I felt like I was ‘on the spot’ (somehow I felt like I was the Iranian girl in the article we read a couple of weeks ago) when the discussion turned to doing critical pedagogy for Korean high school students. Also, I think there was a misunderstanding between my critical pedagogy lesson plan which takes 50 minutes for our assignment and doing critical pedagogy for 10 minutes on a regular basis. There was a miscommunication at this point, I was thinking about my original 50 minute lesson plan while others were questioning me or trying to persuade me to do critical pedagogy for 10 minutes. Because I was thinking one thing and others were thinking something else that caused miscommunication in the classroom which I realized after the class. I was so confused in the classroom and couldn’t figure it out until later. So, it seemed as though some thought that I didn’t want to do the critical pedagogy or that it isn’t right for Korean senior high school students.
I want to take this chance to clarify this. In fact, I really enjoy this method since I enjoy discussing issues especially politics. And I also believe doing critical pedagogy class is a great way for people to get a better understanding of themselves and the things happening around their lives. Also it will be a good opportunity for my students to see the world differently or more broadly. In the past, I have had discussions with my students and we discussed various things in their life, Korea or the world.
So, of course I look forward to doing critical pedagogy as often as I can with my students but I think it should be avoided near testing times especially with my senior high school students. And, my students don’t want it at that time either. They want to focus on the test because they have a sense of urgency about them and they feel every second should be used to prepare for the test. The mothers also feel that way and when they ask, “Could you do this after the test” they are letting me know what they think is important. During regular lessons devoting 10-15 minutes is not a big problem since the students don’t have a sense of urgency about them. Luckily I was able to do my critical pedagogy lesson with one of my students as I mentioned in class. And after doing it, I saw that it is effective for even beginner level students. I realized critical pedagogy made him think and he seemed to enjoy it as well.
Again, I agree that critical pedagogy is very effective but I question if it is right for high school seniors in every lesson. In my opinion when it gets closer to exam time, maybe it is better to focus on their immediate needs. However, I strongly believe that doing critical pedagogies would give my students the opportunity to think about things deeply and differently. I would also like to make students experience something totally new and some might like learning in this way but I think I shouldn’t expect all students to like this method. I think our duty is to meet their needs and the expectations of their parents first and if we can include some critical pedagogy so it doesn’t interfere with their agenda then I’m all for it. After all, it is their future we are gambling with. Do we have that right? We can gamble with our own lives but we shouldn’t with the lives of our students, whose futures we have been entrusted with.
Also, I would like to give some background information for those of you who may be interested in KSAT.
Why do Korean high school students have to memorize so many words that they will immediately forget after a test?
I would like to take this chance to put it into perspective. From my understanding in America students can take the SAT several times a year and even choose the best score to submit to schools. What a luxury these students have! In Korea, students are allowed to take the KSAT just once a year and if they don’t do well then they have to wait another year. This year is quite often spent at a cram (재수학원) school where some stay at a dorm while others commute everyday until the next test. I am not familiar with other western countries such as the UK so I cannot compare them as well. In both the USA and Korea , the score mostly dictates whether a student can go to a top university or not. A student who scores low probably cannot go to Harvard or SNU. So a low score is not as much of a problem in the US since students can take the test several times in a year and try to improve upon it in a short time period. In Korea for high school seniors the KSAT is not the only test score that carries weight. Korean high students must take 4 major tests: midterm,finaltest, national pre KSAT (모의고사), and KSAT. The total of these 4 scores provides a ranking (수능등급) for each student. Therefore, the final year of high school is devoted to maximizing the score on these 4 tests. That is why in one of our readings a student thought critical pedagogy was not helpful and that he could take that type of class later since he had to focus on his exams. Of course doing well on these tests is not a guarantee of future success or happiness but this is what they perceive as well as their parents. It is just an example, let’s compare 2 students, one with a high score VS one with a low score and their possible earning potential. Let's say both go to universities respectively of their KSAT score. Subsequently let’s assume the better student gets a job at Samsung, which many people want in Korea with a starting salary of 36 million won per year vs the other student gets a job at a regular mid-sized company for 24 million per year(even though I have no problem with working in a small company). Now the difference is just 12 million a year but if you consider a 30 year career then that difference is now 360 million and if it adjusted for interest then it is much much more.
Why do Korean high school students have to memorize so many words that they will immediately forget after a test?
I would like to take this chance to put it into perspective. From my understanding in America students can take the SAT several times a year and even choose the best score to submit to schools. What a luxury these students have! In Korea, students are allowed to take the KSAT just once a year and if they don’t do well then they have to wait another year. This year is quite often spent at a cram (재수학원) school where some stay at a dorm while others commute everyday until the next test. I am not familiar with other western countries such as the UK so I cannot compare them as well. In both the USA and Korea , the score mostly dictates whether a student can go to a top university or not. A student who scores low probably cannot go to Harvard or SNU. So a low score is not as much of a problem in the US since students can take the test several times in a year and try to improve upon it in a short time period. In Korea for high school seniors the KSAT is not the only test score that carries weight. Korean high students must take 4 major tests: midterm,finaltest, national pre KSAT (모의고사), and KSAT. The total of these 4 scores provides a ranking (수능등급) for each student. Therefore, the final year of high school is devoted to maximizing the score on these 4 tests. That is why in one of our readings a student thought critical pedagogy was not helpful and that he could take that type of class later since he had to focus on his exams. Of course doing well on these tests is not a guarantee of future success or happiness but this is what they perceive as well as their parents. It is just an example, let’s compare 2 students, one with a high score VS one with a low score and their possible earning potential. Let's say both go to universities respectively of their KSAT score. Subsequently let’s assume the better student gets a job at Samsung, which many people want in Korea with a starting salary of 36 million won per year vs the other student gets a job at a regular mid-sized company for 24 million per year(even though I have no problem with working in a small company). Now the difference is just 12 million a year but if you consider a 30 year career then that difference is now 360 million and if it adjusted for interest then it is much much more.
Of course money doesn’t buy happiness but what about the other factors of improved self-esteem of going to a great university or working in a prestigious company. Or not disappointing parents who want their child to succeed. After all, isn’t that why all these kids go to academies? But let’s say both of the people from the example are both equally happy in their respective jobs. The person with the better job will be able to afford to do more things for their family and isn’t this the goal of parents? Maybe not in the west but in Korea it is.
Different cultures have different customs and this is the reality in Korea. So that is why it is important especially for high school seniors to focus all their energy on producing top scores on these 4 major exams. We have to remember this is Korea and I think judging what is right or wrong based on another culture’s ideals without trying to understand the host country’s culture isn’t right either. Isn’t this what happened during colonial times, forcing foreign ideals on the native people?
