DE-COLONIALISM AND BORDER INTELLECTUAL: A PERSPECTIVE FOR KOREAN TEACHER EDUCATION IN ERA 21ST CENTURY

Abstract

This article addressses the need for South Korea to change its teacher education orientation. The writer thinks that only through critical pedagogy, which is rooted at the power of thought, teacher education in this country can help teachers face the 21 Century challenges. Through critical overview, the writer questions the development processes, frorm colonial period up the present time. Key factors that contribute to the development of this country are reviewed critically as the rasionale for the need to change the orientation of educationin the country. Particularly, the need to apply “border pedagogy” or critical pedagogy in thedicussion of the transition of teacher education in South Korea. With this pedagogy, the writer believes that possibility for the transition in near future for teacher education system in South Korea will be one of the alternatives.