Keonghee Tao Han
Biographic Data
| ID | 1132196 |
|---|---|
| NAME | Keonghee Tao Han |
| GIVEN NAMES | Keonghee Tao |
| FAMILY NAME | Han |
| SIGNATURE | HAN K T |
| AFFILIATIONS | University of Wyoming |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Listening to Counternarratives of Faculty of Color: Studying Rural Racism in One of Most Conservative Communities in America
Caring Schools and Educators a Solution to Disparities in Academic Performance: Learners of Colors Speak
Disparities in academic performance based on race in the United States are a persistent problem. As a result, a plethora of remedies such as using student-centered instructional strategies, de-tracking, ensuring low teacher-student ratios, and promoting high teacher expectations for all learners have been tried with limited success. Thus, this phenomenological qualitative study explored other possible solutions from the experiences and perspectiv…
Voices from the red states: Challenging racial positioning in some of the most conservative communities in America
Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia …
A demographic and epistemological divide: Problematizing diversity and equity education in traditional, rural teacher education
This study documents the experience of an Asian woman faculty in the rural Mountain West as it relates to difficulties teaching predominantly White preservice teachers about the importance of diversity and social justice to prepare them adequately with skills and materials for their P-12 classrooms in a rapidly changing world. The current challenge has its origins in US history (the macro-level) and continues into the present (the micro-level) be…
Retracted Article: Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness
Retracted Article: Two Sides of the Same Coin: Preservice Teachers’ Dispositions Towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts
A Community of Narratives: Developing Transracialized Selves Through a Community of Practice
The story presented here developed from a study group where we found space to explore and analyze ourselves and each other. In recounting our development from a Community of Interest to a Community of Practice (CoP), we first introduce a guiding theoretical framework building on a foundation of two concepts: CoP and transracialized selves. We then present a series of alternating methods and findings, reflecting our development through two phases.…
Moving racial discussion forward: A counterstory of racialized dynamics between an Asian-woman faculty and white preservice teachers in traditional rural America
Retracted Article: “These Things Do Not Ring True to Me”: Preservice Teacher Dispositions to Social Justice Literature in a Remote State Teacher Education Program
Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds
It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds 1 in American schools, a question that merits consideration is how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the ki…
Retracted Article: Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness
Moving racial discussion forward: A counterstory of racialized dynamics between an Asian-woman faculty and white preservice teachers in traditional rural America
A demographic and epistemological divide: Problematizing diversity and equity education in traditional, rural teacher education
This study documents the experience of an Asian woman faculty in the rural Mountain West as it relates to difficulties teaching predominantly White preservice teachers about the importance of diversity and social justice to prepare them adequately with skills and materials for their P-12 classrooms in a rapidly changing world. The current challenge has its origins in US history (the macro-level) and continues into the present (the micro-level) be…
Retracted Article: “These Things Do Not Ring True to Me”: Preservice Teacher Dispositions to Social Justice Literature in a Remote State Teacher Education Program
Retracted Article: Two Sides of the Same Coin: Preservice Teachers’ Dispositions Towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts
Voices from the red states: Challenging racial positioning in some of the most conservative communities in America
Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia …
Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds
It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds 1 in American schools, a question that merits consideration is how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the ki…
Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds
It is common for teachers in all districts across the United States to give homework to their students. Given the rising numbers of children from nondominant backgrounds 1 in American schools, a question that merits consideration is how children from nondominant backgrounds—particularly in large urban centers—are impacted by teachers' homework practices. In this study we explored why teachers in one large U.S. urban center assign homework, the ki…
Retracted Article: “These Things Do Not Ring True to Me”: Preservice Teacher Dispositions to Social Justice Literature in a Remote State Teacher Education Program
Moving racial discussion forward: A counterstory of racialized dynamics between an Asian-woman faculty and white preservice teachers in traditional rural America
Retracted Article: Two Sides of the Same Coin: Preservice Teachers’ Dispositions Towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts
A Community of Narratives: Developing Transracialized Selves Through a Community of Practice
The story presented here developed from a study group where we found space to explore and analyze ourselves and each other. In recounting our development from a Community of Interest to a Community of Practice (CoP), we first introduce a guiding theoretical framework building on a foundation of two concepts: CoP and transracialized selves. We then present a series of alternating methods and findings, reflecting our development through two phases.…
Retracted Article: Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness
Voices from the red states: Challenging racial positioning in some of the most conservative communities in America
Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia …
A demographic and epistemological divide: Problematizing diversity and equity education in traditional, rural teacher education
This study documents the experience of an Asian woman faculty in the rural Mountain West as it relates to difficulties teaching predominantly White preservice teachers about the importance of diversity and social justice to prepare them adequately with skills and materials for their P-12 classrooms in a rapidly changing world. The current challenge has its origins in US history (the macro-level) and continues into the present (the micro-level) be…
Caring Schools and Educators a Solution to Disparities in Academic Performance: Learners of Colors Speak
Disparities in academic performance based on race in the United States are a persistent problem. As a result, a plethora of remedies such as using student-centered instructional strategies, de-tracking, ensuring low teacher-student ratios, and promoting high teacher expectations for all learners have been tried with limited success. Thus, this phenomenological qualitative study explored other possible solutions from the experiences and perspectiv…
Listening to Counternarratives of Faculty of Color: Studying Rural Racism in One of Most Conservative Communities in America
Pedagogy (9 works) · Sociology (9 works) · Critical Race Theory in Education (8 works) · Political science (8 works) · Gender Studies (6 works) · Gender Studies (6 works) · Higher Education Research Studies (6 works) · Law (6 works) · Law (6 works) · Psychology (6 works)