Source: Curriculum Inquiry, Volume 40, Issue 4, pages 531–554, September 2010.
In this paper, the author describes the historical development of curriculum studies in South Korea over the last 3 decades by focusing on reconceptualist approaches to curriculum.
The author argues for a reconfiguration of Western discourses in terms of local and regional knowledges.
The paper begins with the initial translation of Western texts in the 1980s and moves into the contemporary production of Korean texts on Korean practices of curriculum and schooling. The article, then, proposes a case study in the creative challenges of merging global and local priorities.
In conclusion, the author argues that writing “regional tales” sets a critical example for Western curriculum scholars while at the same time inviting links to curriculum studies and researchers in other non-Western countries.