A Critical Autoethnography on the Practice Experience of School-Community linkage Education: the Politics of the school curriculum

The purpose of this study is to critically explore the experience of practicing school-community linkage education through the perspective of politics of curriculum, which pursues critical exploration of school knowledge. To achieve this purpose, I, as a researcher, conducted a critical autoethnography to analyze the debates about knowledge between in-and-out the school that occurred in the process of practicing school-community linkage education based on my reflective experience and narrative of practicing school-community linkage education. According to the research results, it was confirmed that in practicing school-community linkage education, the debates on school knowledge take place between in-and-out the school. The results of this study show in detail whether in-and-out school debate the selection, composition, and delivery of knowledge in school-community linkage education due to different perspectives, premises, and methods. In particular, it was discovered that the hegemonic order on school knowledge, including political and sociocultural context, ideology, power distribution, and control mechanisms, acts in various ways in implementing this school-community linkage education. The results of this study are meaningful as data that provide theoretical insight in improving and qualitatively improving school-community linkage education by addressing conflict and dilemma issues in-and-out the school that arise in the process of promoting school-community linkage education.