Hye-Kyung Kang
Biographic Data
| ID | 360357 |
|---|---|
| NAME | Hye-Kyung Kang |
| GIVEN NAMES | Hye-Kyung |
| FAMILY NAME | Kang |
| SIGNATURE | KANG H |
| AFFILIATIONS | Smith College |
| ORCID | 0000-0002-9658-0315 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Re-Envisioning Social Work Education: Building and Living a Social Justice-focused Clinical Social Work Curriculum
Social justice is a central principle of the social work profession and education. However, it can become a hollow ideal unless it is specifically addressed in all applications of social work practice. Scholars have long questioned the social work profession's commitment to putting social justice into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns…
Microaggressions in social work classrooms: Strategies for pedagogical intervention
We present an in-depth example from a faculty development and peer consultation seminar to illustrate pedagogical strategies for intervening when microaggressions occur in social work classrooms. We provide a framework for social work educators to conceptualize such microaggressions within the context of larger historical and structural oppression and societal dynamics based on differential power and privilege to foster student learning and profe…
We’re Who We’ve Been Waiting For: Intergenerational Community Organizing for a Healthy Community
This study, guided by principles of community-based participatory research (CBPR), presents the processes, challenges, and effects of intergenerational community organizing practice of a local grassroots organization to promote community health in multiracial and historically marginalized communities. Three major lessons emerged: (1) the central role of experiential communal learning and critical analysis in collective knowledge creation, (2) dev…
Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education
The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues effectively. In this article, we present a model of a faculty development seminar that offers a facilitat…
Effects of Racial Discrimination, Childhood Trauma, and Trauma Symptoms on Juvenile Delinquency in African American Incarcerated Youth
To understand racial disproportionality in juvenile delinquency, we studied relationships between 2 possible contributors: effects of manifestations of a structural factor (racism) and psychological consequences of trauma. Informed by Carter’s (2007) theory of race-based trauma, we explored the role of experiences of racial discrimination, childhood trauma, and trauma symptoms in juvenile delinquency through self-reported experiences of incarcera…
Claiming immigrant cultural citizenship: Applying postcolonial theories to social work practice with immigrants
This paper presents immigrant cultural citizenship as a conceptual frame for applying postcolonial theories to social work practice with immigrants, using a case study based on the author’s practice as a social worker at a community-based social service agency in the US. Postcolonial theories may help social workers to critique marginalising discourses that often reduce the immigrant experience to acculturation, to critically reflect on their rol…
Re-imagining Citizenship, Re-imagining Social Work: U.S. Immigration Policies and Social Work Practice in the Era of AZ SB1070
The literature on immigrant cultural citizenship (Ong, 1996; Rosaldo, 1997) has argued that traditional and normative definitions of citizenship ignore various forms of civic participation and belonging and fails to capture the experiences of immigrants in an increasingly globalized world (Getrich, 2008), calling for more nuanced and multiple meanings of citizenship. As agents of civil society, social workers have much power in constructing and m…
Beyond Diversity Courses: Strategies for Integrating Critical Consciousness Across Social Work Curriculum
This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require att…
Quantifier spreading: Linguistic and Pragmatic Considerations
Effects of Racial Discrimination, Childhood Trauma, and Trauma Symptoms on Juvenile Delinquency in African American Incarcerated Youth
To understand racial disproportionality in juvenile delinquency, we studied relationships between 2 possible contributors: effects of manifestations of a structural factor (racism) and psychological consequences of trauma. Informed by Carter’s (2007) theory of race-based trauma, we explored the role of experiences of racial discrimination, childhood trauma, and trauma symptoms in juvenile delinquency through self-reported experiences of incarcera…
Beyond Diversity Courses: Strategies for Integrating Critical Consciousness Across Social Work Curriculum
This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require att…
Microaggressions in social work classrooms: Strategies for pedagogical intervention
We present an in-depth example from a faculty development and peer consultation seminar to illustrate pedagogical strategies for intervening when microaggressions occur in social work classrooms. We provide a framework for social work educators to conceptualize such microaggressions within the context of larger historical and structural oppression and societal dynamics based on differential power and privilege to foster student learning and profe…
Quantifier spreading: Linguistic and Pragmatic Considerations
We’re Who We’ve Been Waiting For: Intergenerational Community Organizing for a Healthy Community
This study, guided by principles of community-based participatory research (CBPR), presents the processes, challenges, and effects of intergenerational community organizing practice of a local grassroots organization to promote community health in multiracial and historically marginalized communities. Three major lessons emerged: (1) the central role of experiential communal learning and critical analysis in collective knowledge creation, (2) dev…
Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education
The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues effectively. In this article, we present a model of a faculty development seminar that offers a facilitat…
Claiming immigrant cultural citizenship: Applying postcolonial theories to social work practice with immigrants
This paper presents immigrant cultural citizenship as a conceptual frame for applying postcolonial theories to social work practice with immigrants, using a case study based on the author’s practice as a social worker at a community-based social service agency in the US. Postcolonial theories may help social workers to critique marginalising discourses that often reduce the immigrant experience to acculturation, to critically reflect on their rol…
Quantifier spreading: Linguistic and Pragmatic Considerations
Beyond Diversity Courses: Strategies for Integrating Critical Consciousness Across Social Work Curriculum
This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require att…
Re-imagining Citizenship, Re-imagining Social Work: U.S. Immigration Policies and Social Work Practice in the Era of AZ SB1070
The literature on immigrant cultural citizenship (Ong, 1996; Rosaldo, 1997) has argued that traditional and normative definitions of citizenship ignore various forms of civic participation and belonging and fails to capture the experiences of immigrants in an increasingly globalized world (Getrich, 2008), calling for more nuanced and multiple meanings of citizenship. As agents of civil society, social workers have much power in constructing and m…
Claiming immigrant cultural citizenship: Applying postcolonial theories to social work practice with immigrants
This paper presents immigrant cultural citizenship as a conceptual frame for applying postcolonial theories to social work practice with immigrants, using a case study based on the author’s practice as a social worker at a community-based social service agency in the US. Postcolonial theories may help social workers to critique marginalising discourses that often reduce the immigrant experience to acculturation, to critically reflect on their rol…
Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education
The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues effectively. In this article, we present a model of a faculty development seminar that offers a facilitat…
Effects of Racial Discrimination, Childhood Trauma, and Trauma Symptoms on Juvenile Delinquency in African American Incarcerated Youth
To understand racial disproportionality in juvenile delinquency, we studied relationships between 2 possible contributors: effects of manifestations of a structural factor (racism) and psychological consequences of trauma. Informed by Carter’s (2007) theory of race-based trauma, we explored the role of experiences of racial discrimination, childhood trauma, and trauma symptoms in juvenile delinquency through self-reported experiences of incarcera…
We’re Who We’ve Been Waiting For: Intergenerational Community Organizing for a Healthy Community
This study, guided by principles of community-based participatory research (CBPR), presents the processes, challenges, and effects of intergenerational community organizing practice of a local grassroots organization to promote community health in multiracial and historically marginalized communities. Three major lessons emerged: (1) the central role of experiential communal learning and critical analysis in collective knowledge creation, (2) dev…
Microaggressions in social work classrooms: Strategies for pedagogical intervention
We present an in-depth example from a faculty development and peer consultation seminar to illustrate pedagogical strategies for intervening when microaggressions occur in social work classrooms. We provide a framework for social work educators to conceptualize such microaggressions within the context of larger historical and structural oppression and societal dynamics based on differential power and privilege to foster student learning and profe…
Re-Envisioning Social Work Education: Building and Living a Social Justice-focused Clinical Social Work Curriculum
Social justice is a central principle of the social work profession and education. However, it can become a hollow ideal unless it is specifically addressed in all applications of social work practice. Scholars have long questioned the social work profession's commitment to putting social justice into practice. Clinical social work has been particularly criticized for its lack of attention to social justice and for failing to address the concerns…
Sociology (7 works) · Political science (6 works) · Social Work Education and Practice (6 works) · Pedagogy (5 works) · Social Work (5 works) · Law (4 works) · Curriculum (3 works) · Oppression (3 works) · Politics (3 works) · Psychology (3 works)