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Carving out a hybrid space: a self-study of contextualizing teaching for social justice in South Korea

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Abstract

Throughout the world, issues of justice, equity, and diversity have been extensively discussed and are now ubiquitous in educational research circles under the overarching term, teaching for social justice. The expansion and worldwide popularity of teaching for social justice is promising, but it opens up new challenges with contextualization: situating the global-scale discourse within local and national contexts. With careful attention to the context of South Korea, this self-study illuminates one teacher educator’s struggle to integrate social justice teaching with the nation’s culture and education system. Guided by hybridity theory, the findings provide a detailed description of the course improvement, focusing on how the teacher educator interpreted and responded to context-specific tensions encountered in each academic year. The discussion highlights tensions and dilemmas that might be encountered by teacher educators who practice social justice teaching in countries where there are curricular standards at the national level; teachers serve as government officials; and, in spite of increasing diversity, student demographics are still homogeneous. Based on the findings, instructional strategies for carving out third space in the practice of social justice teaching are provided.

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Notes

  1. The five types of literacy are inseparable, but specific literacies can more effectively serve specific paradigms of justice. For instance, a strong commitment to teaching functional literacy supports the distributive view of justice in that it primarily concerns the equitable distribution of educational resources and opportunities; critical literacy supports the recognition/relation view of justice in that it concerns institution-level injustices that create unequal distributions; and relational literacy supports the recognition/relation view of justice in that it prioritizes individuals’ interactions based on mutual respect built upon the pivots of interdependencies (Author 2017).

  2. My position as a researcher needed to be carefully examined before and throughout this study because, as a primary instrument of data collection and analysis, I had left to rely on my own instincts, perspectives, and abilities throughout the project (Merriam, 1998). Sensoy and DiAngelo (2012) suggested that critical researchers who claim to promote social justice must understand their own positions within the structural level of relations of unequal power by “engaging in self-reflection about their own socialization into their social group” (p. 1). Being deliberately cognizant and critically reflective of my social and cultural perspective and experiences helped me better understand the relationship between my position and the participants in this study, thereby improving the overall quality of the study.

  3. Equipping the prospective teachers with the set of concepts and theories prior to self-reflection is based on what I learned from the 2016 graduate course. The graduate students in their self-reflection had difficulty analyzing their conceptions, experiences, and behaviors with critical lens, and what they have discussed in their self-reflection notes was little different from an autobiographical essay. Reflecting on the student-generated materials, however, I found that two graduate students— who had read through the first six chapters of Sensoy and DiAngelo (2012) and then shared out what they learned from the chapters with the rest of the students — were more deeply engaged in the self-reflection, integrating the major concepts and theories related to social justice and equity with their prior knowledge and lived experiences. These two critical friends stated that the concepts and theories they learned from the chapters came up with intellectual tools for critically analyzing their assumptions, experiences, and behavioral patterns.

  4. The instruction at this stage was based on Brie Picower’s (2012) six elements of social justice education. Since the prospective teachers had already dealt with the former three elements—self-love and knowledge, respect for others, and issues of social injustice—in this stage, they engaged with the latter three elements: social movements and social change, awareness-raising, and social action.

  5. By the beginning of the final project, the prospective teachers were provided with a semi-structured scenario describing a particular classroom, school, and community where they are supposed to teach. This imaginary classroom of fourth graders involved 25 South Korean students from middle to low SES, and two ethnically underrepresented students: Mia from Philippine and Ryu from Japan.

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Acknowledgements

I would like to thank the editors and anonymous reviewers for their constructive feedback. I am also grateful to Dr. Geneva Gay and Dr. Emily Bald for their thoughtful comments on earlier drafts of this paper.

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This work was supported by the Hongik University new faculty research support fund.

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  1. Department of Education, Hongik University, 94 Wausan-ro, Humanities and Society Building C #823, Mapo-gu, Seoul, 04066, South Korea

    Hyunhee Cho

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Cho, H. Carving out a hybrid space: a self-study of contextualizing teaching for social justice in South Korea. Asia Pacific Educ. Rev. 22, 495–513 (2021). https://doi.org/10.1007/s12564-021-09683-z

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