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Discursive Representations of Institution-led Global Citizenship Education in South Korean Newspapers : A Critical Discourse Analysis KCI 등재
pp.207-243
Drawing on Fairclough’s three-dimensional critical discourse analysis (CDA) model, this study investigates how South Korean newspapers represent institution-led Global Citizenship Education (GCE) initiatives in terms of genres, styles, and discourses. By analyzing discursive strategies employed in articles from eleven national daily newspapers, the paper reveals how language and discourse are interconnected in constructing and negotiating the significance of institution-led GCE in the South Korean context. The findings highlight the following key features and their implications. First, the genre analysis shows a predominance of straight news reporting, where headlines and leads emphasize institutional agency while backgrounding participants’ roles, thus perpetuating power imbalances in the GCE field. Second, the style analysis reveals contrasting quotation patterns and strategic language use by authoritative figures to legitimize GCE initiatives, which potentially narrows the understanding of GCE and diverts attention from its complex contexts. Finally, the discourse analysis uncovers contrasting strategies that reflect divergent priorities and power dynamics in the perception and implementation of GCE across institutional contexts. This study provides insights into how media representations can reshape and reinforce the implementation and outcomes of GCE programs in South Korea.
1. INTRODUCTION
2. LITERATURE REVIEW
2.1. Previous Reflections on GCE Discourse
2.2. Media Discourse Analysis in Educational Research
3. METHODOLOGY
3.1. Critical Discourse Analysis
3.2. Data Collection
3.3. Method of Analysis
4. ANALYSIS AND DISCUSSION
4.1. Genre Analysis
4.2. Style Analysis
4.3. Discourse Analysis
5. CONCLUSION
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