J Y Park
Datos Biográficos
| ID | 30152 |
|---|---|
| NOMBRE | J Y Park |
| NOMBRES | J Y |
| APELLIDO | Park |
| FIRMA | PARK J Y |
| AFILIACIONES | Clark University |
| ORCID | 0000-0003-3553-5059 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
What Cultural Industry Policies in China
본 연구는 제14차 ‘국가경제사회발전 5개년 규획(國家經濟和社會發展五年規劃)’을 중심으로 중국이 문화강국으로 발전하기 위한 문화산업 정책의 구체적 내용과 특징 등을 분석하였다. 이를 위해 제12차 규획 및 제13차 규획의 특징과 문제점을 분석하고, 이를 기반으로 기존의 정책이 야기한 문제를 극복하기 위한 새로운 정책의 필요성을 제시하였다. 마지막으로 제14차 규획의 구체적 내용과 그 특징들을 심층적으로 분석하였다. 제12차 5개년 규획 이전의 중국 문화산업은 관리 중심 단계에 머물렀으나, 12차 및 13차 규획을 통한 경제 성장과 사회 구조의 변화에 따라 문화 상품 생산에서 벗어나 문화산업을 국민 경제의 주력 산업으로 육성할 필요성이 증대되었다. 제14차 5개년 규획은 문화산업을 국가전략자산으로 육성하는 것을 목표로 한다. 중앙정부와 지방정부 간의 협력 강화, 문화산업 클러스터 조성, 디지털화 …
Agency, Identity, and Writing
This paper highlights the perspectives of first-generation students of color in their first year of college, and the ways in which they exercised agency in their writing. Framed by definitions of agency as mediated action that creates meaning, the paper reports on qualitative data collected from a summer writing program for first-generation students and students of color, and from writing samples and follow-up interviews with six students who par…
Contexts of Reception as Figured Worlds
Theorizing classrooms as contexts of reception shaped by ideological, relational, and pedagogical dimensions, and drawing on ethnographic data from a yearlong study of recent-arrival immigrant youths' educational experiences in an urban U.S. high school, this paper describes how a group of recent-arrival youth acted upon the discourses, pedagogical practices, and identity categories in their content-area and ESL classes. It challenges traditional…
Responding to Marginalization
This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school-aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in…
He Didn't Add More Evidence”
A growing body of work has contributed to the theorizing and practice of disciplinary literacy instruction at the secondary level. However, there has been relatively little attention paid to pedagogical supports—texts and practices—that can foster historical literacy development in English learners who begin their U.S. schooling in middle or high school. Using discourse data collected from an after‐school literacy program, the author shows how a …
Going Global and Getting Graphic
This qualitative case study reports on the experiences of six recent-arrival immigrant and refugee girls as they participated in an afterschool program designed to promote critical multicultural citizenship through graphic novels. Analysis of discourse data revealed how the girls explored the interdependence among nation-states and wrestled with the complexities in their new home country. The study's findings challenge deficit perspectives that i…
Becoming Academically Literate
Although immigrant youth make up more than 20 percent of school‐age children in the U.S., little is known about how they manage school assignments and texts. In this paper the author presents Tara (pseudonym) as a telling case of a first‐generation immigrant youth who is encountering and grappling with academic literacy—defined as not only the knowledge of how texts are written and interpreted, but also the capacity to manage the school‐based rea…
A Different Kind of Reading Instruction
Many literacy teachers are creating contexts for students to learn and use a range of reading comprehension strategies. As useful as reading strategy instruction is, relatively little has been documented on the ways in which reading strategies can become tools for critical literacy. In this paper, the author illustrates how a reading strategy can become a tool for critical literacy, focusing on the specific strategy of visualizing. Drawing on dat…
Going Global and Getting Graphic
This qualitative case study reports on the experiences of six recent-arrival immigrant and refugee girls as they participated in an afterschool program designed to promote critical multicultural citizenship through graphic novels. Analysis of discourse data revealed how the girls explored the interdependence among nation-states and wrestled with the complexities in their new home country. The study's findings challenge deficit perspectives that i…
Contexts of Reception as Figured Worlds
Theorizing classrooms as contexts of reception shaped by ideological, relational, and pedagogical dimensions, and drawing on ethnographic data from a yearlong study of recent-arrival immigrant youths' educational experiences in an urban U.S. high school, this paper describes how a group of recent-arrival youth acted upon the discourses, pedagogical practices, and identity categories in their content-area and ESL classes. It challenges traditional…
Responding to Marginalization
This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school-aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in…
A Different Kind of Reading Instruction
Many literacy teachers are creating contexts for students to learn and use a range of reading comprehension strategies. As useful as reading strategy instruction is, relatively little has been documented on the ways in which reading strategies can become tools for critical literacy. In this paper, the author illustrates how a reading strategy can become a tool for critical literacy, focusing on the specific strategy of visualizing. Drawing on dat…
Becoming Academically Literate
Although immigrant youth make up more than 20 percent of school‐age children in the U.S., little is known about how they manage school assignments and texts. In this paper the author presents Tara (pseudonym) as a telling case of a first‐generation immigrant youth who is encountering and grappling with academic literacy—defined as not only the knowledge of how texts are written and interpreted, but also the capacity to manage the school‐based rea…
He Didn't Add More Evidence”
A growing body of work has contributed to the theorizing and practice of disciplinary literacy instruction at the secondary level. However, there has been relatively little attention paid to pedagogical supports—texts and practices—that can foster historical literacy development in English learners who begin their U.S. schooling in middle or high school. Using discourse data collected from an after‐school literacy program, the author shows how a …
Going Global and Getting Graphic
This qualitative case study reports on the experiences of six recent-arrival immigrant and refugee girls as they participated in an afterschool program designed to promote critical multicultural citizenship through graphic novels. Analysis of discourse data revealed how the girls explored the interdependence among nation-states and wrestled with the complexities in their new home country. The study's findings challenge deficit perspectives that i…
Responding to Marginalization
This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school-aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in…
Contexts of Reception as Figured Worlds
Theorizing classrooms as contexts of reception shaped by ideological, relational, and pedagogical dimensions, and drawing on ethnographic data from a yearlong study of recent-arrival immigrant youths' educational experiences in an urban U.S. high school, this paper describes how a group of recent-arrival youth acted upon the discourses, pedagogical practices, and identity categories in their content-area and ESL classes. It challenges traditional…
Agency, Identity, and Writing
This paper highlights the perspectives of first-generation students of color in their first year of college, and the ways in which they exercised agency in their writing. Framed by definitions of agency as mediated action that creates meaning, the paper reports on qualitative data collected from a summer writing program for first-generation students and students of color, and from writing samples and follow-up interviews with six students who par…
What Cultural Industry Policies in China
본 연구는 제14차 ‘국가경제사회발전 5개년 규획(國家經濟和社會發展五年規劃)’을 중심으로 중국이 문화강국으로 발전하기 위한 문화산업 정책의 구체적 내용과 특징 등을 분석하였다. 이를 위해 제12차 규획 및 제13차 규획의 특징과 문제점을 분석하고, 이를 기반으로 기존의 정책이 야기한 문제를 극복하기 위한 새로운 정책의 필요성을 제시하였다. 마지막으로 제14차 규획의 구체적 내용과 그 특징들을 심층적으로 분석하였다. 제12차 5개년 규획 이전의 중국 문화산업은 관리 중심 단계에 머물렀으나, 12차 및 13차 규획을 통한 경제 성장과 사회 구조의 변화에 따라 문화 상품 생산에서 벗어나 문화산업을 국민 경제의 주력 산업으로 육성할 필요성이 증대되었다. 제14차 5개년 규획은 문화산업을 국가전략자산으로 육성하는 것을 목표로 한다. 중앙정부와 지방정부 간의 협력 강화, 문화산업 클러스터 조성, 디지털화 …
Pedagogy (7 obras) · Sociology (6 obras) · Psychology (5 obras) · Mathematics education (4 obras) · Digital Storytelling and Education (3 obras) · Ethnography (3 obras) · Gender Studies (3 obras) · Immigration (3 obras) · Linguistics (3 obras) · Literacy (3 obras)