This article, based on interviews with teachers and classroom observations, examines the contour of the educational reform for individualization over twenty years in South Korean schooling. By way of an educational metaphor implicated in shifting dynamics between two competing yet complementary cultural models of sociality and human development, I attempt a historically nuanced analysis of an interdependence orientation manifest in South Korean schooling. In so doing, I closely attend to how a cultural model of sociality strongly associated with peer learning is reassessed, re-activated, or even accentuated to nurture individuality and self-expression. The focus of inquiry is the cultural organization of peer learning and the underpinning cultural model of sociality in the context of the home class, the latter being an organizational pivot in South Korean schooling. [Individualization, peer learning, cultural models, home class, South Korea]

中文翻译：

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韩国教育中的个性化、同伴学习和社会性文化模式：以教育隐喻为例

本文基于对教师的采访和课堂观察，考察了韩国教育 20 年来个性化教育改革的轮廓。通过一个涉及两种相互竞争但互补的社会性和人类发展文化模式之间动态变化的教育隐喻，我尝试对韩国学校教育中表现出的相互依存取向进行历史上细微的分析。在这样做的过程中，我密切关注如何重新评估、重新激活甚至强调与同伴学习密切相关的社会性文化模型，以培养个性和自我表达。探究的重点是同伴学习的文化组织和家庭课堂背景下社会性的基础文化模式，后者是韩国学校教育的组织支点。【个性化、同伴学习、文化模式、家庭课堂、韩国】