This study employs Foucauldian concept of “genealogy” to explore rules, norms and knowledge of popular educational discourses about ‘SMART education’ in South Korean contexts. This research is significant on the point that it shows the formation of a specific teacher subjectivity at this specific historical jSuncture which might be rather limited in relation to issues of technology use in teacher education. The authors investigate SMART education discourses by collecting public documents (e.g., national policies, research reports, news articles), and by generating relevant documents (e.g., interview) in combination with analytical tools provided by Fairclough (2003). With the collected textual data and the tools, this paper uses four-part Foucauldian framework to illustrate the constructed teacher subject: 1) What aspects of teachers needed to change (substance), 2) For what reason should this change happen (mode), 3) What are teachers supposed to do to change themselves (the regimen), 4) What a model or perfect version of teacher might look like (telos). The writers argue that ‘smart teacher’ is positioned as ‘updatable software’ which is to be thoroughly, constantly, ubiquitously and autonomously updatable. Ultimately, this research aims to open up our discussions regarding different possibilities by re-imagining future versions of education and teachers.
Sejin Lee, Lancaster University, United Kingdom
Kyungmee Lee, Lancaster University, United Kingdom
Stream: Professional Training
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