This study examines the discourse composition and evolutionary patterns of the following international norms published by UNESCO, using content analysis and semantic network analysis: the Road Map for Arts Education; the Seoul Agenda: Goals for the Development of Arts Education; and the Framework for Culture and Arts Education. The analysis revealed a significant paradigm shift: from focusing on teacher-led creativity education and qualitative improvement within school systems (Road Map) to including all social strata as learners while emphasizing the role of the arts in addressing social values (Seoul Agenda). Further, the recent framework emphasizes an inclusive concept of culture and arts, expanding the categories of both learners and educators, promoting everyday accessibility, and strengthening the responsive role of culture and arts education toward contemporary global issues. From the perspective of cultural democracy, this trajectory represents a stepwise reinforcement of learner-centeredness, cultural diversity, diversification of educational methods, and relevance to daily and social life, ultimately suggesting an expansion of the cultural democracy paradigm. Through these findings, this study proposes several implications for domestic culture and arts education policies, such as shifting the perspective on learners, reimagining boundaries between sub-sectors of cultural policy, designing new initiatives for mediator capacity building, and ensuring the stable implementation of local culture and arts education.
Yu-Jin Hong (Wed,) studied this question.