SoE Faculty Research Works

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    Teachers' sense-making of the decentralizing curriculum reform policy: A comparative case study in South Korea
    (Elsevier Ltd, 2024) So, Kyunghee; Lee, Sun Young; Choi, Yuri
    This article explores teachers' sense-making of the decentralizing national curriculum policy in South Korea that grants more autonomy to teachers for curriculum planning and teaching. We designed this study as a comparative case study to examine the relational aspects of teachers' sense-making across three interwoven dimensions: the transversal (past-present), vertical (national-local), and horizontal (school-school) axes. Even when teacher autonomy is structurally extended for the decentralized curriculum and teaching from the national level, teacher's sense-making of the curriculum reform policy is formed differently as the relational effects among the history of professional experiences that each teacher has had throughout their teaching career, teachers' bounded autonomy for teaching and administrative duties, and the learning opportunities to grow and interact with other teachers within the school. By explicating these multiple aspects related to curriculum policy enactment at school, this study highlights how each teacher's feelings about the education policy and the accompanied sense-making are not only about the individual but the effects of relationships with historical, structural, and cultural aspects with which teachers are intertwined. Our study suggests moving beyond the linear relationship between national curriculum policy and teacher practice, centering on the active, constructive, and complicated process of teachers' sense-making in the implementation of state-driven educational changes. This study contributes to considering the historical, affective, and relational dimensions in the sense-making studies of education policy and practice. © 2024 Elsevier Ltd
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    Methodologizing Transnationality: Relational Writing as Collective Inquiry
    (SAGE Publications Inc., 2024-01) Lee, Sun Young; Son, Minhye; Kim, Taeyeon; Jung, Jin Kyeong; Jang, Soo Bin
    How can we take transnationality as a space of in-betweenness to generate new possibilities, moving beyond geographically bounded spans between countries? This article presents five authors' collective inquiry on transnational positionalities, which we practiced through the relational, transformative, and reflective writing of the self in a community space. We staged the collaborative writing into two processes: the emergent process of thematic writing and the relay writing. Interweaving "I" and "we" voices that cannot be captured through categorical thinking, our collaborative quest resists normative identity politics, proposing writing as a method of collective inquiry for the nuanced understanding of the transnationality that embraces flows, margins, and uncertainties. Collaborative writing, we argue, is a transformative opportunity for methodologizing transnationality and decolonizing qualitative inquiry.
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    Integrating mathematics and science to explain socioscientific issues in educational comics for elementary school students
    (Routledge, 2023-12) Abrori, Fadhlan Muchlas; Prodromou, Theodosia; Alagic, Mara; Livits, Reka; Kasti, Houssam; Lavicza, Zsolt; Anđić, Branko
    Integrating socioscientific issues (SSI) into education is gaining widespread adoption in classrooms due to its positive impact on student's critical thinking, environmental awareness, holistic knowledge and/or the idea of combining science and mathematics. This paper explores the idea of using comics as appropriate media for elementary school students to engage with SSI content. Because of the difficulties in integrating SSI into classrooms, SSI-based learning is more commonly applied in high school and higher education settings, with limited implementation in earlier education. To answer this gap, we developed comics that have SSI content for elementary schools. Comics are chosen as reliable tools for visualising and simplifying complex concepts and making SSI content more accessible and engaging. This paper describes our comics on earthquake-related issues in Indonesia and the principles that guided its design. SSI inherently involves multiple perspectives, so the integration brings together science, and mathematics within the one comic. In integrating different disciplines of comic content, we utilised the rule-of-five framework, widely employed to merge five representational models (experiential, verbal, numerical, visual, and symbolic) commonly used in developing content combining two or more different academic disciplines.
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    The Unbearable Unaccountability of Academia: A Critical Review of Implicit Bias Training for the Racialization of Discipline
    (Routledge, 2023-11) Ko, Dosun; Bal, Aydin
    Implicit racial bias has gained attention as a central contributor to enduring racial disparities in various systems in the United States, such as in criminal justice, particularly regarding police violence--and in education as related to school discipline. Scholars in education have suggested multiple strategies and products (e.g., professional development modules) to raise awareness among practitioners about their implicit biases. Similar to other individualistic approaches, such as the concept of grit, the implicit-bias approach has gained popularity in academia and practice as a remedy for racial disparities. This paper criticizes these product-oriented, individualistic solutions, targeting changes in an individual's psychological traits. Building upon a collective, participatory form of knowledge production activity led by a rural high school serving American Indian youth, we call for redirection to systemic transformation in the dysfunctional discipline system to address racial injustice in discipline with--not for--educators, students, families, and community members.
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    Teacher perception of language differences: challenging the normative futurity and native speakerism
    (Routledge, 2023-05-22) Lee, Sun Young; Kim, Jieun
    While teachers value cultural and linguistic diversity, they see the benefits of speaking different languages in the future tense, feeling it hard to specify how language differences positively impact students? learning in the present. This study explores teachers? temporal perceptions of language differences, specifically focusing on how teacher perceptions of language differences as "future assets" are intertwined with native speakerism in the present. It draws on multi-year interviews that unveil how teachers prioritise monolingualism as the norm of classroom discourse and juxtaposes teachers' accounts with an immigrant child's navigation of cultural-linguistic assets to speak Korean and English in non-school contexts. Through this, we argue that, whereas teachers see the potential benefits of speaking different languages that seek to pluralise the educational futures, they continue to hold the normative view on language differences by not being offered the epistemic tools to question whose future and whose language are imagined as the desired endpoints of language education. Approaching teachers? statements as the outcome of the limited epistemic principles of normative futurity, this study calls for disrupting the continuity of native speakerism to support culturally and linguistically diverse students through the non-linear, reparative, and multiple relations to the futures in language education.