<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> .
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<https://discovery.ucl.ac.uk/id/eprint/10147999> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Article> .
<https://discovery.ucl.ac.uk/id/eprint/10147999> <http://purl.org/dc/terms/title> "Happiness Education: International Use of Floating Signifiers in  Education Policy // 행복교육: 교육정책에서의 부유기표와 의도적 언어 오용"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10147999> <http://purl.org/ontology/bibo/abstract> "Over the past decade, the concept of ‘happiness’ has been promoted by global agencies and national education authorities as a solution to the social problems of high teenager suicide rates, school bullying, and increasing socioeconomic polarization. This article considers ‘HEP: Happiness Education Policy’ in Korea, which was initiated by conservative Park Geun-hye administration (2013-2017) and partly succeeded by the subsequent progressive Moon Jae-in administration (2017-2022). The analysis reveals that the definitional ambiguity of happiness education has opened a space for multiple ascriptions of meanings, particularly those that are in line with the Park administration’s political and economic visions of ‘creative economy’. It also demonstrates that policies introduced as part of the HEP, such as the Free Semester initiative, have continued to be promoted and even expanded by Moon administration (2017-2022) despite their replacement of the signifier ‘happiness’ by ‘innovation’ and ‘future’. Therefore, this study suggests happiness education and, more lately, future education as good examples of ‘floating signifiers’; that is, by lacking a clear referent, they minimize political objections and legitimate the introduction and continuation of contested reforms. // \r\n\r\n본 연구는 정책 전이 및 차용 이론에 근거하여 박근혜 정부의 ‘꿈과 끼를 키우는 행복교육 을 중심으로 정책 명칭과 관련된 언어의 의도적 오용 현상에 대해 분석하였다.\r\n행복교육의 경우 OECD가 인도적 전환(humanitarian turn)을 시도하며 2012 국제 학업성취도 평가 (PISA)에 처음 도입한 행복 및 웰빙 문항들로 구체화되어 전이 되었다. 대한민국 학생들의 낮은 삶의 만족도에 대한 사회적 논란과 북유럽 교육에 대한 환상이 ‘대선’이라는 이벤트와 결합해 ‘행복 교육 이라는 대안으로 차용되었다.\r\n최근 OECD에서는 ‘행복 및 ‘웰빙 이라는 용어들이 교육 성과의 척도를 넘어서 미래 우수 인력이 필수적으로 지녀야할 자질 및 역량으로 강조되는 등 인도적 전환의 색채가 지워지고 있다. 현 문재인 정부에서도 자유학년제 등 이전 정부의 행복교육 기조 아래 등장했던 정책과제들이 계속해서 이어지고 있으나, 기존 ‘행복 이라는 수식어는 미래, 혁신, 공정, 평등 등 새로운 용어로 변화하였다. 그러나 행복교육과 마찬가지로, ‘혁신 , ‘미래 등의 용어가 의미하는 바에 대해서는 의미가 불분명하여 해석 및 사용이 자의적으로 이루어지고 있다. 본 연구는 이런 수식어들이 교육정책 도입을 정당화하는 하나의 ‘부유 기표 (floating signifier)로 작용하고 있으며, 이와 같은 언어의 의도적 오용 현상은 암묵적인 양당의 합의 (bipartisanship)로 강화되었음을 밝혔다."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10147999> <http://purl.org/dc/terms/date> "2022-03" .
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