Transformative education through narrative pedagogy in the Korean women's context

Jina Kim

Etd

Transformative education through narrative pedagogy in the Korean women's context

Public Deposited

MLA citation style (9th ed.)

Jina Kim. Transformative Education Through Narrative Pedagogy In the Korean Women's Context. Claremont School of Theology. rim.ir.atla.com/concern/etds/bd819479-3a46-4c50-ad19-867ac16c7a20.

APA citation style (7th ed.)

J. Kim. Transformative education through narrative pedagogy in the Korean women's context. https://rim.ir.atla.com/concern/etds/bd819479-3a46-4c50-ad19-867ac16c7a20

Chicago citation style (CMOS 17, author-date)

Jina Kim. Transformative Education Through Narrative Pedagogy In the Korean Women's Context. Claremont School of Theology. https://rim.ir.atla.com/concern/etds/bd819479-3a46-4c50-ad19-867ac16c7a20.

Note: These citations are programmatically generated and may be incomplete.

Creator

Jina Kim

Keyword

Feminist theology

Rights Statement

In Copyright

Abstract

The primary concern in this study is to find a way to bring necessary changes in Korean church contexts, particularly on the issue of women. This study focuses on the perspectives on women in the church context that devalue women as imperfect and inferior beings in relationship with others. It addresses the problematic situation of gender relations in the Korean church context with a critical analysis, and shows how cultural and social norms concerning women are deeply embedded in the Korean church context. It also reveals how the problematic situation has been reinforced by its association with, and acceptance of, fundamentalist theology. This study draws on transformative learning theory as a way of fashioning a new educational model for Korean women in the church. Even though the educational theory of transformative education has been developed and applied in various educational contexts, it has rarely been discussed in a faith-based context. This project shows how it is possible to utilize transformative education theory in a faith-based context, through a case study with a class at a Bible institute. This study also draws upon narrative pedagogy as a practical principle to create a religious educational model for Korean women in the church context. Theological discussion centered on Minjung theology particularly, with the notion of shin-myung, is important in order to contextualize the narrative framework in the Korean context. As a powerful tool for promoting perspective transformations in the church, reading the sacred story, the Bible, is discussed with feminist and post-colonial perspectives. Integrating these theoretical discussions, the religious education model for Korean women is grounded on the group experiences with Korean women in two different settings, church and school. This model can initiate perspective transformation, not only in the women themselves but also in others. The educational experiences in the women's group provide possibilities and hopes for bringing meaningful changes in Korean women's context.

Publisher