Title Page
ABSTRACT
Contents
1. INTRODUCTION 6
1.1. Study Background and Problem Statement 6
1.2. Purpose of Study 8
1.3. Significance of this Study 8
1.4. Definition of Key Concept 9
1.5. Researcher Stance 12
1.6. Overview of the Chapter 13
2. LITERATURE REVIEW 14
2.1. Peace and Peace Education(PE) 14
2.1.1. Structural Violence and RJ as Peacebuilding 15
2.2. Research on PE in Korean Context 18
2.2.1. Concepts related to Korean PE 19
2.2.2. A study on the grassroots practice of PE 22
2.3. Paradigm of PE with Critical Perspective 24
2.3.1. PE Pedagogy - a critical approach 26
2.3.2. Grassroots PE practice and Teacher-led PE 28
2.3.3. Element to Distinguish the Change of Teachers 31
2.4. Chapter Summary 34
3. METHODOLOGY 36
3.1. Philosophical Assumption 37
3.2. Qualitative Methodology 38
3.2.1. Single Case Study Method 39
3.3. Methods 40
3.3.1. Interview 40
3.3.2. Document Analysis 41
3.3.3. Reflective essay 42
3.4. Context and Participants 43
3.4.1. Characteristics of the Participants 44
3.4.2. Selection Criteria 46
3.5. Data analysis 47
3.5.1. Coding process 47
3.5.2. Framework of Analysis[내용없음] 5
3.6. Trustworthiness 48
3.7. Ethical consideration 49
4. FINDINGS AND ANALYSIS 50
4.1. Agency and Resistance 50
4.1.1. Recontextualization of knowledge 51
4.1.2. Resistance through an alternative practice 54
4.2. Epistemological shift - by illuminating the perceptions of violence and relationships 61
4.2.1. Shifting Perceptions of Violence - Into a Perspective of Emotions and Connections 62
4.2.2. A Shift in Connections - A Trustworthy Relationship from the Distribution of Power 64
4.3. Spiritual and Ontological Transformation 68
4.3.1. Holistic Changes Throughout Life - Inside and Outside the Classroom 69
4.3.2. From Individual practice to connection and solidarity 72
5. DISCUSSION AND IMPLICATION 76
5.1. Teachers' Participation is Start from Critical Awareness and Practice Alternatives 76
5.2. Teachers Recognize the Importance of Emotional Connectivity through RJ 79
5.3. Teachers Redefine Themselves and Students as Agents of PE 80
5.4. Teachers Become Practitioners of Creating Safe Spaces in Daily Lives 82
5.5. Implication 84
5.5.1. Ensuring the Continuity of Knowledge Reconstruction by Individual Teachers 84
5.5.2. Creating an Education Community where the Philosophy of Education Apply 86
6. CONCLUSION 88
6.1. Summary 88
6.2. Limitations 88
6.3. Ways to forward 89
REFERENCES 92
APPENDIX 99
ABSTRACT IN KOREAN 102