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Schooling at the Intersection of Refugee Identity and (Dis)Ability: Implications from North Korean Students with Refugee Backgrounds

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Schooling at the Intersection of Refugee Identity and (Dis)Ability: Implications from North Korean Students with Refugee Backgrounds View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Syracuse University Research Facility and Collaborative Environment Syracuse University SURFACE Dissertations - ALL SURFACE December 2018 SCHOOLING AT THE INTERSECTION OF REFUGEE IDENTITY AND (DIS)ABILITY: IMPLICATIONS FROM NORTH KOREAN STUDENTS WITH REFUGEE BACKGROUNDS Yosung Song Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Song, Yosung, "SCHOOLING AT THE INTERSECTION OF REFUGEE IDENTITY AND (DIS)ABILITY: IMPLICATIONS FROM NORTH KOREAN STUDENTS WITH REFUGEE BACKGROUNDS" (2018). Dissertations - ALL. 973. https://surface.syr.edu/etd/973 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract Researchers have previously found that school-age refugees and asylum-seekers are frequently characterized as experiencing physical, emotional, or psychological disabilities or disorders in schools because of the adversity that they face and a lack of adequate resources during their refugee journey. In their relocated society, many refugee students are interpreted as having disabilities or receiving special education services. While refugee experiences are often framed as causing deficits in students, the purpose of this study was to better understand the interplay of (dis)ability and refugee identity at a school that publicly proclaimed refugee experience as an asset. Grounded in a qualitative methodology, I designed a qualitative study examining experiences of North Korean students with refugee backgrounds (SRB) who relocated to South Korea. I utilized participant observations, document analysis, and interviews with students, teachers, and school leaders at an alternative school in South Korea, exclusively serving North Korean SRB. The findings of this study build on previous research by demonstrating how disability can become embodied, not only through refugee experiences, but also through the effects of living with a stigmatized identity, social structures, policies, and structures of education in a new society. North Korean SRB began to develop identities forged at the intersection of refugee identity and (dis)ability in South Korean schools and society at large. The stigma and economic circumstances that students in this study experienced after their relocation illustrate how they began to be associated with elements of disability, only after coming to South Korea. Findings also demonstrated the culturally relevant philosophical approaches and practices that teachers used to support North Korean SRB to develop a positive understanding about their identity. I conclude this study with discussions of implications and recommendations directed to educators, school administrators and practitioners. SCHOOLING AT THE INTERSECTION OF REFUGEE IDENTITY AND (DIS)ABILITY: IMPLICATIONS FROM NORTH KOREAN STUDENTS WITH REFUGEE BACKGROUNDS by Yosung Song B.A., Seoul National University of Education, 2004 M.P.S., State University of New York at New Paltz, 2012 C.A.S., Syracuse University, 2015 C.A.S., Syracuse University, 2017 Dissertation Submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Special Education Syracuse University December 2018 Copyright © Yosung Song 2018 All Rights Reserved Acknowledgements It has been an incredible journey for me since I became a member of the Syracuse University community and was introduced to the field of Disability Studies. At Syracuse University, I have learned how to express both long-held ideas and new ways of thinking as an emerging scholar. I am immensely grateful to all of the people who have supported me through their kindness, advice, and company since I arrived in Syracuse in 2013. I would like to thank my dissertation committee members: Professors Beth Ferri, Alan Foley, and Eunjung Kim for pushing me to be a better writer, critical thinker, and thoughtful researcher. Eunjung, Beth, and Alan’s support has guided me throughout my dissertation process as well as the doctoral program. I would also like to thank Professors Christy Ashby and Julia White for mentoring me as I learned how to be a university teacher and researcher. Thank you to several administrative assistants in the School of Education: Mary Ann Baker, Deni Mai Dube, Michelle Mondo, Jeanne Schmidt, Dani Weinstein, and Cherri Wells. I appreciate your help which guided me to move forward throughout my time in the doctoral program. Thank you to my amazing doctoral cohort, classmates, and friends whom I met in Syracuse: Amy Applebaum, Caitlyn Caron, Megan Cartier, Layla Dehaiman, Brianna Dickens, Brent Elder, Micah Fialka-Feldman, Laura Jaffee, Kelsey John, EunYoung Jung, Cara Levine, Kate MacLeod, Chelsey Mixon, Sara Petit-McClure, Katie Roquemore, Sara Scribner, Hetsie Veitch, Katherine Vroman, Heather Waymouth, and Casey Woodfield. My life in Syracuse was incredibly more exciting and adventurous because of all of you. I am indebted to both my advisors in my Master’s program at SUNY New Paltz, Dr. Nancy Schniedewind and Dr. Terry Murray. Both of you guided me to begin examining social justice issues faced by students, teachers, and families around me. My dear friends in Germany, Wolfgang, Christa and Jenny, thank you so much for sending me message after message of encouragement and sharing so many important moments of my life with me. Julie Alemany, you inspired me in so many ways, by showing me endless energy and enthusiasm for your work and love for your family and students. Thank you, Sujung v Um for always being a positive influence for me. Yoonyoung Choi, I appreciate that I can talk with you about how silly I was in high school, which always made me forget the stress involved with completing this dissertation. I appreciate my sisters and brothers, Yojin, Yosun, Yodeok, Yoseop, Yohyun, Yohan and all my extended family (sister- and brothers-in-law, nieces and nephew), who always have provided me with support and trust. Thank you to my friend and mentor Kunsoo Lee in South Korea. To Nancy Freedman, thank you for being a great supporter as well as another set of eyes throughout my dissertation writing process. To my best friend and partner, Justin Freedman, I wouldn’t be able to be where I am now without you. Lastly, I thank my late mother and father who demonstrated what it means to be having a meaningful life through giving to others. vi Table of Contents Abstract ...................................................................................................................................... i Acknowledgements ................................................................................................................... v List of Abbreviations ............................................................................................................... ix List of Appendices ..................................................................................................................... x Chapter One: Introduction ....................................................................................................... 1 Aims of Research ..................................................................................................................... 3 Research and Context ............................................................................................................... 5 Research Questions ................................................................................................................ 10 Theoretical Framework .......................................................................................................... 10 Disability Studies. .............................................................................................................. 10 Critical Disability Studies .................................................................................................. 11 DisCrit ............................................................................................................................... 15 Applying CDS and DisCrit to understand intersectionality of North Korean SRB .............. 20 Significance of Research ........................................................................................................ 23 Terminology .......................................................................................................................... 24 Conclusion ............................................................................................................................. 25 Chapter Two: Historical, Cultural, and Social Context of Korea ......................................... 27 Literature Review on Refugee Education ............................................................................... 28 The Introduction of Modern Education in Korea: A Colonial Legacy ..................................... 32 Neocolonial Influence on the Development of Modern Education in South Korea .................. 34 Social Exclusion towards Individuals with Marginalized Identities......................................... 36 Emergence of biracial identity in South Korea ................................................................... 37 Social exclusion of individuals with biracial identity .......................................................... 39 Demographic
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