Resources
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SDG In the Republic of Korea: Progress Report 2023 Year of publication: 2023 Author: Woohyun Chung | Haesik Jung | Yunjae Hwang | Dawoon Jung | Hyojung Han | Dokyun Kim | Jongho Ahn | Sangyoup Lee | Soeun Ahn | Jungwook Kim | Sangyun Lee | Jiyoung Lee | Sora Yi | Jewoo Hong | Miju Kim | Junghee Cho | Kyungah Koo | Yul Kwon Corporate author: Korea R. Statistics Research Institute | Statistics Korea It has been eight years since the Sustainable Development Goals (SDG) were adopted at the UN General Assembly, and nations began to work toward achieving them. Now we are halfway through the 2030 target period. As an authorized national focal point of SDG data, the Statistics Research Institute has been publishing a ใSustainable Development Goals in the Republic of Korea: Progress Reportใ annually, in keeping with their vision of providing support for โevi๊ dence-based decision-makingโ.ใSDG in the Republic of Korea: Progress Report 2023ใ, released this, was designed as a compass identifying goals to be prioritized in policy implementation during the remaining period until 2030 to keep pace for achieving the SDGs. It is hoped that the report will help to point out the direction for policies responding to the crises and changes we are facing amid the COVID pandemic, the climate crisis, and war, through relevant indicators. 
Understanding Global Citizenship Education as Critical Pedagogy (Journal of the Korea Contents Association; Vol. 17, No. 9) Year of publication: 2017 Author: Changsoo Hur Corporate author: Korea Contents Association Scholars suggests global citizenship education(GCE) as an important direction for the future education. Although many academic discussions have been internationally going on, the studies in Korea are still on the beginning stage. Thus, it is asserted that studies for GCE should be proceeded more actively and widely, especially for a theoretical background because it might give a concrete direction for GCE. In the international trend, studies suggest that GCE should be discussed among post-modernism, post-colonialism, and critical theory as theoretical framework. So, this study purports to find a theoretical framework which represents those three. It is critical pedagogy (CP) which also includes educational values for GCE. The reason is because CP tries to achieve emancipation in terms of consciousness, reason and rationality through educational praxis and it should be a background for GCE in terns of current situation in the world. Therefore, this study asserts and tries to prove that CP is currently at the center of theoretical backgrounds for GCE. 
Global Citizenship Education and the Discourse Environment in the University Setting: Focused on the Organizing Process of Course of Studies (Literature and Environment; Vol. 19, No. 2) Year of publication: 2020 Author: Bongjun Cha | Shinhyung Seong | Yunyoung Han Corporate author: Association for the Study of Literature & Environment Education plays an important role on responding to the global issues caused by the globalization phenomenon during the late 20th century. One of them is the discourse of โGlobal Citizenship Education,โas many researchers focus on the educational goal and curriculum about this discourse from elementary to college education levels in Korea. This study examines the curriculum development and its operating status in each education levels based on the revised curriculum of elementary, middle and high school education since 2015. In particular, this study analyzes mainly on the organizing curriculum of environmental issues and sustainable development. In addition, this research explores college education system in order to develop this discourse as concentrating on the eight universitiesโ Global Citizenship Education curricula, initiated by Asia-Pacific Centre of Education for International Understanding under the auspices of UNESCO (APCEIU) in Korea. Lastly, this study suggests the importance of the discourse environment for elevating the sense of global citizenship through this study.