Jean J Ryoo
Biographic Data
| ID | 6817468 |
|---|---|
| NAME | Jean J Ryoo |
| GIVEN NAMES | Jean J |
| FAMILY NAME | Ryoo |
| SIGNATURE | RYOO J J |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0001-8846-9011 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Embracing Pedagogies of Joy With Joy
In this response to Scipio, Greenberg, Keifert, and Lee as part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, the author builds on Scipio et al.'s conceptualization of Pedagogies of Joy (POY) to further explore questions of relationality, power, resistance, justice, and third space. This is provided in the sociohistorical context of Western notions of humor, and how this context shapes current …
Walking the talk
Introduction This study examines how a research-practice partnership (RPP) involving university researchers and local education agency leaders across California engaged in the ongoing work of collaboratively defining and operationalizing “equity” in computer science (CS) education implementation. Grounded in Freire’s concepts of praxis, words-as-praxis, and dialog, this qualitative research explores how sustained engagement with defining equity b…
Plugging into power
Research demonstrates a connection between parent perspectives and children’s decisions to pursue careers in STEM (e.g. Albritton et al., Citation2020; Fouad et al., Citation2016). However, there is limited research on parents’ impact on CS education advocacy. Through one-on-one parent interviews, this study found that parents engage in educational advocacy, but have limited access to CS resources and information on how to advocate for computing …
“I just hope that I can change the world”
This paper explores how minoritized Computer Science (CS) students articulate their sense of critical agency to positively impact the world around them, both for today and the future, when participating in a Girls Who Code program focused on ethics, equity, and underrepresentation in computing. Observations, interviews, and surveys were conducted across five sites in which students read a graphic novel (entitled Power On!) about inequities in tec…
“I See Students Differently”
With the expansion of maker programs in school and out-of-school settings, investigating the connections between making and learning are important for many reasons, not least to build the evidence base needed by educators committed to its practice. In this paper, we argue that, as a relatively new area of inquiry, studies of making can benefit from close dialogue between researchers and the practitioners who have both pioneered and continue to de…
Critical Spiritual Pedagogy
American public schools today continue to segregate, alienate, and disempower non-dominant students through the use of culturally oppressive curricula and pedagogical practices. Through portraiture, this article illustrates how such educational issues are rooted in the fact that non-dominant students are often denied their humanity in schools. Building on a rich theoretical tradition of critical theory and critical pedagogy, this article challeng…
Critical Spiritual Pedagogy
American public schools today continue to segregate, alienate, and disempower non-dominant students through the use of culturally oppressive curricula and pedagogical practices. Through portraiture, this article illustrates how such educational issues are rooted in the fact that non-dominant students are often denied their humanity in schools. Building on a rich theoretical tradition of critical theory and critical pedagogy, this article challeng…
Critical Spiritual Pedagogy
American public schools today continue to segregate, alienate, and disempower non-dominant students through the use of culturally oppressive curricula and pedagogical practices. Through portraiture, this article illustrates how such educational issues are rooted in the fact that non-dominant students are often denied their humanity in schools. Building on a rich theoretical tradition of critical theory and critical pedagogy, this article challeng…
“I See Students Differently”
With the expansion of maker programs in school and out-of-school settings, investigating the connections between making and learning are important for many reasons, not least to build the evidence base needed by educators committed to its practice. In this paper, we argue that, as a relatively new area of inquiry, studies of making can benefit from close dialogue between researchers and the practitioners who have both pioneered and continue to de…
Walking the talk
Introduction This study examines how a research-practice partnership (RPP) involving university researchers and local education agency leaders across California engaged in the ongoing work of collaboratively defining and operationalizing “equity” in computer science (CS) education implementation. Grounded in Freire’s concepts of praxis, words-as-praxis, and dialog, this qualitative research explores how sustained engagement with defining equity b…
Plugging into power
Research demonstrates a connection between parent perspectives and children’s decisions to pursue careers in STEM (e.g. Albritton et al., Citation2020; Fouad et al., Citation2016). However, there is limited research on parents’ impact on CS education advocacy. Through one-on-one parent interviews, this study found that parents engage in educational advocacy, but have limited access to CS resources and information on how to advocate for computing …
“I just hope that I can change the world”
This paper explores how minoritized Computer Science (CS) students articulate their sense of critical agency to positively impact the world around them, both for today and the future, when participating in a Girls Who Code program focused on ethics, equity, and underrepresentation in computing. Observations, interviews, and surveys were conducted across five sites in which students read a graphic novel (entitled Power On!) about inequities in tec…
Embracing Pedagogies of Joy With Joy
In this response to Scipio, Greenberg, Keifert, and Lee as part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, the author builds on Scipio et al.'s conceptualization of Pedagogies of Joy (POY) to further explore questions of relationality, power, resistance, justice, and third space. This is provided in the sociohistorical context of Western notions of humor, and how this context shapes current …
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Teaching and Learning Programming (4 works) · Computer Science (3 works) · Political science (3 works) · General partnership (2 works) · Power structure (2 works) · Public relations (2 works)