Many governments use educational reforms to bring out social changes, however, some teachers may see them irrelevant to their students or themselves. This paper explores teachers’ resistance against a pedagogic reform in South Korea. Ideas for the Teaching English in English reform were borrowed from ‘native-English-speaking countries’ and implemented without systematic localization, therefore, it was not surprising that teachers resisted it. Drawing on works by Michel Foucault and James Scott, the paper highlights the potential impact of subtle, low-profile resistance on the course of a reform. Thus, it contributes to a more comprehensive understanding of teachers’ resistance against educational reforms.
|Published - Mar 2017
|Comparative Education Society of Hong Kong Annual Conference 2017 - The Education University of Hong Kong, Hong Kong
Duration: 24 Mar 2017 → 25 Mar 2017
|Comparative Education Society of Hong Kong Annual Conference 2017
|24/03/17 → 25/03/17