[연구원정] Why has it been difficult to activate collaborative educational governance and how should we approach it? –

*This post summarizes the research process of Daewon, who is participating in .

I viewed the educational problem of ‘educational gap‘ as a structural problem that cannot be solved through individual efforts, and attempted to present a model for forming an educational community and building an infrastructure for educational resources under the keyword ‘cooperation’ as a solution to this problem.

Accordingly, as a result of examining research trends, pedagogy already recognizes ‘social capital‘ as a mechanism that can solve various educational problems in Korea, and seeks to ‘transform the educational environment from competition to cooperation’, forming communities and building infrastructure. It has been confirmed that plans and research have been ongoing.

💭Social capital: What is an appropriate concept in education and how to form it?

Bourdieufocuses on the intentional construction of sociality that serves the purpose of creating social capital and the benefits provided to individuals by participating in a group, while viewing “the root of all various types of capital is ultimately economic capital.” ColemanFocusing on the functionality of social capital, social capital A medium for forming human capital of the next generationand An important role in restoring community spiritI thought it could be a concept that does. And it is serving as a stimulus for researchers who want to alleviate the reproduction of inequality by restoring the educational community and reducing the educational gap between classes.

However, while social capital is presented as a solution to various educational problems, it has not been verified what the appropriate concept of social capital is in education, how social capital is formed, and whether it can truly alleviate educational inequality.

🏫 Collaborative educational governance: Development and trends from individual schools to community linkages

As a way to shift from competition to cooperation and resolve the educational gap, we started with ‘Implementation of cooperative schools to improve educational gaps’ (Kyung-ho Park, 2017) and implemented it through unit schools such as cooperative schools and innovative schools. By accepting the limitations that can only be achieved in the local community, it has been expanding into community connections under various names such as village education community, innovative education district, innovative education special zone, and Gagangbok education district. Additionally, various collaborative educational governance models were being developed as a way to form and spread social capital.

Source: Hyeon-cheol Lee, Dong-beom Joo, Gwang-seok Kim, Won-seok Lee (2020), Development of a Model for Building Community Collaborative Education Governance, Korean Journal of Autonomy Public Administration Vol. 34, No. 4

In addition, the principles of collaborative educational governance are presented centered on the curriculum and community connection, or a plan for establishing cooperative educational governance using digital technology is presented to reflect the digital transformation era.

But why were we not aware of our country’s cooperative educational governance? Has educational governance been contributing to reducing the educational gap? What measures are needed to revitalize educational governance?

We need to look closely at domestic cases, compare and analyze successful overseas cases, and go back to the drawing board.