The Wretched of the Earth

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Narrative Methods for the Human Sciences

In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

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Can the Subaltern Speak

(1999) ReOrient: Global Economy in the Asian Age History: Reviews of New Books: Vol 27, No 2, pp 90-90

ReOrient: Global Economy in the Asian Age

Cleo H. Cherryholmes,* Columbia, Teachers College Press. ISBN 0‐8077‐2927‐2, 240 pp, $22.95 (hard back).

Power and Criticism: Poststructural Investigations in Education*

Shadow Education and the Curriculum and Culture of Schooling in South Korea

Shadow Education as Worldwide Curriculum Studies

This article presents a new conceptualization of ‘shadow curriculum’, one component of the worldwide phenomenon of shadow education, i.e. learning outside of school. Traditional conceptions of curr...

Conceptualizing shadow curriculum: definition, features and the changing landscapes of learning cultures

South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our study, we developed four analytical criteria: (a) constructions of Subject/Other, (b) discourses of inclusion/exclusion, (c) silencing of voices, and (d) narratives of re/colonization. Focusing on two major historical themes in the textbooks—the Discovery of New Trade Routes and the Industrial Revolution—we postulate the need to pluralize historical consciousness, reflect the contributions of the East to world history, and rethink curriculum and teaching practices.

Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks

The purpose of this article is to explore the recent qualitative research movement in South Korea: its initiation, challenges and ultimate acceptance. Intellectual achievements are reviewed extensively to provide Western readers with a better understanding of Korean scholarship in qualitative studies. To prepare the manuscript, related literature was reviewed, and interviews were conducted with those making major contributions to the Korea qualitative research movement. Qualitative research exemplars conducted in Korean contexts are juxtaposed against studies conducted in Western contexts. The authors suggest that the Korean research community build a subjective educational theory that works best in its own practice. The authors conclude this article with a reflective tale assessing their initial missions toward deconstructing the culture of traditional educational research and acknowledgement of the numerous challenges that remain.

Young Chun Kim

Papers

Shadow Education and the Curriculum and Culture of Schooling in South Korea

Shadow Education as Worldwide Curriculum Studies

Conceptualizing shadow curriculum: definition, features and the changing landscapes of learning cultures

Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks

Now and forever: portraits of qualitative research in Korea