Navigating political neutrality in civic education: South Korean secondary teachers’ perceptions and practices in implementing democratic citizenship curriculum

This study explores how South Korean teachers navigate their professional obligations of political neutrality and their constitutional rights as citizens in implementing democratic citizenship education. Through in-depth interviews with 12 social studies teachers from two metropolitan regions with distinct educational contexts and classroom observations over one academic year, this study investigates teachers’ experiences, challenges, and strategies in managing these competing demands. The findings reveal three key themes. First, teachers demonstrate complex and evolving interpretations of political neutrality, shaped by their local contexts and institutional environments. Second, they develop sophisticated strategies for implementing citizenship education while maintaining professional obligations, adapting their approaches to different regional and policy contexts. Third, while teachers experience considerable professional vulnerability in navigating political neutrality, these challenges often lead to enhanced professional growth and stronger pedagogical practices. Thus, recognizing and protecting teachers’ civic identity and political rights as citizens may enhance their ability to maintain political neutrality and deliver effective citizenship education. These findings contribute to broader international discussions about teacher professionalism and democratic education in post-authoritarian contexts.