W J Kim
Dados Biográficos
| ID | 43725 |
|---|---|
| NOME | W J Kim |
| PRENOMES | W J |
| SOBRENOME | Kim |
| ASSINATURA | KIM W J |
| AFILIAÇÕES | Santa Clara University |
| ORCID | 0000-0002-3914-6854 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1998 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Making Space in Support of Youths' Rightful Presence in Informal STEM Learning
Informal science, technology, engineering, and mathematics (STEM) learning (ISL) can remain inequitable when discourse and practices in ISL spaces position youth as temporary guests by implicitly or explicitly sidelining youths' experiences, community wisdom, cultures, and histories. The framework of rightful presence problematizes guest–host relationalities that delimit youths' rights in learning spaces. It calls for educators' disruptive and tr…
Designing and leading justice‐centered informal STEM education
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice‐centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions…
At first they felt barely relevant
This study explores three science teachers' sensemaking of justice-oriented science teaching, as they reflect on their science teaching practices in the framework of justice as redistribution, recognition, and representation. Drawing on a constant comparative analysis of data generated from group and individual conversations with the teachers, findings report that teachers' initial understanding of justice and its practices were more aligned with…
Community-Engaged Research Projects in School Settings
Community-engaged research (CER) is a justice-oriented research paradigm that emphasizes equitable and reciprocal knowledge co-production with community members and organizations, sharing power, benefits, contributions, and responsibilities among all participants. This study explores nine teachers’ cases of facilitating CER projects in their respective school settings, aimed to support students’ critical consciousness and action for environmental…
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning
Despite the promise of Informal Science Learning settings (ISLs) in supporting youth science engagement in ways that value their experiences and communities, in practice, such opportunities are limited. While some ISLs promote more culturally relevant approaches to science engagement, many still reflect White supremacist and patriarchal worldviews in discourse and practice. In Research Practice Partnerships, we engaged eight ISL educators from tw…
Exploratory content analysis
Science textbooks, as one of the main tools for school science education, contain knowledge and practices valued by Western epistemological culture. As those who (will) live in a world expanding from the westernized to the multicultural, students, regardless of their cultural/ethnic backgrounds, should be supported to critically understand and use science. This study, using Whiteness as a conceptual tool, examine whether and how textbooks present…
Clinical courses of pure sleep epilepsies
This study aims to understand seizure control outcomes and the risk of developing new wake seizures (WS) related to the different types of pure sleep epilepsies (SE), which is important in making rational management plans. A retrospective review of the Yonsei Epilepsy Clinic Registry identified 63 patients with pure SE not belonging to any specific epileptic syndromes. They were divided into the group of generalized tonic-clonic seizures during s…
At first they felt barely relevant
This study explores three science teachers' sensemaking of justice-oriented science teaching, as they reflect on their science teaching practices in the framework of justice as redistribution, recognition, and representation. Drawing on a constant comparative analysis of data generated from group and individual conversations with the teachers, findings report that teachers' initial understanding of justice and its practices were more aligned with…
Designing and leading justice‐centered informal STEM education
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice‐centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions…
Clinical courses of pure sleep epilepsies
This study aims to understand seizure control outcomes and the risk of developing new wake seizures (WS) related to the different types of pure sleep epilepsies (SE), which is important in making rational management plans. A retrospective review of the Yonsei Epilepsy Clinic Registry identified 63 patients with pure SE not belonging to any specific epileptic syndromes. They were divided into the group of generalized tonic-clonic seizures during s…
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning
Despite the promise of Informal Science Learning settings (ISLs) in supporting youth science engagement in ways that value their experiences and communities, in practice, such opportunities are limited. While some ISLs promote more culturally relevant approaches to science engagement, many still reflect White supremacist and patriarchal worldviews in discourse and practice. In Research Practice Partnerships, we engaged eight ISL educators from tw…
Exploratory content analysis
Science textbooks, as one of the main tools for school science education, contain knowledge and practices valued by Western epistemological culture. As those who (will) live in a world expanding from the westernized to the multicultural, students, regardless of their cultural/ethnic backgrounds, should be supported to critically understand and use science. This study, using Whiteness as a conceptual tool, examine whether and how textbooks present…
Community-Engaged Research Projects in School Settings
Community-engaged research (CER) is a justice-oriented research paradigm that emphasizes equitable and reciprocal knowledge co-production with community members and organizations, sharing power, benefits, contributions, and responsibilities among all participants. This study explores nine teachers’ cases of facilitating CER projects in their respective school settings, aimed to support students’ critical consciousness and action for environmental…
Making Space in Support of Youths' Rightful Presence in Informal STEM Learning
Informal science, technology, engineering, and mathematics (STEM) learning (ISL) can remain inequitable when discourse and practices in ISL spaces position youth as temporary guests by implicitly or explicitly sidelining youths' experiences, community wisdom, cultures, and histories. The framework of rightful presence problematizes guest–host relationalities that delimit youths' rights in learning spaces. It calls for educators' disruptive and tr…
Designing and leading justice‐centered informal STEM education
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice‐centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions…
At first they felt barely relevant
This study explores three science teachers' sensemaking of justice-oriented science teaching, as they reflect on their science teaching practices in the framework of justice as redistribution, recognition, and representation. Drawing on a constant comparative analysis of data generated from group and individual conversations with the teachers, findings report that teachers' initial understanding of justice and its practices were more aligned with…
Pedagogy (6 obras) · Sociology (6 obras) · Political science (5 obras) · Mathematics education (4 obras) · Psychology (4 obras) · Science education (4 obras) · Higher Education Practises and Engagement (3 obras) · Citizen journalism (2 obras) · Computer Science (2 obras) · Educator Training and Historical Pedagogy (2 obras)