In this essay, the connections between the article Class and Cosmopolitan Striving: Mother’s Management of English Education in South Korea by Park and Abelmann and the chapter Education. Following the Rules by Kerr. The primary connection is the fact that both of the readings contribute to the understanding that Korean and Japanese governments use education as a fundamental instrument to control class mobility and the obedience of the society.
As for the introduction, both of the readings describe the historical background of the formation of this type of education. In this instance, the Japanese militarist governmental style contributed to the generation of obedience and inability of the idea-expression (Kerr 565). In turn, Park and Abelmann start with the historical background of the legalization of the private English education and refer to the military style in the Korean educational system (647).
The both of the readings have a similar intention to emphasize the governmental control and drawbacks of both educational systems from the social perspective. Nonetheless, Kerr pays vehement attention to the strengths and weaknesses of Japanese educational system (561). In turn, Park and Abelmann focus on the influence of the social class hierarchy on the perception of the mobility and the ability to get a relevant education (645).
As for the central claims, Park and Abelmann base their argumentation on the analysis of the historical background and the interview with the women of different social classes (645). It is apparent that the Korean low and medium social classes are not able to afford education for their children due to the high prices for the education and living (651). In turn, Kerr emphasizes that strong restrictions make students only hate school and lack the desire to continue further education (594).
Additionally, both of the studies spot the fact that both educational systems contribute to the development of the simplified thinking, which contributes to the absence of the individuality. In this case, Park and Abelmann claim “just results” are important, and no creativity is involved (659). Kerr focuses on the “moving in unison” and development of the group mentality (574). The arguments underline the insufficiency of the educational systems and cultivate the understanding that they are used as the principle instrument to control the society.
As for the concluding remarks, Kerr emphasizes that it is necessary to make a difference, as soon the young Japanese specialists will not be able to compete in the global arena (611). Park and Abelmann also emphasize that the women understand the necessity to provide relevant education for their children (666). Nonetheless, both of the readings question the ability of the societies’ of Japan and Korea to start the fight towards higher mobility and better education.
Works Cited
Kerr, Alex. “Education. Following the Rules.” Dogs and Demons: Tales from the Dark Side of Japan. Ed. Alex Kerr. New York: Hill & Wang Publishing, 2004. 564-612. Print.
Park, Jin, and Nancy Abelmann. “Class and Cosmopolitan Striving: Mother’s Management of English Education in South Korea.” Anthropological Quarterly 77.4 (2004): 645-672. Print.