Jung-Hoon Jung

TL;DR: In this article, a new conceptualization of shadow curriculum is presented, one component of the worldwide phenomenon of shadow education, i.e. learning outside of school. But shadow curriculum does not cover all aspects of shadow learning.

Abstract: The question at the heart of the book is what might an education with self-care and care-for-others look like? Juxtaposing self-understanding through the method of currere and the historical character of hakbeolism (a concept indigenous to Korea referring to a kind of social status people achieve based on a shared academic background), this book articulates how subjective reconstruction of self in conjunction with historical study can be transformative, and how this can be extended to social change. Articulating how having one’s own standard can be a way of making one’s life a work of art, the author looks at how Korean schooling exercises coercive care, disconfirmation, and the "whip of love" for the children’s own good. Emphasis is given to the internalized status of these practices in both students and teachers and to teachers’ and parents’ culpability not only in exercising but also in reproducing these practices through themselves.

TL;DR: The authors argue that shadow education should be considered as an emerging (and significant) focus of curriculum studies worldwide and advance five approaches to studying shadow education as an object of transnational curriculum inquiry.

TL;DR: In this paper, the authors introduce the concept of hakbeolism and analyze its historical, cultural, and political influences on Korean curriculum, concluding with a discussion of the dire consequences from societal (also political), curricular, and personal (psychological) viewpoints.