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i MEDIA LITERACY EDUCATION TO PROMOTE CULTURAL COMPETENCE AND ADAPTATION AMONG DIVERSE STUDENTS: A CASE STUDY OF NORTH KOREAN REFUGEES IN SOUTH KOREA _____________________________________________________ A Dissertation Submitted to the Temple University Graduate Board ____________________________________________________ in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ________________________________________________________ by Jiwon Yoon August 2010 Examining Committee Members: Renee Hobbs, Advisory Chair, Mass Media and Communication John A. Lent, Mass Media and Communication Fabienne Darling-Wolf, Mass Media and Communication Vanessa Domine, External Member, Montclair State University ii © by Jiwon Yoon 2010 All Rights Reserved iii ABSTRACT Media literacy education to promote cultural competence and adaptation among diverse students: A case study of North Korean refugees in South Korea Jiwon Yoon Doctor of Philosophy Temple University, 2010 Dr. Renee Hobbs, Doctoral Advisory Committee Chair This dissertation examines how media literacy education can be implemented and practiced for North Korean refugees to enhance their cultural competency. It is conducted as a form of participatory action research, which pursues knowledge and progressive social change. As a participant researcher, I taught media literacy to North Korean refugees in five different institutions during the summer of 2008 for a period of three months. This dissertation reviews my strategies for gaining permission and access to these educational institutions to teach media literacy education. Since media literacy classes cannot be separated from current events nor from the media environments of the given period, the dissertation also presents the significant role that the issues of importing U.S. beef and the candlelight demonstration played in the design of media literacy lessons during the summer of 2008 and in the process illustrates the value of teachable moments. It is hoped that other media educators will see how I made a connection between current affairs and media literacy lessons. Since this dissertation aimed to address how media literacy education can be effectively used to enhance North Korean refugees’ cultural competence, I as researcher adopted an emergent curriculum approach which incorporates what emerges in the classroom into the iv learning. Based on predetermined educational goals, on what emerged in the classroom, on students’ reactions, and on my own reflections, I continuously modified lesson plans throughout the summer. While I tried various pedagogies and covered several themes in the class, I selectively presented six different lesson models in this dissertation. The first lesson model includes drawing and talking about the mapping of students’ media experiences. I started the initial class at each institution with this media mapping. As students drew and shared their media maps, they were able to reflect upon their own media usage. I also was able to gain better knowledge and insight about their media experiences. This exercise also allowed me to set the tone of the class as a comfortable venue in which students could honestly share their stories; as a result, the students were able to gain confidence in sharing their thoughts and experiences. The second lesson model used the film Crossing, the fictional film about North Korean refugees. Using this film in the lesson created an atmosphere in which students could talk freely about issues of North Korea and North Korean refugees. While the issues of North Korea refugees and North Korea are very sensitive topics for discussion between native South Koreans and North Korean refugees, the act of discussing this film naturally led students to share their stories about being North Korean refugees. The groups' deconstruction of this film also provided an opportunity to learn how media stories are purposely crafted and represent only a certain part of reality. The third model incorporated in-class reviews of different media sources related to the film Crossing -such as articles in women's magazines, film magazines and newsmagazines, blogs, internet fan cafes, official sites of the film, and the star ratings at the portal site. Critically analyzing these media sources informed students of the various purposes of the media and v offered the possibility of participation in the public discourse. Because North Korean refugees are not familiar with the various possible uses of the media, they found it helpful to see effective ways to utilize the media to accomplish various goals. In addition, this activity was a valuable way by which to teach the concept of target audience, helping the students to see how different target audiences influence the emphasis, format, and style of media content. The fourth lesson model incorporated comparisons of different news sources about the candlelight demonstration. This helped students to understand the variety of views and tones of different news sources that are influenced by their own history and political affiliations. By closely examining what factors impacted the creation of the news stories and their influence on the public, students started to acknowledge the importance of critically examining media messages and locating a reliable news source that they could trust. The fifth lesson model was the stereotyping activity. Students reflected upon their own stereotypes that they had toward others and how the prevalent images of certain groups of people are influenced by the media. This lesson encouraged students to think about the importance of conveying a balance of varied images of different groups of people so that these people could not be misunderstood and stereotyped by others. The six lesson model involved watching and discussing documentaries about North Korean refugees in order to help students to better learn how the same group of people can be differently represented based on the purpose of the film and the knowledge and perspective of the producers. As two of the four documentaries discussed were created by teenage North Korean refugees, students also were inspired and learned how direct participation in producing the stories which they felt were important could make a difference. Ultimately, students who earlier had considered themselves as inadequate and incapable started to see that they themselves vi are valuable and that their voices are important, and therefore they can have a meaningful impact on others and on society. vii ACKNOWLEDGEMENTS This dissertation in fact was started eleven years ago when I first went to China in the summer of 1998 to teach Korea-Chinese students. There, my eyes were opened as I learned more about North Korea, the relationship between North and South Korea, and the condition of North Korean refugees. Ever since that trip to China, I wanted to connect my love of media studies to the issues regarding North Korea. After I heard about media literacy education right after graduation from college, I wanted to practice media literacy education with North Korean refugees. This dissertation is the first project that realized my dream. Dreaming about work related to North Korea, learning about media literacy, making the connection between the two, and finally writing my doctoral dissertation about media literacy for North Korean refugees were possible because of God’s grace and faithfulness. He gave me the hope and the strength to pursue these dreams. I thank God for giving me what I do not deserve and leading my way. This dissertation simply would not exist without the generous support from the school leaders, educators, and administrative members in the five institutions in my study that provide educational services for North Korean refugees. I wish I could acknowledge all of their names here, but I am so sad that I cannot do that because of the anonymous nature of this dissertation. But I still want to express my sincere appreciation and gratitude to them for opening their doors to me and allowing me to teach media literacy to their students. I am also forever grateful from my heart to my students who participated in this research. Although I was their teacher, I learned so much from them. They were more than just informants for the dissertation projects: they became my friends who continuously inspire me to become a better teacher and researcher. I would like to dedicate this research to all of my students. viii I also would like to take this opportunity to express my sincere appreciation to my committee members for their guidance, encouragement and support. I can never express my appreciation enough to my advisor, Dr. Renee Hobbs, who inspired me by her fascination with the research world and helped me become a better researcher and media educator. It was certainly an honor to learn from and work with the leading authority in the field. Dr. Hobbs has been an amazing mentor and supporter all throughout my doctoral studies and the dissertation journey, offering invaluable wise and practical advice. In particular, she provided very helpful tips and emotional support while I was going through hardships during my fieldwork. I could have not successfully completed my fieldwork without her advice and guidance. I am deeply indebted to my other committee members, Dr. John Lent, Dr. Fabienne Darling-Wolf and Dr. Vanessa Domine. Under the guidance of Dr. Lent, I was able to conduct research on how South Korean scholars perceive North Korean films. I was very fortunate to explore these issues under the guidance of the world’s Asian media guru. Dr. Lent also always helped me to think critically and think outside the box about various issues. I always appreciated his keen insights and views. During my independent study with Dr. Darling-Wolf, I learned about participatory action research, which made me shout “Eureka!” She guided me to find out the best methods for my dissertation research. She also gave me all the practical tips regarding how to survive in academia as a young scholar. I will keep them in my mind as I start my new career. I would like to extend my gratitude to Dr.

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