Yeonghwi Ryu
Biographic Data
| ID | 4217415 |
|---|---|
| NAME | Yeonghwi Ryu |
| GIVEN NAMES | Yeonghwi |
| FAMILY NAME | Ryu |
| SIGNATURE | RYU Y |
| AFFILIATIONS | Gwangju National University of Education |
| ORCID | 0000-0002-0514-8704 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Can multilingual curricular space emerge in monolingual schooling
Language teacher advocates often confront emotional tensions produced by monolingual schooling, yet less is known about how such tensions become, or fail to become, agency in everyday teaching contexts where formal support is limited. Drawing on poststructural scholarship on teacher emotion and agency, and conceptualizing multilingual curricular space as both ideological and implementational, this autoethnographic study examines how emotional ten…
Racism without race in South Korea
Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture
While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of…
Demystifying Participatory Analysis With Children
Despite its importance, participatory analysis has traditionally been an unexplored field. In particular, children have been marginalized in the analysis process due to their perceived inexperience and lack of capabilities. Even though there have been efforts to provide children with training, known as capacity-building, in this approach, the pre-existing dominant narrative about who has valuable knowledges and who the experts has been repeated o…
Critical Inquiry With Children as an Unlearning Process
Critical inquiries with children have been increasingly conducted in various educational settings. However, valuing children's way of knowing while keeping inquiries critical remains an ongoing issue. This study aims to understand what can be learned about the design, conduct, and interpretation of critical inquiry from children's engagement. I present a case of critical inquiries that I conducted with five fifth-grade migrant Joseonjok children …
Critical Inquiry With Children as an Unlearning Process
Critical inquiries with children have been increasingly conducted in various educational settings. However, valuing children's way of knowing while keeping inquiries critical remains an ongoing issue. This study aims to understand what can be learned about the design, conduct, and interpretation of critical inquiry from children's engagement. I present a case of critical inquiries that I conducted with five fifth-grade migrant Joseonjok children …
Racism without race in South Korea
Demystifying Participatory Analysis With Children
Despite its importance, participatory analysis has traditionally been an unexplored field. In particular, children have been marginalized in the analysis process due to their perceived inexperience and lack of capabilities. Even though there have been efforts to provide children with training, known as capacity-building, in this approach, the pre-existing dominant narrative about who has valuable knowledges and who the experts has been repeated o…
Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture
While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of…
Demystifying Participatory Analysis With Children
Despite its importance, participatory analysis has traditionally been an unexplored field. In particular, children have been marginalized in the analysis process due to their perceived inexperience and lack of capabilities. Even though there have been efforts to provide children with training, known as capacity-building, in this approach, the pre-existing dominant narrative about who has valuable knowledges and who the experts has been repeated o…
Critical Inquiry With Children as an Unlearning Process
Critical inquiries with children have been increasingly conducted in various educational settings. However, valuing children's way of knowing while keeping inquiries critical remains an ongoing issue. This study aims to understand what can be learned about the design, conduct, and interpretation of critical inquiry from children's engagement. I present a case of critical inquiries that I conducted with five fifth-grade migrant Joseonjok children …
Racism without race in South Korea
Can multilingual curricular space emerge in monolingual schooling
Language teacher advocates often confront emotional tensions produced by monolingual schooling, yet less is known about how such tensions become, or fail to become, agency in everyday teaching contexts where formal support is limited. Drawing on poststructural scholarship on teacher emotion and agency, and conceptualizing multilingual curricular space as both ideological and implementational, this autoethnographic study examines how emotional ten…
Pedagogy (4 works) · Sociology (3 works) · Anthropology (2 works) · Children's Rights and Participation (2 works) · Curriculum (2 works) · Early Childhood Education and Development (2 works) · Global Education and Multiculturalism (2 works) · Multilingual Education and Policy (2 works) · Psychology (2 works) · Second Language Learning and Teaching (2 works)