Hyunjung Shin
Biographic Data
| ID | 3827627 |
|---|---|
| NAME | Hyunjung Shin |
| GIVEN NAMES | Hyunjung |
| FAMILY NAME | Shin |
| SIGNATURE | SHIN H |
| AFFILIATIONS | University of Saskatchewan |
| ORCID | 0000-0002-6919-1437 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 112 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 6 |
Decolonizing indigenous-newcomer relations in the teaching of English in education
Dementia Patient Segmentation Using EMR Data Visualization
(1) Background: The Electronic Medical Record system, which is a digital medical record management architecture, is critical for reliable medical research. It facilitates the investigation of disease patterns and efficient treatment via collaboration with data scientists. (2) Methods: In this study, we present multidimensional visual tools for the analysis of multidimensional datasets via a combination of 3-dimensional radial coordinate visualiza…
Researching language and neoliberalism
This special issue aims to develop a research agenda that brings language to the centre of our inquiry and critique of neoliberalism. Based on empirical case studies from across diverse contexts in Europe, North America, and East Asia, contributors to this special issue address two issues: (1) What can be said about the nature of neoliberalism when we approach it from the perspective of language as social and political process? (2) How does langu…
Language ‘skills’ and the neoliberal English education industry
Neoliberal transformation of self, learning, and teaching constructs individuals as bundles of skills (or human capital) and subordinates learning to skill production characterized by an ethic of entrepreneurial self-management [Urciuoli, Bonnie. 2010. “Neoliberal Education: Preparing the Student for the New Workplace.” In Ethnographies of Neoliberalism, edited by Carol Greenhouse, 162–176. Philadelphia: University of Pennsylvania Press]. As such…
Everyday racism in Canadian schools
Drawing from a 2.4-year ethnography with Korean Early Study Abroad (ESA, pre-college-aged study abroad) students in Toronto high schools, I examine the intersections among race, class, language, culture and citizenship (including immigrant status) in the identity construction and language learning of these students. Conceptualising race as a social construct and racism as systemic and institutionalised, I employ sociolinguistic analysis of the da…
Social Class, Habitus, and Language Learning
In this article, I draw on Bourdieu’s (1984, 1991) notion of habitus in order to explore the relationship between social class, language learning, and language teaching in the context of the global economy. To illustrate my points, I use Early Study Abroad (ESA), the transnational educational migration that Korean middle-class families engage in in order to acquire valuable forms of global English capital. Through a discussion of the identities a…
Ambivalent Calculations in Toronto
This paper illustrates how Korean Early Study Abroad students in Toronto make sense of admission to the University of Toronto as a symbol of success in their transnational educational enterprise by appropriating the discourse of “springboard to the US” and Korean ideology of school hierarchy. By examining how these Korean families negotiate the meaning of success to deal with their anxiety of being oriented to multiple markets in relation to the …
From FOB to cool
Globalization and the rise of 'Korean cool' provide middle-class Korean yuhaksaeng (visa students) in Toronto with resources they can mobilize as strategies of distinction. In their construction of themselves as new transnational subjects with hybrid identities that are simultaneously global and Korean, yuhaksaeng deploy re-valued varieties of Korean language and culture as stylistic resources in the globalized new economy. In this process, yuhak…
Rethinking Tesol From a SOL's Perspective
In this paper, as a 'SOL' of TESOL, I examine the conjunction between TESOL and colonialism, its manifestation in the South Korean context, and how to create a counter-hegemonic space to envision decolonizing TESOL praxis through explication and repudiation of such colonial discourse in TESOL. In particular, I focus on decolonizing knowledge production in TESOL through "indigenous epistemology," an epistemology of the colonized informed by indige…
Rethinking Tesol From a SOL's Perspective
Racism without Racists
Exploring the Possibilities for EFL Critical Pedagogy in Korea
The paper reports an investigation carried out in two Korean EFL classrooms, being small-scale interventions within existing classrooms or institutional structures. A teacher-researcher introduced critically-oriented material using an optional class in a junior high school and an existing class in a senior high school. The focus was on establishing critical dialogue between students and teachers, providing opportunities for learners to develop En…
Indigenous Critical Traditions for Tefl? A Historical and Comparative Perspective in the Case of Korea
The possibility of curricular innovation in English teaching in non-Western countries has been questioned on cultural grounds. However, in some cases this may be unjustified; insufficient attention may have been paid to the diversity and extent of the educational traditions that either co-exist, or have existed in the past, in a particular cultural area. Historical and theoretical analyses may suggest greater possibilities to the curriculum devel…
From FOB to cool
Globalization and the rise of 'Korean cool' provide middle-class Korean yuhaksaeng (visa students) in Toronto with resources they can mobilize as strategies of distinction. In their construction of themselves as new transnational subjects with hybrid identities that are simultaneously global and Korean, yuhaksaeng deploy re-valued varieties of Korean language and culture as stylistic resources in the globalized new economy. In this process, yuhak…
Researching language and neoliberalism
This special issue aims to develop a research agenda that brings language to the centre of our inquiry and critique of neoliberalism. Based on empirical case studies from across diverse contexts in Europe, North America, and East Asia, contributors to this special issue address two issues: (1) What can be said about the nature of neoliberalism when we approach it from the perspective of language as social and political process? (2) How does langu…
Language ‘skills’ and the neoliberal English education industry
Neoliberal transformation of self, learning, and teaching constructs individuals as bundles of skills (or human capital) and subordinates learning to skill production characterized by an ethic of entrepreneurial self-management [Urciuoli, Bonnie. 2010. “Neoliberal Education: Preparing the Student for the New Workplace.” In Ethnographies of Neoliberalism, edited by Carol Greenhouse, 162–176. Philadelphia: University of Pennsylvania Press]. As such…
Racism without Racists
Social Class, Habitus, and Language Learning
In this article, I draw on Bourdieu’s (1984, 1991) notion of habitus in order to explore the relationship between social class, language learning, and language teaching in the context of the global economy. To illustrate my points, I use Early Study Abroad (ESA), the transnational educational migration that Korean middle-class families engage in in order to acquire valuable forms of global English capital. Through a discussion of the identities a…
Ambivalent Calculations in Toronto
This paper illustrates how Korean Early Study Abroad students in Toronto make sense of admission to the University of Toronto as a symbol of success in their transnational educational enterprise by appropriating the discourse of “springboard to the US” and Korean ideology of school hierarchy. By examining how these Korean families negotiate the meaning of success to deal with their anxiety of being oriented to multiple markets in relation to the …
Everyday racism in Canadian schools
Drawing from a 2.4-year ethnography with Korean Early Study Abroad (ESA, pre-college-aged study abroad) students in Toronto high schools, I examine the intersections among race, class, language, culture and citizenship (including immigrant status) in the identity construction and language learning of these students. Conceptualising race as a social construct and racism as systemic and institutionalised, I employ sociolinguistic analysis of the da…
Rethinking Tesol From a SOL's Perspective
Exploring the Possibilities for EFL Critical Pedagogy in Korea
The paper reports an investigation carried out in two Korean EFL classrooms, being small-scale interventions within existing classrooms or institutional structures. A teacher-researcher introduced critically-oriented material using an optional class in a junior high school and an existing class in a senior high school. The focus was on establishing critical dialogue between students and teachers, providing opportunities for learners to develop En…
Indigenous Critical Traditions for Tefl? A Historical and Comparative Perspective in the Case of Korea
The possibility of curricular innovation in English teaching in non-Western countries has been questioned on cultural grounds. However, in some cases this may be unjustified; insufficient attention may have been paid to the diversity and extent of the educational traditions that either co-exist, or have existed in the past, in a particular cultural area. Historical and theoretical analyses may suggest greater possibilities to the curriculum devel…
Rethinking Tesol From a SOL's Perspective
In this paper, as a 'SOL' of TESOL, I examine the conjunction between TESOL and colonialism, its manifestation in the South Korean context, and how to create a counter-hegemonic space to envision decolonizing TESOL praxis through explication and repudiation of such colonial discourse in TESOL. In particular, I focus on decolonizing knowledge production in TESOL through "indigenous epistemology," an epistemology of the colonized informed by indige…
Rethinking Tesol From a SOL's Perspective
Racism without Racists
From FOB to cool
Globalization and the rise of 'Korean cool' provide middle-class Korean yuhaksaeng (visa students) in Toronto with resources they can mobilize as strategies of distinction. In their construction of themselves as new transnational subjects with hybrid identities that are simultaneously global and Korean, yuhaksaeng deploy re-valued varieties of Korean language and culture as stylistic resources in the globalized new economy. In this process, yuhak…
Ambivalent Calculations in Toronto
This paper illustrates how Korean Early Study Abroad students in Toronto make sense of admission to the University of Toronto as a symbol of success in their transnational educational enterprise by appropriating the discourse of “springboard to the US” and Korean ideology of school hierarchy. By examining how these Korean families negotiate the meaning of success to deal with their anxiety of being oriented to multiple markets in relation to the …
Social Class, Habitus, and Language Learning
In this article, I draw on Bourdieu’s (1984, 1991) notion of habitus in order to explore the relationship between social class, language learning, and language teaching in the context of the global economy. To illustrate my points, I use Early Study Abroad (ESA), the transnational educational migration that Korean middle-class families engage in in order to acquire valuable forms of global English capital. Through a discussion of the identities a…
Everyday racism in Canadian schools
Drawing from a 2.4-year ethnography with Korean Early Study Abroad (ESA, pre-college-aged study abroad) students in Toronto high schools, I examine the intersections among race, class, language, culture and citizenship (including immigrant status) in the identity construction and language learning of these students. Conceptualising race as a social construct and racism as systemic and institutionalised, I employ sociolinguistic analysis of the da…
Researching language and neoliberalism
This special issue aims to develop a research agenda that brings language to the centre of our inquiry and critique of neoliberalism. Based on empirical case studies from across diverse contexts in Europe, North America, and East Asia, contributors to this special issue address two issues: (1) What can be said about the nature of neoliberalism when we approach it from the perspective of language as social and political process? (2) How does langu…
Language ‘skills’ and the neoliberal English education industry
Neoliberal transformation of self, learning, and teaching constructs individuals as bundles of skills (or human capital) and subordinates learning to skill production characterized by an ethic of entrepreneurial self-management [Urciuoli, Bonnie. 2010. “Neoliberal Education: Preparing the Student for the New Workplace.” In Ethnographies of Neoliberalism, edited by Carol Greenhouse, 162–176. Philadelphia: University of Pennsylvania Press]. As such…
Dementia Patient Segmentation Using EMR Data Visualization
(1) Background: The Electronic Medical Record system, which is a digital medical record management architecture, is critical for reliable medical research. It facilitates the investigation of disease patterns and efficient treatment via collaboration with data scientists. (2) Methods: In this study, we present multidimensional visual tools for the analysis of multidimensional datasets via a combination of 3-dimensional radial coordinate visualiza…
Decolonizing indigenous-newcomer relations in the teaching of English in education
Sociology (12 works) · Political science (10 works) · Multilingual Education and Policy (9 works) · Second Language Learning and Teaching (8 works) · Global Education and Multiculturalism (7 works) · Law (7 works) · Social science (7 works) · Epistemology (6 works) · Pedagogy (6 works) · Politics (6 works)