Subin Sarah Yeo
Biographic Data
| ID | 668954 |
|---|---|
| NAME | Subin Sarah Yeo |
| GIVEN NAMES | Subin Sarah |
| FAMILY NAME | Yeo |
| SIGNATURE | YEO S S |
| AFFILIATIONS | Hannam University |
| ORCID | 0000-0003-3199-2244 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Beyond protocols: A critical autoethnography of ethical complexities in conflict-affected field Research
Bridging or Bypassing? The paradox of non-formal education in post-conflict Côte d’Ivoire
From liminality to self-reliance: Refugee teachers’ roles and practices during protracted uncertainties
Conceptualizing Education within a Thai Refugee Camp Based on a ‘for Them’ and a ‘by Them’ Paradigm
This study reveals the marginalized narratives in refugee education discourses by highlighting local perspectives on how education is formed, maintained, and conceptualized inside a refugee camp. Adopting a qualitative research approach, the data was collected during the author’s 5 months full-time stay between 2019 and 2020 inside the Mae La refugee camp, located on the Thai-Myanmar border. Focusing on the voices of various educational stakehold…
Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale
With increasingly protracted conflict and crisis situations and today’s sustainable development imperative, the global community is facing challenges in providing quality education to refugee learners. The article reflects on conventional approaches that have been adopted by the global stakeholders and questions whether the current state of refugee education is indeed educational. Based on Paulo Freire’s theoretical standpoint, the article draws …
Schooling for a Stateless Nation: The Predicament of Education without Consensus for Karen Refugees on the Thailand-Myanmar Border
This article addresses the issue of schooling for refugees, as members of a stateless nation, in the context of Karen refugees in Thailand. The authors used ethnographic methods of in-depth, semi-structured interviews and participant observation with over 250 residents of Mae La refugee camp. Our conceptual framework draws on theories of pedagogy for liberation and grassroots development. We found that, due to overlapping sources of authority wit…
Cultural disequilibrium: Struggles and strategies in intercultural settings in the case of exchange teachers invited to Korea
In this globalising society, teachers are often exposed to opportunities to move across their national borders to seek for learning opportunities. In the process of planning and evaluating such opportunities, it is tempting for teacher educators in intercultural settings to assume that teachers simply obtain intercultural competence by merely participating in international placements. However, it is important to understand thoroughly how teachers…
Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale
With increasingly protracted conflict and crisis situations and today’s sustainable development imperative, the global community is facing challenges in providing quality education to refugee learners. The article reflects on conventional approaches that have been adopted by the global stakeholders and questions whether the current state of refugee education is indeed educational. Based on Paulo Freire’s theoretical standpoint, the article draws …
From liminality to self-reliance: Refugee teachers’ roles and practices during protracted uncertainties
Cultural disequilibrium: Struggles and strategies in intercultural settings in the case of exchange teachers invited to Korea
In this globalising society, teachers are often exposed to opportunities to move across their national borders to seek for learning opportunities. In the process of planning and evaluating such opportunities, it is tempting for teacher educators in intercultural settings to assume that teachers simply obtain intercultural competence by merely participating in international placements. However, it is important to understand thoroughly how teachers…
Schooling for a Stateless Nation: The Predicament of Education without Consensus for Karen Refugees on the Thailand-Myanmar Border
This article addresses the issue of schooling for refugees, as members of a stateless nation, in the context of Karen refugees in Thailand. The authors used ethnographic methods of in-depth, semi-structured interviews and participant observation with over 250 residents of Mae La refugee camp. Our conceptual framework draws on theories of pedagogy for liberation and grassroots development. We found that, due to overlapping sources of authority wit…
Conceptualizing Education within a Thai Refugee Camp Based on a ‘for Them’ and a ‘by Them’ Paradigm
This study reveals the marginalized narratives in refugee education discourses by highlighting local perspectives on how education is formed, maintained, and conceptualized inside a refugee camp. Adopting a qualitative research approach, the data was collected during the author’s 5 months full-time stay between 2019 and 2020 inside the Mae La refugee camp, located on the Thai-Myanmar border. Focusing on the voices of various educational stakehold…
Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale
With increasingly protracted conflict and crisis situations and today’s sustainable development imperative, the global community is facing challenges in providing quality education to refugee learners. The article reflects on conventional approaches that have been adopted by the global stakeholders and questions whether the current state of refugee education is indeed educational. Based on Paulo Freire’s theoretical standpoint, the article draws …
From liminality to self-reliance: Refugee teachers’ roles and practices during protracted uncertainties
Beyond protocols: A critical autoethnography of ethical complexities in conflict-affected field Research
Bridging or Bypassing? The paradox of non-formal education in post-conflict Côte d’Ivoire
Political science (5 works) · Sociology (5 works) · Education and experiences of immigrants and refugees (4 works) · Law (4 works) · Pedagogy (4 works) · Refugee (4 works) · Anthropology (3 works) · Asian Geopolitics and Ethnography (3 works) · Migration, Refugees, and Integration (3 works) · Gender Studies (2 works)