oxford, R. (2017). Peace through understanding: Peace activities as innovations in language teacher education. In Innovative practices in language teacher education (pp. 125-163). Springer, Cham.

Pinzon-Salcedo, L. A., & Torres-Cuello, M. A. (2018). Community Operational Research: Developing a systemic peace education programme involving urban and rural communities in Colombia. European Journal of Operational Research, 268(3), 946-959.

Ratu, B., Misnah, M., & Amirullah, M. (2019). Peace education based on local wisdom. JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling, 3(2), 106-118.

Rothman, J. R., & Sanderson, S. (2018). Language and peace: Using global issues in the English language classroom to create a more sustainable dialogue. TESL Reporter, 51, 24-24.

Snauwaert, D. T. (2020). The peace education imperative: a democratic rationale for peace education as a civic duty. Journal of Peace Education, 17(1), 48-60.

Tulgar, A. T. (2017). Peace education in foreign language classroom. Journal of education and practice, 8, 72-77.

Turk, F. (2018). Evaluation of the effects of conflict resolution, peace education and peer mediation: A meta-analysis study. International Education Studies, 11(1), 25-43.

Velez, G. (2021). Learning peace: Adolescent Colombians’ interpretations of and responses to peace education curriculum. Peace and Conflict: Journal of Peace Psychology, 27(2), 146.

Velez, G. M., & Gerstein, L. H. (2021). Supporting peaceful individuals, groups, and societies: Peace psychology and peace education. Peace and Conflict: Journal of Peace Psychology, 27(2), 103.

Wong, L. Y., Jiang, L., Kim, J. J., Zhang, B., Song, M. J., & Enright, R. D. (2021). An addition to peace education: Toward the process of a just and merciful community in schools. Peace and Conflict: Journal of Peace Psychology, 27(2), 319.

Zainal, S., Yunus, S., & A Jalil, F. (2020). Direct integration of peace education and its effects on students' understanding of peace. Talent Development & Excellence, 12(1), 2112-2120.

Zembylas, M., & Bekerman, Z. (2019). Engaging with teachers’ difficult knowledge, seeking moral repair: the entanglement of moral and peace education. Journal of Peace Education, 16(2), 155-174.

Zembylas, M., & Loukaides, L. (2021). Teachers’ strategies of everyday diplomacy in peace education: A case study of the “infrapolitics” of peacebuilding in Greek-Cypriot schools. Research in Comparative & International Education. 16(1), 43 – 63. Doi : https://doi.org/10.1177/1745499921991649


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Journal of Korean Applied Linguistics

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
Journal of Korean Applied Linguistics published by Universitas Pendidikan Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.