J Ahn
Biographic Data
| ID | 5948 |
|---|---|
| NAME | J Ahn |
| GIVEN NAMES | J |
| FAMILY NAME | Ahn |
| SIGNATURE | AHN J |
| AFFILIATIONS | University of Seoul |
| ORCID | 0000-0001-6119-7095 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Social geographies of categorizations in two preschools
This paper cross-culturally explores the ways children in the U.S. and South Korea are socialized to use culturally specific concepts of social categories. Through detailed descriptions and analysis of everyday preschool interactions in two cultures, the paper examines the roles children’s peer culture and teachers’ everyday socialization inputs can have in the reproduction and perpetuation of knowledge, ideas, and proclivities regarding social c…
South Korean Education Under Psychocultural Globalization
In this special issue, we examine how globalizing forces reshape the self among South Koreans in educational contexts. To address facets of and issues raised by what we call "psychocultural globalization," we take as the central problematic the tension between individuality and relationality in both self-organization and self-other relationships in various educational settings in a globalizing South Korea. A focal concern shared in the five artic…
From My Expression to Our Expressions
In this article, I examine how globally dominant socialization ideas and practices meet with local concerns in a preschool classroom in South Korea, focusing in particular on children's and teachers' interactive participation in indigenizing processes. By analyzing classroom interactions surrounding the imported classroom activity called "message center," the article shows that children, rather than passively adopt teachers' interpretation of glo…
Honorifics and peer conflict in Korean children's language socialization
Finding a Child's Self
This article examines how Korean early childhood education reform efforts to foster children's selves create a fragmented and conflicting educational landscape. I focus on the complex and uneven ways that imported educational ideals are practiced in local contexts. Based on ethnographic fieldwork in a preschool in Seoul, I discuss discrepancies between reform ideals and actual everyday practices to highlight unevenness and nonlinearity of the glo…
You’re my friend today, but not tomorrow
In this article, I analyze children's and adults' discourses on friendship to examine how U.S. middle-class children learn culturally appropriate concepts of friendship. Belying the assumption shared by both caregivers and early research on friendship development that children passively internalize adult-desired concepts of friendship, children creatively reinterpret and reconstruct available cultural resources concerning friendship to build thei…
I'm Not Scared of Anything
This article examines how American middle-class children learn and acquire culturally appropriate emotions and sentiments, focusing especially on children's experiences. By analysing children's emotional worlds as well as adult socialization practices, the article shows that children actively reinterpret, reconstruct and reformulate various cultural resources offered through emotional socialization in order to organize their own culture-laden soc…
The Myth of American Selfhood and Emotion
In this article, I examine the concepts of the self and emotion reflected in American middle-class socialization practices. Detailed ethnographic description of everyday socialization practices in an American middle-class preschool shows that contrary to the characterization that American notions of self and emotion are predominantly individualistic and egocentric, middle-class socialization practices are highly oriented toward developing socioce…
You’re my friend today, but not tomorrow
In this article, I analyze children's and adults' discourses on friendship to examine how U.S. middle-class children learn culturally appropriate concepts of friendship. Belying the assumption shared by both caregivers and early research on friendship development that children passively internalize adult-desired concepts of friendship, children creatively reinterpret and reconstruct available cultural resources concerning friendship to build thei…
I'm Not Scared of Anything
This article examines how American middle-class children learn and acquire culturally appropriate emotions and sentiments, focusing especially on children's experiences. By analysing children's emotional worlds as well as adult socialization practices, the article shows that children actively reinterpret, reconstruct and reformulate various cultural resources offered through emotional socialization in order to organize their own culture-laden soc…
The Myth of American Selfhood and Emotion
In this article, I examine the concepts of the self and emotion reflected in American middle-class socialization practices. Detailed ethnographic description of everyday socialization practices in an American middle-class preschool shows that contrary to the characterization that American notions of self and emotion are predominantly individualistic and egocentric, middle-class socialization practices are highly oriented toward developing socioce…
Finding a Child's Self
This article examines how Korean early childhood education reform efforts to foster children's selves create a fragmented and conflicting educational landscape. I focus on the complex and uneven ways that imported educational ideals are practiced in local contexts. Based on ethnographic fieldwork in a preschool in Seoul, I discuss discrepancies between reform ideals and actual everyday practices to highlight unevenness and nonlinearity of the glo…
South Korean Education Under Psychocultural Globalization
In this special issue, we examine how globalizing forces reshape the self among South Koreans in educational contexts. To address facets of and issues raised by what we call "psychocultural globalization," we take as the central problematic the tension between individuality and relationality in both self-organization and self-other relationships in various educational settings in a globalizing South Korea. A focal concern shared in the five artic…
I'm Not Scared of Anything
This article examines how American middle-class children learn and acquire culturally appropriate emotions and sentiments, focusing especially on children's experiences. By analysing children's emotional worlds as well as adult socialization practices, the article shows that children actively reinterpret, reconstruct and reformulate various cultural resources offered through emotional socialization in order to organize their own culture-laden soc…
The Myth of American Selfhood and Emotion
In this article, I examine the concepts of the self and emotion reflected in American middle-class socialization practices. Detailed ethnographic description of everyday socialization practices in an American middle-class preschool shows that contrary to the characterization that American notions of self and emotion are predominantly individualistic and egocentric, middle-class socialization practices are highly oriented toward developing socioce…
You’re my friend today, but not tomorrow
In this article, I analyze children's and adults' discourses on friendship to examine how U.S. middle-class children learn culturally appropriate concepts of friendship. Belying the assumption shared by both caregivers and early research on friendship development that children passively internalize adult-desired concepts of friendship, children creatively reinterpret and reconstruct available cultural resources concerning friendship to build thei…
Finding a Child's Self
This article examines how Korean early childhood education reform efforts to foster children's selves create a fragmented and conflicting educational landscape. I focus on the complex and uneven ways that imported educational ideals are practiced in local contexts. Based on ethnographic fieldwork in a preschool in Seoul, I discuss discrepancies between reform ideals and actual everyday practices to highlight unevenness and nonlinearity of the glo…
Honorifics and peer conflict in Korean children's language socialization
South Korean Education Under Psychocultural Globalization
In this special issue, we examine how globalizing forces reshape the self among South Koreans in educational contexts. To address facets of and issues raised by what we call "psychocultural globalization," we take as the central problematic the tension between individuality and relationality in both self-organization and self-other relationships in various educational settings in a globalizing South Korea. A focal concern shared in the five artic…
From My Expression to Our Expressions
In this article, I examine how globally dominant socialization ideas and practices meet with local concerns in a preschool classroom in South Korea, focusing in particular on children's and teachers' interactive participation in indigenizing processes. By analyzing classroom interactions surrounding the imported classroom activity called "message center," the article shows that children, rather than passively adopt teachers' interpretation of glo…
Social geographies of categorizations in two preschools
This paper cross-culturally explores the ways children in the U.S. and South Korea are socialized to use culturally specific concepts of social categories. Through detailed descriptions and analysis of everyday preschool interactions in two cultures, the paper examines the roles children’s peer culture and teachers’ everyday socialization inputs can have in the reproduction and perpetuation of knowledge, ideas, and proclivities regarding social c…
Sociology (8 works) · Political science (6 works) · Psychology (6 works) · Children's Rights and Participation (5 works) · Early Childhood Education and Development (5 works) · Social Psychology (5 works) · Socialization (5 works) · Dynamism (4 works) · Epistemology (4 works) · Gender Studies (4 works)