Legitimising the need for another curriculum reform and policy framing: the case of South Korea

This paper examines how the initiation of a national-level curricular reform invites different educational ideas and how such ideas attain legitimacy through policy narratives that confer meanings about school knowledge, schooling, and the nation using the case of the South Korean national curriculum reform of 2015. By critically analysing curricular proposals presented during the agenda-setting stage of the 2015 National Curriculum Reform (2015...