11-18-14-HY-Lisa-Park-CV

Hye-Young (Lisa) Park CV 1

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HYE-YOUNG (LISA) PARK Curriculum & Instruction 319 Education Building 1310 S. 6th St. MC 708 Champaign, IL 61820 USA University of Illinois at Urbana-Champaign

406 W. CLARK ST. APT # 202 Champaign, IL 61820 USA 61820, 217-766-4752 (cell) [email protected] [email protected]

EDUCATION Ph.D. in Secondary and Continuing Education in Curriculum & Instruction with a

specialization in Language and Literacy, College of Education, University of Illinois at Urbana-Champaign, August 2013

Dissertation title: “Fragile Civility: An Evangelical American School Meets Korean Educational Sojourners in a Neoliberal Era”

Dissertation directors: Violet Harris and Nancy Abelmann https://www.ideals.illinois.edu/handle/2142/45416

Coursework toward Ph.D. in Reading in Education. State University of New York at

Albany, 2002-2003. M.S. in Elementary Education, State University of New York at Potsdam, May 2002

B.A. in English Linguistics and Literature, Sejong University in Seoul, Korea, 1990 CERTIFICATES Second Language Acquisition & Teacher Education (SLATE) Certificate, University

of Illinois at Urbana-Champaign, August 2013 Teaching English to the Speakers of Other Language (TESOL) Certificate, Sook-

Myung Women's University, Graduate School Of Education, Seoul, Korea & University Of Maryland, Baltimore County, TESOL Joint Program, 1998 Ø Holding two certificates in second language learning and teaching:

Teaching English to the Speakers of Other Language (TESOL) and Second Language Acquisition & Teacher Education (SLATE);

International Specialist Certificate, Yonsei University in Seoul, Korea,

Graduate School Of Business: International Area Specialist &Leadership Management Program, 1999

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Ø Being trained in International Area Specialist &Leadership Management

Program. Interpreting and developing international management skills and strategic plan;

RESEARCH AND TEACHING INTERESTS

• Language and identity, Language and socialization, & Language and ideology; • Language and literacy, Second language literacy development; • Bilingualism, bilingual education, and cross-linguistic transfer; • Globalization, English learning, and Hegemony of English; • Critical discourse analysis, power, and knowledge; • The postcolonial study of race/ethnicity, language, culture, nationality, and

imperialism; • Transnational education, neoliberalism, and human investment; • School ethnography and ethnography in Education; • Qualitative research-hermeneutic phenomenological methodology; • Case study and multiple case studies

RESEARCH EXPERIENCE Researcher, the University of Illinois, Urbana-Champaign, October 2013-September 2014

Ø Continue data analysis from previous research and write several reports on transnational culture clash, class, educational migration, family, global citizenship, and neoliberal human investment.

Ø Formulate modeling and other optimizing methods to develop and

interpret educational information that assists school officials and policy makers in integrating international students into U.S. schools with decision-making, policy formulation, or other managerial functions.

Ø Analyze data and develop decision support service or curriculum

development for K-20 international students. Pre-Doctoral Fellow, University of Illinois at Urbana-Champaign, 2013

Ø Identify cross-national (East-west) conflict in 21st century America—promise and dilemma— in the context of global educational migration, neoliberal investment, diversity, and equity.

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Research Assistant, National Reading Comprehension Project (NSF Grant), University of Illinois at Urbana-Champaign, IL, 2004-2005

Ø Identify student’s reading levels, strengths, and needs. Provide intervention: Develop professional skills in the nature, causes, and diagnosis of reading difficulties, as well as integration of diagnostic information in instructional practice through research-based models of assessment, including Qualitative Reading Inventory-3 (QRI-3) and Running Record to both native speakers of English and English speakers of other Language (ESOL) children

Ø Construct corrective/enhancement literacy lessons through development

and implementation of theme-based interdisciplinary units. These integrated lessons combine literacy skill developments with other content areas including literature, math, science, social studies, and music—learning to read and reading to learn

PROFESSIONAL MEMBERSHIPS Society of Postdoctoral Scholars, University of Illinois at Urbana-Champaign, 2013-present Member, Division 15 of American Psychological Association, 2012-present Voting Member, American Educational Research Association, 2010-present The International Association of Qualitative Inquiry (IAQI), 2006-present PROFESSIONAL SERVICE Reviewer, SIG-Multicultural/Multiethnic Education: Theory, Research and Practice for the 2015 Annual Meeting of the American Educational Research Association (AERA), 2014-present Editor, Editorial Board, International Journal of Progressive Education (IJPE), http://inased.org/ijpeeb.htm, 2005–present

Ø Review manuscripts and provide comments, especially in the following areas: Critical Pedagogy; Multicultural Education, New Literacies, Cross-cultural issues in Education, Theory and Practice in Educational Evaluation and Policy, Communication, Technology in Education, and Postmodernism, Globalization and Education.

Secretary, International Association of Educators, http://www.inased.org, 2005-2013

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COMMUNITY SERVICE Manager, Global Artist Society (GSA), 2007-present http://www.globalartistsociety.com

Ø Assist with strategic plan initiatives for events such as funding raising concert, promote shared governance as a project manager, GSA President’s liaison to volunteers and donors, evaluate events and goals of projects, investigate grievances and complaints from volunteers and donors and recommend resolution, and promote diversity initiatives.

Outreach Volunteer, Urbana, Illinois, 2003-Present

Ø Provide feedback and advisory support to Korean parents, Korean language school teachers, principals, and American teachers about learning English as a second language and transnational issues in the educational context.

PUBLICATIONS Park, H.-Y. (in preparation). School ethnography and researcher’s dilemma, Journal Of

Contemporary Ethnography. Park, H.-Y. (in preparation). Rewriting academic prose for a wider community.

Qualitative Research Journal. Park, H.-Y. (in preparation). Syntheses of literature on international students in the U.S.

Review of Educational research. Park, H.-Y. (in preparation). Teaching evaluation and policy analysis on international

students: a five-year ethnographic report. The AERJ's section on Social and Institutional Analysis (SIA), American Educational Research Journal.

Park, H.-Y. (in preparation). Cross-linguistic transfer: Writing development in Korean

and English and the role of parents. Journal of Second Language Writing. Park, H.-Y. (in preparation). Negotiating linguistic and cultural Identity: a bilingual pre-

teen in Korea and America. Bilingual Research Journal. Park, H.-Y. (in preparation). Code-switching and global citizenship. Journal of

Sociolinguistics.

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Invited chapter with a tentative title. Qualitative Ethnographic methodology in Higher Education. In C. Secolsky, D.B. C. & Denison, (Eds.), Handbook on measurement, assessment and evaluation in higher education (2nd ed.). New York, NY: Routledge.

Park, H.-Y. (2014). Model minority turns peril: English-Only! Amazon CreateSpace Independent Publishing Platform.

http://www.amazon.com/Model-Minority-turns-Peril-English-

Only/dp/1502352044/ref=sr_1_2?s=books&ie=UTF8&qid=1410535716&sr=1-2&keywords=Model+Minority+turns+Peril%3A+English-Only!

http://www.amazon.com/dp/B00NU16HLM Kindle

Park, H.-Y. (2014). Amorphous Identities: Global KoMericans. Amazon CreateSpace

Independent Publishing Platform.

http://www.amazon.com/Amorphous-Identities-Hye-Young-Lisa-Park/dp/1501062735/ref=sr_1_2?s=books&ie=UTF8&qid=1410268956&sr=1-2&keywords=Hye-Young+%28Lisa%29+Park

Park, H.-Y. (2014). Culture Clash: Korean Internationals in an American High School:

Prohibited. Amazon CreateSpace Independent Publishing Platform. http://www.amazon.com/Culture-Clash-International-Prohibited-English-Only/dp/1502353067/ref=sr_1_2?s=books&ie=UTF8&qid=1410535467&sr=1-2&keywords=culture+clash%3A+Korean+international+students http://www.amazon.com/Culture-Clash-International-Prohibited-English-Only/dp/1502352672/ref=sr_1_4?s=books&ie=UTF8&qid=1410539766&sr=1-4&keywords=Clash%3A+Korean+International

Park, H.-Y. (2014). Culture Clash: Korean International Students in an American School: English Language Only. Amazon CreateSpace Independent Publishing Platform.

Kindle http://www.amazon.com/dp/B00KEE410C

Park, H.-Y. (2014). 1. Hwan, Becoming More Korean-Prohibited: Assimilationist Agenda

Fosters Separatism/Nationalism (Global KoMericans) (Volume 1). Amazon CreateSpace Independent Publishing Platform.

http://www.amazon.com/Hwan-Becoming-More-Korean-Prohibited-Assimilationist/dp/1501061410/ref=sr_1_3?s=books&ie=UTF8&qid=1410094056&sr=1-3&keywords=Hye-Young+%28Lisa%29+Park

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http://www.amazon.com/dp/B00NS5TIWK (Kindle)

Park, H.-Y. (2014). 2. Kay, Becoming More American: Mimicking Americans with a Vengeance? Whiteness and English (Global KoMericans) (Volume 2). Amazon CreateSpace Independent Publishing Platform. http://www.amazon.com/Kay-Becoming-More-American-KoMericans/dp/1501054260/ref=sr_1_2?s=books&ie=UTF8&qid=1410094056&sr=1-2&keywords=Hye-Young+%28Lisa%29+Park http://www.amazon.com/dp/B00NS6V6C4 (Kindle)

Park, H.-Y. (2014). 3. Hoon: Being Neither Korean nor American: Isolation and the Wages of Maternal Zeal (Global KoMericans ) (Volume 3). Amazon CreateSpace Independent Publishing Platform.

http://www.amazon.com/3-Hoon-American-Isolation-KoMericans/dp/1501035541/ref=sr_1_1?s=books&ie=UTF8&qid=1410094056&sr=1-1&keywords=Hye-Young+%28Lisa%29+Park http://www.amazon.com/dp/B00NS79990 (Kindle)

Park, H.-Y. (2014). 4. Suk, Becoming a More Global Citizen: Early Study Abroad Experience, Type Four (Global KoMericans) (Volume 4). Amazon CreateSpace Independent Publishing Platform.

http://www.amazon.com/Suk-Becoming-More-Global-Citizen/dp/150106228X/ref=sr_1_4?s=books&ie=UTF8&qid=1410094056&sr=1-4&keywords=Hye-Young+%28Lisa%29+Park

http://www.amazon.com/dp/B00NS7L2UE (Kindle) Park, H.-Y. (2009). Writing in Korean and English: A case study of parent–child

interactions in a Korean family. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling. NC: Information Age Publishing.

Park, H.-Y. (2009). Writing in Korean, living in the US: A screenplay about a bilingual

boy and his mom. Qualitative Inquiry, 15(8).

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PRESENTATIONS Park, H.-Y. (invited). Discussant for the Paper Session titled, “Studying Pre-Service

Teacher Beliefs and Self-Efficacy across Content Areas” at the AERA 2015 Annual Meeting in Chicago, Illinois, Thursday, April 16 - Monday, April 20, 2015.

Park, H.-Y. (invited). Chair the Roundtable Session titled, “Becoming Youth Activists

within the Anti-Colonial Borders of Indigenous and Transnational Lived Experiences” at the 2015 AERA Annual Meeting in Chicago, IL, Thursday, April 16 – Monday, April 20, 2015.

Park, H.-Y. (invited). Chair the Roundtable Session titled, “Language and Social

Processes Within and Across International Contexts” at the 2015 AERA Annual Meeting in Chicago, IL, Thursday, April 16 – Monday, April 20, 2015.

Park, H.-Y. (invited). Chair the Paper Session titled, “Experiences of Diverse Groups in

Higher Education” at the 2015 AERA Annual Meeting in Chicago, IL, Thursday, April 16 – Monday, April 20, 2015.

Park, H.-Y. (accepted). “Education, Capitalism, and Identity: Becoming Korean and

American Neoliberal Subjects in an American High School.” Division B - Curriculum Studies - Section 2: Decolonizing, Transnational and Indigenous Inquiry. American Educational Research Association, Chicago, Illinois, April 16-20, 2015.

Park, H.-Y. (2014). Responding to Evaluative Findings Before and After Policy

Implementation: The Case of Misguided Attempts at Integration of Korean Internationals at an American School. Culturally Responsive Evaluation and

Assessment (CREA), Chicago, Illinois, September 18–20, 2014. Park, H.-Y. (2014). Chair, “The Religious and the Secular I.” Tenth International

Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, May 21–24, 2014.

Park, H.-Y. (2014). “Ethnic solidarity and intraethnic othering: South Korean

international youths in a U.S. Christian high school.” Tenth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, May 21–24, 2014.

Park, H.-Y. (2014). “Integration, assimilation, and segregation: South Korean

international youths in a U.S. Christian high school.” Panel Session entitled Racial Inequity and Schooling: Qualitative Dimensions. Tenth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, May 21–24, 2014.

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Park, H.-Y. (2014). “Korean international youth in an American high school: Early study abroad (ESA) as a family investment strategy.” American Educational Research Association, Philadelphia, Pennsylvania, April 3-7, 2014.

Park, H.-Y. (2014). From Model Minority to Yellow Peril to English-Only: Korean International Students in an American High School. Symposium Presentation on Experiencing Racism Differently: the Model Minority Stereotype. American Educational Research Association, Philadelphia, Pennsylvania, 2014.

Park, H.-Y. (2014). Culture Clash: Korean International Students in an American High School. The Center for Instructional Research and Curriculum Evaluation at the University of Illinois at Urbana-Champaign (CIRCE) USA-Thailand Seminar 2014, University of Illinois at Urbana-Champaign, March 30-April 4, 2014

Park, H.-Y. (2012). “Korean Pre-college Study Abroad students: Negotiation of school

cultures, their cultural and national identities, and intraethnic othering at a Midwestern Christian High School” under the Theme of Mediating Racial Identities in Research. Spring 2012 Colloquium Series for the Curriculum and Instruction Department. University of Illinois at Urbana-Champaign, March 12.

Park, H.-Y. (2011). “English-Only policy vs. language learning from diverse

perspectives.” Chair and 3rd Annual Second Language Acquisition & Teacher Education (SLATE) graduate research symposium, University of Illinois at Urbana-Champaign, May 5.

Park, H.-Y. (2011). “South Korean international students in a Christian high school in

the Midwest: Negotiating identity and global citizenship.” Under the Theme of Promoting Hybridity and Globalization, The Consortium for Research in Teacher Education: 4th Annual Teacher Education Symposium, University of Texas at Austin, March 5.

Park, H.-Y. (2011). “South Korean youths in a U.S. Christian high school: English-Only

policy vs. language learning.” Harvard Graduate School of Education Student Research Conference. Accepted, April 15.

Park, H.-Y. (2011). “Early study-abroad South Korean youths in a U.S. Christian high

school: Race/ethnicity, racism, and identity.” Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, May 18–21.

Park, H.-Y. (2011). “Early study-abroad South Korean youths in a U.S. Christian high school: Christian unity vs. diversity.” Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, May 18–21.

Park, H.-Y. (2011). “South Korean international youths in a U.S. Christian high school:

English-only policy vs. language learning.” Session Chair and Presenter, Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-

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Champaign, May 18–21.

Park, H.-Y. (2011). “Multimodal methodological perspectives in transition: The age of confusion.” Seventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, May 18–21.

Park, H.-Y. (2011). “Early-Study Abroad South Korean Youths: Negotiating Conflicts

with School Culture in a Christian High School in the Midwest.” The 2nd Annual College of Education Graduate Student Conference, under the theme of (Re)Claiming Our Graduate Experience, University of Illinois at Urbana-Champaign, April 1.

Park, H.-Y. (2010). “Creative lab experiments: Rewriting academic prose for the big

screen” under the theme of Directions in Qualitative Inquiry II. Sixth International Congress of Qualitative Inquiry at the University of Illinois, Urbana-Champaign, May 26-29.

Park, H.-Y. (2010). “An Asian Woman’s Autoethnographic Performance: from Docile

Oriental to Sneaky Yellow Peril” under the theme of Global Perspectives in Qualitative Inquiry. Sixth International Congress of Qualitative Inquiry at the University of Illinois, Urbana-Champaign, May 26–29.

Park, H.-Y. (2009).“The Process of identity formation of Korean (American) adolescent

boys in the US: From problem to asset.” Invited presentation at the Global Studies in Education Seminar Series, at the University of Illinois, Urbana-Champaign, February 20, 2009.

Park, H.-Y. (2008). “Biliterate development: Literacy transfer” under the theme of

Writing Research Across Borders. Santa Barbara Conference on Writing Research at the University of California, Santa Barbara, February 22-24, 2008.

Park, H.-Y. (2008). “Linguistic and literacy transfer between L1 and L2.” Invited

presentation at the Language and Literacy Symposium, at the University of Illinois, Urbana-Champaign, February 2008.

Park, H.-Y. (2007). “Dialogue for multiple voices with audience: Interactions between a

bilingual child and his mother” under the theme of Issues in Multi-lingualism: Decolonizing Methodologies. Third International Congress of Qualitative Inquiry at the University of Illinois, Urbana-Champaign, May 2–5, 2007.

Park, H.-Y. (2007). “Academic coordination at the International Association of

Educator.” Third International Congress of Qualitative Inquiry at the University of Illinois, Urbana-Champaign, May 2–5, 2007.

Park, H.-Y. (2007). “Interactions around bilingual education.” Invited presentation at

the Cognitive Science of Teaching and Learning Symposium, at the University of Illinois, Urbana-Champaign, January 2.

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Park, H.-Y. (2006). “Difficulties in parent-child interactions around bilingual education: A Case study of writing in Korean and English:” Second International Congress of Qualitative Inquiry at the University of Illinois, Urbana-Champaign, May 4–6.

GRANTS AND FELLOWSHIPS Supplemental Illinois Fellowship from Block Grant funds ($1561.00) for dissertation research, The Graduate College, University of Illinois at Urbana-Champaign, Spring 2013 Hardie Conference Travel Award ($550). The Bureau of Educational Research Endowment in the College of Education, University of Illinois at Urbana-Champaign, Spring 2011 Hardie Dissertation Research Award ($2,000). The Bureau of Educational Research Endowment in the College of Education, University of Illinois at Urbana-Champaign, Fall 2010 Travel Grant in Education ($600). University of Illinois at Urbana-Champaign, Spring 2008 University of Illinois, Urbana-Champaign Research Assistant: The National Reading Comprehension Project funded by National Science Foundation Grant, 2004-2005 TEACHING EXPERIENCE Teacher/Curriculum developer, Korean language and literacy (age 3-12) at the Saturday Korean Language School, Urbana, IL, 2006-2008 Volunteer Parent-Teacher, Teaching Assistant (5th grade), Stratton Elementary School, Champaign, IL, 2004-2005 Volunteer Program Initiator (“Field Experience Program”), Curriculum Developer and Teacher (“Gifted Child Program”), and Teaching Assistant (4th grade), Lawrence Avenue Elementary School, Potsdam, NY, 2000-2002 Volunteer Reading Teacher, English language and literacy (age 3-12) at the Literacy Center, State University of New York, Potsdam, 2000-2002 Reading Specialist, Clinical Practicum in Diagnostic and Remedial Reading mainly through Qualitative Reading Inventory-III, Running Records and Retellings, and Phonics to both ESL students and native speakers of English, NY, Potsdam, 2000-2002 Private English Teacher, Teach English to Korean native speakers, USA, 2000-2012

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English Instructor at a mixture of public and private primary, secondary, and tertiary institutions and companies in Seoul, Korea. Includes the following, 1990-2000:

Ø Having nearly fourteen years of English teaching and curricular development experience with K-12 students, as well as company employees and (under) graduate students for the Test of English as an International Communication (TOEIC)

Ø Curriculum Developer & English Instructor, 7th-12th grader, Han-Bo

Foreign Language Institute, Seoul, Korea

Ø Curriculum Developer, Program director, & Head English Instructor, K-12th grader, Happy Language Institute, Seoul, Korea

Ø Instructor, English Reading & Listening for the preparation of the state-

administered college entrance exam (College Scholastic Ability Test: CSAT), 10th-12th grader, CSAT Intensive Institutes, Seoul, Korea

Ø Instructor, Test of English as a Foreign Language (TOEFL),

-­‐ Dan-Guk University, Seoul, Korea -­‐ Yeon-Se University, Seoul, Korea -­‐ Hankuk University of Foreign Studies, Seoul, Korea

Ø Instructor Business English & TOEIC in leading companies in Korea

-­‐ Samsung Petro Chemicals, Seoul -­‐ Anam Electronics current name-Amkor Technology, Inc -­‐ LG Chemical Ltd. -­‐ Hyundai Motor Company, Hyudai Merchant Marine Corp. -­‐ Daelim Industry -­‐ Kia Motors Corp., Kia Research & Development Center

Ø Volunteer Instructor and program consultant for night-school students

through University Student Association nationwide, Dong-Jak Social Welfare Organization, Seoul, Korea, 1986-1990

Ø Encourage and supervise adolescents who work during the day in the

process of getting a high school diploma.

Ø Act as a liaison between adolescents, their parents, and social workers to create, build and sustain partnerships in support of the adolescents’ academic goals.

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MENTORING AND ADVISING EXPERIENCE Vice President, Charles Secolsky Inc. Educational Consultants (Spring 2014) President, Language and Literacy Student Organization (2007-2008)

Ø Provided orientation for incoming graduate students in Language and Literacy Organization.

Graduate Mentor, College of Education (2005-2013)

Ø Counsel international students on graduate programs, research specialization, degree procedures, and funding and research opportunities.

UNIVERSITY SERVICE Member, K12-Global-Education, University of Illinois at Urbana-Champaign, 2012-present Member, Center for East Asian and Pacific Studies (CEAP). 2007-present Member, Center for African Studies (CAS), 2007-present

Committee member, The College of Education's Office of International Programs (OIP), 2010-present President, Language and Literacy Graduate Student Organization, Education, University of Illinois at Urbana-Champaign, 2007-2008 ADMINISTRATIVE EXPERIENCE Program Coordinator, International Area Specialist & Leadership Program, YeunSye University, Seoul, Korea, 1999-2000

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REFERENCES 1. Violet J. Harris Professor of multicultural education Curriculum & Instruction 319 Education Building 1310 S. 6th St. MC 708 Champaign, IL 61820 USA University of Illinois at Urbana-Champaign [email protected] 217) 333-3057 2.

Nancy Abelmann Professor Anthropology Associate Vice Chancellor for Research The Harry E. Preble Professor of East Asian Languages and Cultures Asian American studies Gender and Women’s studies Office of the Vice Chancellor for Research 418 Swanlund Administration Building, 601 East John St. M/C 304 Champaign, Illinois 61820 [email protected] (217) 244-1867, (217) 333-6771 3. Yoon Pak Associate Professor Educational Policy Studies 371 Education Building 1310 S. 6th St. MC 708 Champaign, IL 61820 USA University of Illinois at Urbana-Champaign [email protected] 217) 244-9299 4. Arlette Ingram Willis Professor Curriculum & Instruction 307 Education Building 1310 S. 6th St. MC 708 Champaign, IL 61820 USA University of Illinois at Urbana-Champaign [email protected] 217) 333-1668

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Model minority turns peril: English-Only!

Based on a five-year ethnographic study, Book One traces the developments of integration, assimilation, and segregation of international students in the American school system. Dr. Park investigates how American Christian high school officials implemented policies in an attempt to remedy conflicts with their (Korean) international students. These policies caused a further escalation of conflicts, tensions, and struggles. The credibility of this book is enhanced by its adoption of a broad, interdisciplinary, and methodological toolkit to address this transnational contact as inextricably interconnected phenomena in the context of global capitalism and imperialism. Examining these policies unraveled the uncomfortable incompatibilities between the educational and social goals of the school leadership and those of the international students and their parents. It also details the fascinating ways that the school legitimatized specific kinds of knowledge to establish its policies under the name of care and love and suggest practical solutions and policy recommendations. In light of the urgency and growth of these concerns, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts. It focuses on the importance of language, in particular, the emergence of English as today’s lingua franca, in terms of integration as opposed to assimilation.

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Amorphous identities: Global KoMerican

Book Two, Amorphous Identities: Global KoMerican, examines how current education collaborates with neo-liberal and imperialistic ideology to constitute subjects of human capital. As Michel Foucault suggests, neoliberal regimes (unlike liberal ones, where human beings exchange labor and time for wages in a market society), guide all human actions and produce homo economicus, the economic human as entrepreneur of him/herself in an enterprise society. This project of making us the enterprise of ourselves can involve our cooperation, interest, and voluntary competition rather than repression. In light of the urgency and growth of the concerns, this book helps us reflect on what the goal of education is; how global capitalism has transformed education into a commodity bought and sold in the marketplace; and how education has become a tool to produce economically productive citizens (homo economicus) via internalization of the principle of one’s own submission to capitalism. By taking a Foucauldian perspective on knowledge, power, truth, ethics, and the nature of human subjects, this book examines how schooling and education are implicated in neoliberal human subject constitution. It argues that the commodification of education has contributed significantly, through the manufacturing of efficient economic human beings, to the mounting catastrophe of a commodified human experience.

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Hye-Young Park’s research is unique in that:

(1) It is highly pertinent to today’s scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide.

(2) It is about international students, especially K-12, which has received relatively little attention in academic publishing.

(3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S.

(4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization.

(5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea).

(6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions.

The author Hye-Young Park received her Ph.D. from the University of Illinois at Urbana-Champaign (UIUC) in August 5, 2013. She has been a UIUC researcher working on transnational Korean issues in the U.S. until September 2014. She is actively involved in job searching. She holds certificates in Teaching English to the Speakers of Other Language (TESOL), Second Language Acquisition & Teacher Education (SLATE), and International Specialist Certificate for project management. She has been on the editorial board of International Journal of Progressive Education (IJPE) since 2005. She is a reviewer for SIG-Multicultural/Multiethnic Education: Theory, Research and Practice for the 2015 Annual Meeting of the American Educational Research Association (AERA). She is affiliated with American Educational Research Association (AERA), American Psychological Association (APA), International Congress of Qualitative Inquiry (ICQI), Culturally Responsive Evaluation and Assessment (CREA), and International Journal of Progressive Education (IJPE).

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She is the author of a chapter in Multicultural Families, Home Literacies, and Mainstream Schooling (Park, 2009), and an article in Qualitative Inquiry (Park, 2009). Based on her dissertation, “Fragile Civility: An Evangelical American School Meets Korean Educational Sojourners in a Neoliberal era,” she wrote several books in 2014, including, “Model Minority turns Peril: English-Only!” (Park, 2014) and “Amorphous Identities: Global KoMericans” (Park, 2014). They also include “Culture Clash: Korean Internationals in an American High School: Prohibited;” “ Amorphous Identities Global KoMericans;” “1. Hwan, Becoming More Korean-Prohibited: Assimilationist Agenda Fosters Separatism/Nationalism (Global KoMericans) (Volume 1);” “2. Kay, Becoming More American: Mimicking Americans with a Vengeance? Whiteness and English (Global KoMericans) (Volume 2);” “ 3. Hoon: Being Neither Korean nor American: Isolation and the Wages of Maternal Zeal (Global KoMericans ) (Volume 3);” and “4. Suk, Becoming a More Global Citizen: Early Study Abroad Experience, Type Four (Global KoMericans) (Volume 4).” Her research conducted thus far presents considerable possibilities relative to understanding how language exists in a cross-national context. Her study makes a contribution to larger discussions of integrating international students in U.S. schools and worldwide, and its implications for multilingual/cultural education and global education in national and global contexts. https://www.amazon.com/author/hyeyoung-lisa-park www.linkedin.com/in/hyeyounglisapark https://independent.academia.edu/ParkHyeYoung