Shin Ji Kang
Biographic Data
| ID | 4815505 |
|---|---|
| NAME | Shin Ji Kang |
| GIVEN NAMES | Shin Ji |
| FAMILY NAME | Kang |
| SIGNATURE | KANG S J |
| AFFILIATIONS | James Madison University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Learning from the Process
This paper describes how arts-based inquiry supported a community of practice among four teacher educators as they explored their beliefs about and work with study abroad programs. The authors discuss three themes emerging from their inquiry: becoming a community of practice, reflecting on identity through arts-based inquiry, and resisting commodified expectations of scholarship. The authors conclude that reflective dialogue arising through arts-…
Dialogue within and dialogue between
The purpose of this paper is to document dialogic reflections of two researchers (Shin Ji and Eun-Young) who had conducted collaborative projects on education for youth with North Korean refugee backgrounds. By employing duoethnography, conversations were conducted on the following questions: What are the experiences that impacted our researcher identities? What is the transformative learning emerged from our engagement in NK research? How do we …
Becoming Me in Third Space
In this study, the authors explored curricular practices of media education for North Korean refugee youths resettled in South Korea, and investigated the impacts of the media education program on their identity construction. Guided by third space theory and framed within a qualitative research paradigm, this media education program was developed by a group of North and South Korean teaching artists. Multimodal data collected throughout the first…
Unspoken Stories by North Korean and Korean-American Educators
This paper articulates the challenges of the South Korean education system through a co-constructed narrative, employing duoethnographic methodology. The authors offer critical and contextualized perspectives on their personal and professional observations on the dysfunctional aspects of South Korean education including dehumanization and overachievement. Drawing upon the framework of education for sustainable development, the authors suggest imp…
The Vulnerability of Teaching and Learning in a Selfie Society
"This book explores the generative power of vulnerabilities facing individuals who inhabit educational spaces. We argue that vulnerability can be an asset in developing understandings of others, and in interrogating the self. Explorations of vulnerability offer a path to building empathy and creating engaged generosity within a community of dissensus. This kind of self-examination is essential in a selfie society in which democratic participation…
Postcolonial Reflection on the Christian Mission
The purpose of this paper is to challenge the dominant narrative of Christian service providers working for North Korean refugees' welfare, and to articulate the perspectives of non-Christian aid recipients, especially North Korean refugees in China and South Korea. Drawing upon postcolonialism, I will unpack dysfunctions of Christian missions and ministries while relating them to anthropological insights and ethnographic research data. As a Chri…
Postcolonial Reflection on the Christian Mission
The purpose of this paper is to challenge the dominant narrative of Christian service providers working for North Korean refugees' welfare, and to articulate the perspectives of non-Christian aid recipients, especially North Korean refugees in China and South Korea. Drawing upon postcolonialism, I will unpack dysfunctions of Christian missions and ministries while relating them to anthropological insights and ethnographic research data. As a Chri…
The Vulnerability of Teaching and Learning in a Selfie Society
"This book explores the generative power of vulnerabilities facing individuals who inhabit educational spaces. We argue that vulnerability can be an asset in developing understandings of others, and in interrogating the self. Explorations of vulnerability offer a path to building empathy and creating engaged generosity within a community of dissensus. This kind of self-examination is essential in a selfie society in which democratic participation…
Postcolonial Reflection on the Christian Mission
The purpose of this paper is to challenge the dominant narrative of Christian service providers working for North Korean refugees' welfare, and to articulate the perspectives of non-Christian aid recipients, especially North Korean refugees in China and South Korea. Drawing upon postcolonialism, I will unpack dysfunctions of Christian missions and ministries while relating them to anthropological insights and ethnographic research data. As a Chri…
Unspoken Stories by North Korean and Korean-American Educators
This paper articulates the challenges of the South Korean education system through a co-constructed narrative, employing duoethnographic methodology. The authors offer critical and contextualized perspectives on their personal and professional observations on the dysfunctional aspects of South Korean education including dehumanization and overachievement. Drawing upon the framework of education for sustainable development, the authors suggest imp…
Becoming Me in Third Space
In this study, the authors explored curricular practices of media education for North Korean refugee youths resettled in South Korea, and investigated the impacts of the media education program on their identity construction. Guided by third space theory and framed within a qualitative research paradigm, this media education program was developed by a group of North and South Korean teaching artists. Multimodal data collected throughout the first…
Dialogue within and dialogue between
The purpose of this paper is to document dialogic reflections of two researchers (Shin Ji and Eun-Young) who had conducted collaborative projects on education for youth with North Korean refugee backgrounds. By employing duoethnography, conversations were conducted on the following questions: What are the experiences that impacted our researcher identities? What is the transformative learning emerged from our engagement in NK research? How do we …
Learning from the Process
This paper describes how arts-based inquiry supported a community of practice among four teacher educators as they explored their beliefs about and work with study abroad programs. The authors discuss three themes emerging from their inquiry: becoming a community of practice, reflecting on identity through arts-based inquiry, and resisting commodified expectations of scholarship. The authors conclude that reflective dialogue arising through arts-…
Political science (5 works) · Sociology (5 works) · Gender Studies (4 works) · Gender Studies (4 works) · Pedagogy (4 works) · Anthropology (3 works) · Refugee (3 works) · Computer Science (2 works) · Education and experiences of immigrants and refugees (2 works) · Korean Peninsula Historical and Political Studies (2 works)