한국의 지식 공유형 교육 ODA 정책 내러티브에 관한 비판적 담론 분석

Abstract

This study examines how education ODA policy narrative has been delivered in the form of policy transfer through the Knowledge Sharing Program (KSP) from South Korea to partner countries and further explores what kind of education policy discourse is being formed in the process. To this end, a critical discourse analysis was conducted on 33 policy advisory reports of KSP projects in the education sector from 2005 to 2021. The results can be divided mainly into three dimensions. In terms of textual practice, the KSP reports deliver a tacit message that Korea's education policies and systems are superior to those of partner countries by repeatedly using specific vocabulary or reinforcing contrasting metaphors when describing the current educational state of Korea and partner countries. At the level of discursive practice, the forms of description tended to be particularly bureaucratic and stereotyped, simply listing information according to a consistent structure. Moreover, the content of the reports, in general, was characterized by lacking consideration of the different social contexts of the partner countries. In terms of socio-cultural practice, it was confirmed that the situational context in which the report was planned and written ─ as well as the political stance of the Korean government had a significant influence on the formation of the policy narrative. This study examined the trends, characteristics, problems, and limitations of Korean education ODA analyzed in previous studies from a new perspective of discourse formation and dissemination through critical discourse analysis of policy narratives. On that basis, this study suggests considerations essential for Korean education ODA to create a narrative with its own originality and expertise.