North Korean refugee students’ strategy of school engagement and its impact on identity in South Korea: “aspiration towards an inter-Korean identity through a process of being one of them.”
Loading...
Date
2024-03-04
Open Access Location
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis Group
Rights
(c) 2024 The Author/s
CC BY-NC-ND 4.0
CC BY-NC-ND 4.0
Abstract
As of December 2023, 34078 North Korean refugees live in South Korea, raising concerns about social exclusion and marginalization. A Straussian grounded theory study analysed the experiences of 17 female North Korean refugees in South Korea, highlighting a disparity between their legal rights and everyday participation, especially in education. Educational inequality for North Korean refugee students persists, stemming from academic deficits and institutional barriers. To cope, they employ a strategy of ‘being one of them’, aiming to blend in as South Korean peers while concealing their heritage. This approach fosters confidence and supportive relationships, aspiring the development of an inter-Korean identity that values their North Korean heritage and embraces a sense of belonging in South Korea. The study sheds light on the necessity of adopting a social perspective in multicultural education, emphasizing the importance of intergroup dialogue in promoting inclusive representation of North Korean refugee students within the educational setting.
Description
Keywords
Educational equality, Intergroup dialogue, Multicultural education, North Korean refugees, South Korea, Straussian grounded theory
Citation
Kim H, Kim K. (2024). North Korean refugee students’ strategy of school engagement and its impact on identity in South Korea: “aspiration towards an inter-Korean identity through a process of being one of them.”. Multicultural Education Review.