Many countries have implemented education policies in which the central government prescribes a curriculum for schools and teachers to follow. The pace of introduction of state-led curriculum policies has increased since 2000, when the OECD initiated international comparisons of student educational achievements through the PISA. However, this national curriculum model in which the central government prescribes curricular content and teaching methods in detail has been strongly criticized for forcing teachers to become technicians, carrying out a predefined process (Masuda, 2010; Priestley & Biesta, 2013; Taylor, 2013).
Recent discourses affecting world education policy have emphasized the role of teachers (OECD, 2005; Barber & Mourshed, 2007). Accordingly, countries with national curriculum systems have reduced the amount of content prescribed at the national level and developed policies that increase school-level autonomy (Sinnema & Aitken, 2013). This is a crucial change that breaks free from the policy direction of the past that de-professionalized teachers through prescriptive curricula and strict control (Priestley & Biesta, 2013). This new form of national curriculum policy allows teachers to become active developers of the curriculum (Priestly, 2011). However, as these new policies include gradually expanding systems of accountability, there is controversy over whether the new approach really guarantees teachers any more autonomy than the previous prescriptive approach.
South Korea introduced the national curriculum in the 1950s. Since then, Korea has achieved rapid educational growth, resulting in having consistently been ranked at the top in all areas from PISA since 2000 (So & Kang, 2014). In achieving such remarkable educational results, the national curriculum has played a crucial role. In the early days, the national curriculum documents contained highly detailed prescriptions for educational content, leaving schools and teachers with little flexibility or autonomy to make decisions about the curriculum. However, since the early 1990s, the Korean government has gradually provided regions and schools with the autonomy to make decisions about their curriculum. Recently, there have been efforts to reform the curriculum to increase student happiness and wellbeing. This proposed change highlights a policy discourse that calls on teachers to be agents of change. However, despite several revisions of the national curriculum to improve school performance, there has actually been little change in schools. The issue of reform without change (Cuban, 1988; Spillane, 1999; Tyack & Cuban, 1995) is becoming controversial in Korean society as in other countries.
Education policy reflects the values and intentions of policymakers, not only providing the means to govern the actual actors of education, but also influencing their thoughts and behaviors (Grimaldi, 2012; Popkewitz, 1991). In particular, the national curriculum exerts diverse and subtle forms of influence over school settings because the framework itself is seen as constraining teachers (Ball, 2006). The Korean national curriculum has constantly been revised in various historical and social contexts for the last 60 years, maintaining a powerful influence over schools and teachers; thus, a rich discourse on the national curriculum system exists. Therefore, a review of Korea’s national curriculum system can help us understand how tension and controversy work around the national curriculum and how the system can influence schools.
This study aims to provide insight into the complicated and sometimes contradictory role of the national curriculum and its impact on actual school settings by reviewing Korea’s national curriculum reform process. To this end, the present study focuses on the following two topics. First, it reveals the politics of national curriculum reform by providing historical-sociological explanations of Korea’s national curriculum reform. Second, it explores how the national curriculum system influences school education.