연구실적

1) 유성상 교수 연구실적(2023년 기준)

구분 연구논문
1

유성상, 강희영 & 정성현. (2023). 아서 슈나이더 일기에 나타난 전후 한국 고등교육 원조사업의 양상 분석. 교육학연구, 61(4), 267-298.
2

하승천 & 유성상. (2023). 학교 교육 맥락에서의 평준 의미 분석: 중학교 무시험제 및 고교평준화 신문기사를 중심으로.
3

Jung, D. J., & Yoo, S. S. (2023). Reacting to rural problems or creating cognitive space? Knowledge production and the diffusion of the agroecology movement in Chiang Mai, Thailand. Agroecology and Sustainable Food Systems, 1-21.
4

Kim, J., Huh, J., & Yoo, S. S. (2023). Implementation of reproductive health education in a Filipino city: A case study. International Journal of Educational Development, 100, 102778.
5

Lee, R.H., & Yoo, S. S. (2023). Politics, spirituality, and fundraising in churches’s critical development education. 102, 102845.
6

Kim, J., & Yoo, S.-S. (2023). A Comparative Research on Educational Differentiation of the Philippines and Vietnam. Asia Review, 13(3), 313–346. https://doi.org/10.24987/SNUACAR.2023.12.13.3.313
7

이규빈, 김희연, & 유성상 (2023). 각자도생하는 학교, 고립된 교실, 자책하는 교사: 10년 차 교사 선영의 내러티브 탐구 교육사회학연구, 33(4), 71–105. https://doi.org/10.32465/ksocio.2023.33.4.003
8

이규빈, & 유성상 (2023). 교육공동체 개념에 관한 체계적 문헌 고찰: 새로운 교육공동체 사유를 향하여 아시아교육연구, 24(3), 499–525. https://doi.org/10.15753/aje.2023.9.24.3.499
9

유성상, Sung-sang Yoo, 이규빈, & Kyubin Lee. (2023). 인권교육이 학생의 인권인식에 미치는 영향: 인권친화적 학교문화 및 환경의 조절효과를 중심으로 시민교육연구, 55(4), 1–25. https://doi.org/10.35557/trce.55.4.202312.001
10

Jo, J. H., & Yoo, S. S. (2023). Existential Exploration and Reconstruction of Historical Self through the Life Histories of Youth Human Rights Activists. Korean Educational Research Association, 61(6), 53–85. https://doi.org/10.30916/KERA.61.6.53
11

김지인, & 유성상 (2023). 팬데믹 시기 필리핀 교사가 경험한 원격교육 실천의 어려움과 극복 전략: 교사 행위자성을 중심으로 평생학습사회, 19(4), 83–108. https://doi.org/10.26857/JLLS.2023.11.19.4.83
12

김지인, & 유성상 (2023). 필리핀 교원양성대학의 세계시민교육 사례 연구: Philippine Normal University 사례를 중심으로 The SNU journal of education research, 79–101. https://doi.org/10.54346/sjer.2023.32.3.79

2) Kevin Kester 교수 연구실적(2023년 기준)

구분 연구논문
1

Kester, K., Seo, R., & Gerstner, N. (2023). Prefigurative Pedagogies for Working Toward Peace and Justice in Changing Times: Insights from Korea. Journal of Peace Education.
2

Kester, K. (ed.) (2023). Revisiting “Asia as Method” in Education Research: Toward Ontologies and Epistemologies of Difference. Special Issue of Asia Pacific Education Review. New York: Springer.
3

Kester, K. (2023). Editorial: Revisiting “Asia as Method” in Education Research: Problems and Prospects. Asia Pacific Education Review 24.
4

Kester, K., Masemann, V., Takayama, K., & Hayhoe, R. (2023). Learning from Asia: An APER Collective Response to the Special Issue on “Asia as Method”. Asia Pacific Education Review 24.
5

Kester, K., Zembylas, M., Brantmeier, E., & Hajir, B. (2023). Afterword: Reflections on a Post/Critical Peace Education. In T. Archer, W. McInerney, & B. Hajir (eds.), Innovations in Peace and Education Praxis: Transdisciplinary Reflections and Insights (pp. 196-209). London: Routledge.
6

Patel, J., & Kester, K. (2023). Reflective Research in Peace Education: Theory and Practice. In T. Archer, W. McInerney, & B. Hajir (eds.), Innovations in Peace and Education Praxis: Transdisciplinary Reflections and Insights (pp. 65-81). London: Routledge.
 7

Chen, S., Eom, J.M., & Kester, K. (2023). Common Curriculum Guide for Peace Education in Northeast Asia. Seoul, Korea: UNESCO-APCEIU.
8

Lim, E., & Kester, K. (2023). Korean Middle School Teachers’ Perceptions and Teaching Practices of Multicultural Education: A Qualitative Case Study. International Journal of Multicultural Education, 25, 67-87.
9

Han, S.H., Kim, Y., Kwag, Y., & Kester, K. (2023). What Does “Asia-Pacific” Mean to APER? Toward High-Quality Scholarship and Inclusive Practices in International Education. Asia Pacific Education Review, 24.
 10

Kurian, N., Hajir, B., & Kester, K. (2024). Protecting and Supporting Children and Women Affected by Gender-Based Violence: The Role of Education in Survivor Wellbeing. Journal of Peace Education, 21, 108-133.
11

Kester, K., Park, B., Joo, C., Park, K., & Chang, Y. (2024). Researching Ethically in Conflict-Affected Contexts: Examples from Educational Research Practice in the Global South and Global East. Korean Journal of Educational Research / 교육학연구, 62, 1-36.
12

Brantmeier, E., Gerson, J., Imoh, C., Kester, K., Morrison, M.L., Snauwaert, D., & Wintersteiner, W. (2024). Honoring the Peacebuilders: In Memory of Betty A. Reardon and Ian Harris. Journal of Peace Education, 21, 1-15.
13

Kester, K., Archer, T., & Bryant, S. (2024). Diffraction, Transrational Perspectives, and Peace Education: New Possibilities. In H. Tjersland & P. Facci (Eds.), Transrational Perspectives in Peace Education. London: Routledge.
14

Kester, K., Park, B., Gerstner, N.L., & Seo, R. (2024). Building Peace through Higher Education in Divided and Conflict-Affected Contexts: Insights from China/Taiwan, Cyprus, Korea, and Somalia. Seoul: Seoul National University, Institute for Peace and Unification Studies. (Report)
15

Kester, K., Abura, M., Bickmore, K., Brantmeier, E., Cawagas, V., Cremin, H., Gerstner, N., Joo, C., Kartha, R., McInerney, W., Seo, L., Toh, S.H., & Xie, T. (forthcoming 2024). Pedagogies of Peace and Coexistence in a More-Than-Human World: An Intergenerational Dialogue on Educational Peacebuilding and Climate Action Around the Globe. In A. Wiseman, E. Anderson, L. Damaschke-Deitrick, E. Galegher, N. Dzotsenidze, & M. Park (Eds.), Handbook on Comparative Education. Cheltenham, UK: Edward Elgar Publishers.
16

Kester, K., & Misiaszek. G. (2024). Four Essential Questions for Teaching Conflict for Peace, Justice, and Sustainability: Higher Education Roles and Responsibilities. Teaching in Higher Education, 30, 277-292. (SSCI)
17

Kester, K., & Chang, S.-Y. (2024). Whither Epistemic (In)justice? English Medium Instruction in Conflict-Affected Contexts. In I. Bhatt, K. Badwan, & M. Madiba (Eds.), Critical Perspectives on Teaching in the Multilingual University. London: Routledge.
18

Chang, S.-Y., & Kester, K. (2025). From the Inside Out and Outside In: A Duoethnographic Reflection on the Borderlands of English-Medium Instruction. International Journal of Qualitative Studies in Education. (SCOPUS)