Hans Schattle’s research while affiliated with Yonsei University and other places

This study offers a critical analysis of refugee policy in the Republic of Korea (South Korea) since the national government in 2013 enacted a law intended to improve its treatment of refugees and asylum seekers and align itself more closely with the principles of the 1951 Refugee Convention. The article begins by focusing on a major controversy that arose in 2018, following the arrival of more than 500 asylum seekers from Yemen, an episode that revealed how considerable public antipathy toward refugees presents a social and cultural problem for South Korea as it charts a course for improvement of its treatment of refugees. The analysis then turns to numerous problems at the nexus of law and society that continue to plague the refugee status determination process and, in many instances, to deny basic rights to a rapidly growing number of asylum seekers in South Korea. The article concludes by showing how, despite these problems, South Korea is better positioned than many of the world’s more affluent constitutional democracies to harmonize its national interests with its responsibilities to make a meaningful contribution to ongoing global efforts to protect and accommodate refugees.

Este artigo propõe uma estrutura de educação para a cidadania global (ECG) ética, apresentando as cinco dimensões seguintes: criação de valores, progressão da identidade, envolvimento coletivo, disposição glocal e mentalidade intergeracional. A ECG ética fundamenta-se em uma multiplicidade de obras críticas para identificar características de cada uma dessas dimensões. Vai além dos princípios neoliberais/orientados ao mercado, em direção a perspectivas éticas que promovem a responsabilidade social, a justiça, os direitos humanos e a sustentabilidade glocal. Com maior desenvolvimento teórico e estratégias para implementação, a estrutura tem o potencial de ser estendida em futuras pesquisas e na avaliação dos complexos processos de ensino e aprendizagem envolvidos na ECG, especialmente sob uma perspectiva baseada em valores.

This article proposes an ethical global citizenship education (GCE) framework by offering the following five dimensions: values-creation, identity progression, collective involvement, glocal disposition, and an intergenerational mindset. Ethical GCE draws on a multiplicity of critical literatures to identify characteristics of each of these dimensions. It goes beyond neoliberal/market-driven principles toward ethical perspectives promoting social responsibility, justice, human rights, and glocal sustainability. With further theoretical development and strategies toward implementation, the framework has the potential to be deployed in future research and evaluation of the complex teaching and learning processes involved in GCE, particularly in a values-based perspective.

What are the most important conceptions of ‘sanctuary’ in relation to citizenship and community, and how do today’s sanctuary cities engage with such lines of thinking? This paper examines the moral visions underlying and animating many of today's sanctuary cities in the United States in order to illustrate how local communities have adopted a combination of liberal, communitarian and cosmopolitan perspectives in social and political philosophy. By tracing the recent history of the sanctuary cities movement and examining current public discourses among community leaders and activists in several leading sanctuary cities, the analysis shows how the idea of ‘sanctuary’ works across principles of individual freedom and human rights as emblematic within liberalism, notions of solidarity, social trust and local self-determination in communitarianism, and aspirations for shared responsibility and the advancement of human dignity as found in cosmopolitanism.

Edited by Emiliano Bosio, this volume includes chapters with Henry Giroux, Carlos Alberto Torres, Lynette Shultz, Sharon Stein, William Gaudelli, Vanessa Andreotti, Hans Schattle, Yusef Waghid, Douglas Bourn, Massimiliano Tarozzi, Miri Yemini, Maria Guajardo, Maureen Ellis, Silvia Moraes, Eduardo Moraes Arraut and Josefina Moraes Arraut. Conversations on Global Citizenship Education brings together the narratives of a diverse array of educators who share their unique experiences of navigating GCE in the modern university. Conversations focus on why and how educators’ theoretical and empirical perspectives on GCE are essential for achieving an all-embracing GCE curriculum which underpins global peace. Drawing on the Freirean concept of "conscientization", GCE is presented as an educational imperative to combat growing inequality, seeping nationalism, and post-truth politics. This timely volume will be of interest to educators who are seeking to develop their theoretical understanding of GCE into teaching practice, researchers and students who are new to GCE and who seek dynamic starting points for their research, and general audience who are interested in learning more about the history, philosophy, and practice of GCE.

Citizenship and identity can be viewed as dynamic and transformative rather than as fixed or static, especially in an era in which the public sphere for contestation and deliberation has expanded beyond the limits of nation-states and into the global realm. It can be difficult, though, within the confines of conventional classrooms to create an atmosphere that gives students, even in culturally diverse university settings, a sense that they are taking part in a meaningful global conversation. New digital media platforms and videoconferencing technology are rendering this goal less elusive than before, and this article works across the theory and practice of global citizenship education to explain how faculty members in Los Angeles, California, and Seoul, South Korea, have team-taught their respective undergraduate courses via live Skype seminars. We review, in concrete and practical terms, the planning and logistics that went into this teaching strategy, including an extensive discussion on how we evaluated the initiative and how we modified the strategy to add team assignments that brought the students together for collaboration beyond the weekly class meetings. We then reflect upon how our shared endeavor of bringing students together for mutual learning across national borders carries implications for the ways in which our students think about their roles and identities as citizens.

This article explores the ideological divergence within South Korea’s Catholic population and chronicles its growing intensity during the presidency of Park Geun-hye, culminating in the unprecedented circumstances that led to Park’s impeachment and subsequent court-ordered removal from office. Our analysis shows how the intertwinement of political and religious beliefs fits into the larger historical trajectory of South Korea’s political development as well as the contentious debates that accompanied Park’s term as president. We further show how the controversies that accompanied the Park presidency and ultimately led to its downfall fueled dynamics of delegitimation between two Catholic civic groups: one that sought to advance liberal democracy and social democracy and placed emphasis on human rights and social welfare, and another driven by anti-communism, neo-liberalism and, in some instances, extreme right-wing ideology. The ideological contestation between these two groups during the Park presidency—with both groups avowedly pursuing goals of justice and security but with diametrically opposing moral visions and policy prescriptions for South Korea—illustrates how church-related civil society organizations with competing outlooks continue to exert political influence in national arenas in the aftermath of ‘third wave’ democratization.

This concluding chapter assesses whether it is possible to speak of Marquandism’ as a coherent whole. Noting the diversity and breadth of Marquand’s thought as one of its most distinctive features, the chapter concludes that it is nonetheless possible to identify an enduring consistency and coherence. This lies in Marquand’s commitment to, and exploration of the intertwined themes of pluralism, republicanism and social democracy. Underlying all of them is a commitment to greater equity and inclusion, but also to the need for ‘the people’ themselves to be active participants, ‘mutual learners’ in the process of their own progressive advance.

This introductory chapter sets out the main purposes of the book, which assesses some of the major dilemmas of British social democracy, both historical and contemporary. It argues that social democracy is as much about cultures and mindsets as it is about economic policy or public institutions. That points to the importance of education, democratisation, and relationships as under-valued tools in social democracy, which must raise horizons as much as pay packets. It also suggests the need for social democrats to re-visit their relationship with ‘the people’, both so as to be better in tune with their aspirations, and to be able to forge an optimistic agenda which challenges both government and governed to raise their sights. The book is written in honour of the leading social democratic thinker, David Marquand, and this chapter charts Marquand’s life and work, and assesses and critiques his contribution.