The purpose of this study was to seek the ways that could help North Korean youth defectors successfully adjust themselves to school and society in South Korea, by examining what made them fail to do so.
As a result of making a research, the findin...
The purpose of this study was to seek the ways that could help North Korean youth defectors successfully adjust themselves to school and society in South Korea, by examining what made them fail to do so.
As a result of making a research, the findings are as follows:
First, in school, it might be possible for the North Korean youth defectors to attend the same grade that they had in North Korea. That is, the regular education they took in North Korea can be admitted. But they actually started learning by lower school year about one to three years, because of the breakdown of the North Korean education system and long-term education vacancy during their stay in the third nation.
So, to smoothly adapt themselves to this society, it's necessary for them to get normal education in South Korea school, the most important socialization agency. However, a number of them have to pass the qualification examination to get official academic career because of a broad gap between their age and actual achievement.
For academic adjustment, we could say that they had relatively right learning experiences compared to South Korean students but they are quite inactive and took extremely passive attitude in class. So, we can see that there are very rare cases they asked questions or showed forward attitudes.
As to learning capabilities, the academic records of the North Korean youth defectors are generally belonged to the average-or low-ranked group of South Korean students and they show especially poor grade in English, Korean language, history and social studies. The reason is on the differences between South and North curriculums. Specifically, those who transferred to South Korean school in the middle of semester found more difficulties to adjust themselves to academic education, but in case they started school life in the beginning of semester, their adjustment was more easier.
Second, in social life, it's very difficult for them to adapt to South Korean society and culture in the beginning, because their original living environment was totally different. In particular, they had a great deal of difficulties to understand the characteristics of South Korean society and system, due to the socialistic stereotyped consciousness formed in the North, the lack of exact knowledge on liberal democracy, and the wrong information they acquired while staying in the third nation including China.
The different life style also had them run into troubles. The reason is that they didn't have the idea of autonomous life or free living habits because of the planned, controlled social practices. Besides, they felt difficulties in human relations as well, since they weren't accustomed to daily interactions and caring together. Further, the verbal problems caused by words of different meaning, different accents and ways of talking, words of foreign origin such as English and Chinese characters, border their communication, and in the result, they even avoid contacting others.
Based on the above-mentioned findings, how North Korean youth defectors could adapt themselves to South Korea better is suggested as below:
In educating them to adapt themselves to school and social life, we should get them to overcome the totalitarian, uniform North-Korean thinking style and to acquire diversified values and nationalistic norm in South Korean society. And it is necessary to establish their positive self-identies. In addition they should be categorized properly to gain diverse education with different teaching methods to suit their social properties. Especially, real daily living experiences should be dealt with primarily, and field-experience learning also should be provided to them. And they should be informed of both positives and negatives of South Korean society to understand it better.
The concrete ways to further their adaptation could be listed as below:
First, it's urgently needed to make some institutional devices to prepare enough teachers and budget for more successful operation of adaptation programs in the Hana Institute. And systematic education and guidance should be provided for North Korean youth defectors to settle themselves in this society emotionally and psychologically.
Second, school adaptation program should be developed for Samjuk Elementary School in a way to utilize regular and special class together for their early adaptation. And special programs are also needed to recover learning maladjustment that results from different education system, economic and cultural gap, communication troubles, and poor understandings of South Korean learning terms. To do so, guidance teachers should be offered, and there should be constructed a close collaboration system between the school and the Hana Institute.
Third, a cooperative network should be organized to link the citizen, religious group, social welfare agency, university, and volunteers, because it is indispensable to offer follow-up adaptation programs after their completion of the Hana Institute courses. And in order to improve their social and cultural adaptation, to develop their learning capabilities, career guidance and parent education, we must strive to form one-on-one special relationship between volunteers and defector adolescents to give counseling and check out their well-being by regular meeting about once a week or frequent phone call. And above all, sufficient financial support should be provided to extend helping hand in more concrete ways. So it is an urgent need for the government and social welfare groups to give appropriate aids.
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