Aspiration for global cultural capital in the stratified realm of global higher education: why do Korean students go to US graduate schools?

This study aims to understand Korean students’ motivations for studying in US graduate schools. For this purpose, I conducted in‐depth interviews with 50 Korean graduate students who were enrolled in a research‐centered US university at the time of the interview. In these interviews, I sought to understand how their motivations are connected not only with their family, school, and occupational backgrounds, but also with the stratification of global higher education. Theoretically, this paper attempts to combine the concept of global positional competition with Pierre Bourdieu’s theory of cultural capital in the field of global education. By critically examining a push–pull model of transnational higher education choice‐making, this study situates Korean students’ aspirations in the contexts of global power and the hierarchy of knowledge‐degree production and consumption. After analyzing the students’ qualitative interviews, I classify their motivations for earning US degrees within four categories: enhancing their class positions and enlarging their job opportunities; pursuing learning in the global center of learning; escaping the undemocratic system and culture in Korean universities; and fulfilling desires to become cosmopolitan elites armed with English communication skills and connections within the global professional network. Based on this analysis, I argue that Korean students pursue advanced degrees in the United States in order to succeed in the global positional competition within Korea as well as in the global job marketplace. As they pursue advanced US degrees, Korean students internalize US hegemony as it reproduces the global hierarchy of higher education, but at the same time Korean students see US higher education as a means of liberation that resolves some of the inner contradictions of Korean higher education, including gender discrimination, a degree caste system, and an authoritarian learning culture. Therefore, this study links Korean students’ aspiration for global cultural capital to complex and irregular structures and relations of class, gender, nationality, and higher education that extend across local, national, and global dimensions simultaneously.     

韩亲属称谓研究综述

本文概括了从近现代至今汉语亲属称谓研究的整体状况,总结了专著、论文、词典等各种类型、各个角度的研究成果;并对各个学术领域的韩语亲属称谓研究和中韩学者对汉韩亲属称谓的对比研究进行了综述;指出了汉韩亲属称谓研究的不足和方向。     

论中朝关系及中国的作用

中朝作为友好邻邦,不同时期表现为不同阶段的历史特征。中国对朝政策一直以来维持着一种战略平衡的关系。但随着中国全球战略利益的要求,中朝之间这种地区利益的关系与中国的全球利益发生冲撞。中国今后的对朝政策面临着逐步调整的战略必要。历史的相似性、安全上的依赖性、经济贸易的现实性,要求中国在对朝政策上,具有不同于他国的目标与路径。     

对外汉语语音教学阐微——以对韩国学生的辅音声母教学为例

在对外汉语教学中,许多外国学生知道汉语普通话语音的发音规则,但仍然难以学会地道的汉语发音系统,如果基础没有打好,发音不正确,纠正起来会很困难。因此,对外汉语语音教学应该因人而异,针对学生的发音缺陷和错误进行个性化的第二次教学。限于篇幅,本文就对外汉语教学中,韩国学生学习汉语辅音声母系统的普遍难点进行分析,并结合教学实践提出具体的教学对策。     

韩国板索里说唱文学的多元因素

韩国板索里说唱产生于17世纪末18世纪初,在三百多年的发展历程中,经过历代艺人们的不断加工,其唱词和道白杂糅了生动的百姓用语和丰富的文学语言,集大众文化和精英文化于一身,宣扬了千百年来韩国民众所信奉的至情、至善等普世价值观念。板索里不仅令显赫的王亲国戚达官贵人们驻足,也可以使卑微的引车卖浆者陶醉,典雅的汉文化色彩和戏谑狂欢的原生态色彩的调和,体现了板索里这一民间艺术亦庄亦谐的多元化追求。     

试论韩国婚俗的儒家文化特征

以韩国民俗文化中的婚礼习俗为透视点,论述了从古至今的韩国婚俗中始终渗透着鲜明的儒家文化特征,尽管韩国现代婚礼已将东西方文化巧妙融合,体现了韩国古代传统与现代文化相互交融的特征,但是整个婚礼形式仍然保持着儒文化色彩。我们可以从中窥视韩民族文化心理的嬗变与重构,儒家文化传统始终存在于韩民族的思维模式和行为方式中,对于塑造民族精神起着多元的影响作用。     

朝鲜义勇军的抗日活动及其特点

朝鲜义勇军及其前身朝鲜义勇队华北支队的抗日活动是中国抗战史、韩国现代史、中韩关系史的重要内容。朝鲜义勇军与抗日民族团体相依存 ,直接参加对日作战 ,开展轰轰烈烈的抗日宣传 ,积极参与边区建设。朝鲜义勇军抗日活动受到中国共产党的积极支持 ,同时具有鲜明的民族独立色彩     

韩剧热播对我国青少年文化建设的启示

“韩流”影响的主体以青年学生为核心,以社会中老年为外延。作为“韩流”重要组成部分的韩剧在我国热播,自然在青少年中掀起了不小的浪潮。本文分析韩剧对我国青少年的影响以及韩剧对我国建设青少年文化带来的启示。     

浅谈韩国语口译教学

本文主要从口译的概念和形式、口译的特点以及韩国语口译教学及训练方法等方面．初步探讨了韩国语口译的教学内容和方法,并重点阐述了分“模块”的授课方式．以对今后的韩国语口译教学有所帮助。     

A critical dialogue with ‘Asia as method’: A response from Korean education

Abstract

This article discusses the implications of the idea of Asia as method, a discursive strategy in Asian studies popularised by Kuan-Hsing Chen, in the context of Korean education. Chen has pointed to the one-way flow of knowledge into Asia from the West and has urged using ‘Asia as method’ in the production of post-colonial and anti-imperialist knowledge. The research interests of this article are twofold. First, I analyse ‘Asia as method’ as a strategy to de-universalise the West, particularly given the historical complexity in East Asia. I trace the historical context of the word ‘Asia’, beginning with the traditional Sino-centric period and continuing to the Japanese colonial occupation. Second, I explore the possibility of using ‘Asia as method’ in the sense that Chen proposes, particularly in the context of Korean education. This article examines the ‘East Asian style of education’ as a platform for discussion of the potential for constructing ‘Asia as method’ in educational studies. In conclusion, I argue that for Asia as method to be viable as a strategy for change, Asia itself must be conceived as an ongoing construction based on the inter-referencing of multiple histories and cultural imaginaries.