earticle

영어

Within the interaction between economic and cultural factors by capitalist globalisation in recent decades, it is necessary to provide critical insights into how educational experiences and identities are enacted, articulated in a society. This research collects and analyses South Korean art educators’ self-narratives of art, culture and learning who have experienced the dynamic changes of the pedagogies and curriculum policies in their different social positions in the world they inhabit in art education fields. The hermeneutic analysis of each self-narrative provides a discursive practice of cultural identity formed by art teaching experiences. The processes, which it (each experience) happens in the social structures and the specific cultural contexts of South Korea within postcolonial world, reveal how particular meanings of art practice and learning have been produced through the systematic structures, such as social class relations, the degree of centralisation of political authority, or the contemporary economic needs. In discussing art, culture and identity formation with new perspectives on existing knowledge, human abilities and learning, the complex and dynamic processes of identity formation implicates how we can consider the way of understanding our ‘being’ in a flow of the meanings of ‘art practice’, ‘tradition’ and ‘identity’. Through the critical hermeneutic inquiry of the self-narratives, this research provides a direction toward critical engagement of teaching art in dynamic and complex cultural interaction of the globalising world.