Dosun Ko
Biographic Data
| ID | 910932 |
|---|---|
| NAME | Dosun Ko |
| GIVEN NAMES | Dosun |
| FAMILY NAME | Ko |
| SIGNATURE | KO D |
| AFFILIATIONS | Wichita State University |
| ORCID | 0000-0001-5159-9736 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Contradictions of inclusion
This paper examines how cultural-historical legacies, sociopolitical ideologies, spatial and economic arrangements organize educational responses to human differences at the intersection of disability, race, culture, and language. Drawing upon cultural-historical activity theory, we examine systemic contradictions within the inclusive education system in two national contexts: Ukraine and South Korea. The first case investigates how post-Soviet l…
Revitalizing Vygotskian radical legacy in cultural-historical research for addressing racial injustice in education
This study responds to recent calls for the revitalization of the Vygotskian radical legacy and the reclamation of critical uses of cultural-historical research through a retrospective analysis of two case studies. The first case study describes the development and application of a discourse-based formative intervention framework to reveal psychological processes associated with reimagining and enacting possible futures among early adolescent Bla…
Culturally Sustaining Inclusive Systemic Design to Address Overrepresentation of Students of Color with and without Dis/abilities in Exclusionary Practices
Overrepresentation of students of color with and without dis/abilities in exclusionary practices (e.g., suspension, expulsion) is a historically accumulating educational debt that stems from the intersection of racism, ableism, and other forms of oppression. As a historical, sociopolitical, and geospatial situated issue, addressing racial disproportionality in exclusionary practices requires developing localized solutions in response to local rac…
Dismantling the Settler-Colonial Punitive School System
Background/Context: In the United States, American Indian youth face multiple forms of marginalization in a settler-colonial school system. In particular, exclusionary school discipline practices (e.g., out-of-school suspensions, expulsions) have been used as tools of exclusion, through which Indigenous bodies are erased from the learning spaces while reinforcing and perpetuating white settler-colonial privilege. To combat settler-colonial violen…
Organizing Possible Futures
In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structur…
The Unbearable Unaccountability of Academia
Implicit racial bias has gained attention as a central contributor to enduring racial disparities in various systems in the United States, such as in criminal justice, particularly regarding police violence—and in education as related to school discipline. Scholars in education have suggested multiple strategies and products (e.g., professional development modules) to raise awareness among practitioners about their implicit biases. Similar to oth…
Marginalization at the Intersection of Language, Culture, and Disability
In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with disabilities. Drawing on an interdisciplinary lens informed by disability critical race theory and cultu…
Racial Equity by Design
Racial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders’ collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led by an urban high school community, this case study examines how Learning Lab, an inclusive problem-s…
Creating Thirdspace
Racial disproportionality in school discipline is an enduring systemic problem. This study is based on a collaboration with 14 school stakeholders: American Indian students, parents, community members, and educators at a high school in a community-driven problem-solving process called Indigenous Learning Lab (ILL). ILL members addressed the root causes of the racialized school discipline and created a new school discipline system. Using critical …
Learning lab as a utopian methodology for future making
Students from minoritized communities in US public schools face harsher exclusionary discipline, leading to negative academic, social, and emotional outcomes. Racial disproportionality in school discipline is a critical inequity that requires ecologically valid solutions with local stakeholders. The Indigenous Learning Lab (ILL) was implemented to address racial disproportionality that American Indian students experience at a rural high school se…
Fugitive future making
In U.S. school systems, anti-Blackness and ableism are organizing principles that constitute a system of exclusion through which to dismiss complex intersectional identities of Black, Indigenous, and People of Color (BIPOC) students with and without disabilities. Racialized outcome disparities in the identification of disability and school disciplinary actions are material consequences of the historically sedimented White and ableist legacy that …
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion
American Indian students continue to experience marginalization in settler-colonial school systems in the United States. American Indian students receive disciplinary punishment more frequently and harshly than white peers. Overrepresentation of American Indian students in school discipline is a byproduct of a long history of oppressive settler-colonial schooling. To address racial disproportionality in school discipline, the Indigenous Learning …
A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities
Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD…
Expanding Transformative Agency
Background In the United States, students of color are more likely to receive disciplinary exclusion compared with their White peers. The racial disproportionality in exclusionary school discipline (e.g., office discipline referrals and suspension) marginalizes students from nondominant communities and further aggravates inequalities in academic, social, and behavioral outcomes. As a socially, historically, and geographically situated inequity is…
Inclusive knowledge production at an elementary school through family-school-university partnerships
Transformative agency for justice
In the U.S. school systems, Native American students receive harsher and more frequent school discipline than White counterparts. Exclusionary discipline may result in adverse academic, social, and life outcomes. There is an urgent need for creating an inclusive, equity-oriented learning environment where Native American students’ identities, well-being, and dignity are promoted and nurtured. To develop a culturally responsive behavioral support …
Social production of space and everyday microaggressions
Space is a dynamic social construction in which human experiences and social realities are constantly constructed, deconstructed, and renegotiated. Educational researchers have persistently claimed the necessity of a geospatial turn to divulge the privilege and oppression that takes place in a certain spatial context, and to reimagine the emancipatory possibility of space. Employing a critical lens informed by interdisciplinary literature from cr…
Transformative agency for justice
In the U.S. school systems, Native American students receive harsher and more frequent school discipline than White counterparts. Exclusionary discipline may result in adverse academic, social, and life outcomes. There is an urgent need for creating an inclusive, equity-oriented learning environment where Native American students’ identities, well-being, and dignity are promoted and nurtured. To develop a culturally responsive behavioral support …
Racial Equity by Design
Racial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders’ collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led by an urban high school community, this case study examines how Learning Lab, an inclusive problem-s…
Social production of space and everyday microaggressions
Space is a dynamic social construction in which human experiences and social realities are constantly constructed, deconstructed, and renegotiated. Educational researchers have persistently claimed the necessity of a geospatial turn to divulge the privilege and oppression that takes place in a certain spatial context, and to reimagine the emancipatory possibility of space. Employing a critical lens informed by interdisciplinary literature from cr…
Social production of space and everyday microaggressions
Space is a dynamic social construction in which human experiences and social realities are constantly constructed, deconstructed, and renegotiated. Educational researchers have persistently claimed the necessity of a geospatial turn to divulge the privilege and oppression that takes place in a certain spatial context, and to reimagine the emancipatory possibility of space. Employing a critical lens informed by interdisciplinary literature from cr…
A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities
Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD…
Expanding Transformative Agency
Background In the United States, students of color are more likely to receive disciplinary exclusion compared with their White peers. The racial disproportionality in exclusionary school discipline (e.g., office discipline referrals and suspension) marginalizes students from nondominant communities and further aggravates inequalities in academic, social, and behavioral outcomes. As a socially, historically, and geographically situated inequity is…
Inclusive knowledge production at an elementary school through family-school-university partnerships
Transformative agency for justice
In the U.S. school systems, Native American students receive harsher and more frequent school discipline than White counterparts. Exclusionary discipline may result in adverse academic, social, and life outcomes. There is an urgent need for creating an inclusive, equity-oriented learning environment where Native American students’ identities, well-being, and dignity are promoted and nurtured. To develop a culturally responsive behavioral support …
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion
American Indian students continue to experience marginalization in settler-colonial school systems in the United States. American Indian students receive disciplinary punishment more frequently and harshly than white peers. Overrepresentation of American Indian students in school discipline is a byproduct of a long history of oppressive settler-colonial schooling. To address racial disproportionality in school discipline, the Indigenous Learning …
Learning lab as a utopian methodology for future making
Students from minoritized communities in US public schools face harsher exclusionary discipline, leading to negative academic, social, and emotional outcomes. Racial disproportionality in school discipline is a critical inequity that requires ecologically valid solutions with local stakeholders. The Indigenous Learning Lab (ILL) was implemented to address racial disproportionality that American Indian students experience at a rural high school se…
Fugitive future making
In U.S. school systems, anti-Blackness and ableism are organizing principles that constitute a system of exclusion through which to dismiss complex intersectional identities of Black, Indigenous, and People of Color (BIPOC) students with and without disabilities. Racialized outcome disparities in the identification of disability and school disciplinary actions are material consequences of the historically sedimented White and ableist legacy that …
Revitalizing Vygotskian radical legacy in cultural-historical research for addressing racial injustice in education
This study responds to recent calls for the revitalization of the Vygotskian radical legacy and the reclamation of critical uses of cultural-historical research through a retrospective analysis of two case studies. The first case study describes the development and application of a discourse-based formative intervention framework to reveal psychological processes associated with reimagining and enacting possible futures among early adolescent Bla…
Culturally Sustaining Inclusive Systemic Design to Address Overrepresentation of Students of Color with and without Dis/abilities in Exclusionary Practices
Overrepresentation of students of color with and without dis/abilities in exclusionary practices (e.g., suspension, expulsion) is a historically accumulating educational debt that stems from the intersection of racism, ableism, and other forms of oppression. As a historical, sociopolitical, and geospatial situated issue, addressing racial disproportionality in exclusionary practices requires developing localized solutions in response to local rac…
Dismantling the Settler-Colonial Punitive School System
Background/Context: In the United States, American Indian youth face multiple forms of marginalization in a settler-colonial school system. In particular, exclusionary school discipline practices (e.g., out-of-school suspensions, expulsions) have been used as tools of exclusion, through which Indigenous bodies are erased from the learning spaces while reinforcing and perpetuating white settler-colonial privilege. To combat settler-colonial violen…
Organizing Possible Futures
In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structur…
The Unbearable Unaccountability of Academia
Implicit racial bias has gained attention as a central contributor to enduring racial disparities in various systems in the United States, such as in criminal justice, particularly regarding police violence—and in education as related to school discipline. Scholars in education have suggested multiple strategies and products (e.g., professional development modules) to raise awareness among practitioners about their implicit biases. Similar to oth…
Marginalization at the Intersection of Language, Culture, and Disability
In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with disabilities. Drawing on an interdisciplinary lens informed by disability critical race theory and cultu…
Racial Equity by Design
Racial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders’ collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led by an urban high school community, this case study examines how Learning Lab, an inclusive problem-s…
Creating Thirdspace
Racial disproportionality in school discipline is an enduring systemic problem. This study is based on a collaboration with 14 school stakeholders: American Indian students, parents, community members, and educators at a high school in a community-driven problem-solving process called Indigenous Learning Lab (ILL). ILL members addressed the root causes of the racialized school discipline and created a new school discipline system. Using critical …
Contradictions of inclusion
This paper examines how cultural-historical legacies, sociopolitical ideologies, spatial and economic arrangements organize educational responses to human differences at the intersection of disability, race, culture, and language. Drawing upon cultural-historical activity theory, we examine systemic contradictions within the inclusive education system in two national contexts: Ukraine and South Korea. The first case investigates how post-Soviet l…
Sociology (14 works) · Education Discipline and Inequality (12 works) · Political science (12 works) · Law (10 works) · Pedagogy (10 works) · Gender Studies (9 works) · Indigenous (6 works) · Psychology (6 works) · Social science (6 works) · Behavioral and Psychological Studies (5 works)