• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.194-207
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• 2019

This paper is the author's personal experience and interpretation as a student whilst participating in Professor Kyung-Sook Shin's English Literature graduate course, "Literature and Technology II: Feminisms and Digital Humanities," during the 2019 spring semester at Yonsei University, South Korea. Exploring the intersections of literary feminist theory and digital humanities, this paper examines not only the content, but also the methodology and political effects of collaboratively digitally annotating Elizabeth Barrett Browning's epic novel/poem, Aurora Leigh (1856) through the medium, Google Docs. In particular, this paper observes the students' interaction with the digital tools and literature-related pedagogy in two main parts. First, the democratic political nature of classroom culture when creating a new language/code during annotation. Second, the coexistence of cyberspace and the physical classroom space and its effect on time, specifically in the archival of the past, influencing of the future, and the splitting into the present multiverse. From a student's perspective in digital literary annotation, this paper shows that technology could become a way to decolonize and reprogram education to be more inclusive and collaborative.

• Journal of the Korean Geographical Society
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• v.50 no.1
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• pp.123-139
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• 2015

This paper attempts to complement the methodological and conceptual lack of spatial thinking in Korean women's movement research and to facilitate further discussion on this field of research, by drawing on recent academic discussion on scale developed particularly among the Western critical and feminist geographers. The purposes of the paper are following. First, it addresses the need to utilize the concept of scale in women's movement research. Numerous spatial metaphors often proliferated with indiscretion in the feminist approach have rather tended to hinder fully understanding the spatiality of social movements. In order to examine the spatiality of social movements as both conceptual tool and praxis, not merely as metaphor, the paper incorporates main issues in recent scale discourses with particular attention to the debate between Marston and Brenner, and explores their implications for women's movement research in Korea. Second, it emphasizes the multi-scalar approach by highlighting the role of micro-scale, the less studied side in social movement literature. The public and the private divide, the long time battle ground in feminist research, is often intermingled with the hierarchical scalar understanding which considers the global as more powerful and important than the local. The reproductive realm, however, is indispensably related to production and political economic realm. The paper explores the very site where both the public/private divide and the hierarchical scalar understanding can be dismantled. It is the site where the private becomes public and the local becomes the global (and vice versa). Drawing on a brief example of an anti-FTA movement of women with strollers in Korea, it examines the way the multi-scalar approach advances the understanding of Korean women's movement.

• Journal of English Language & Literature
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• v.56 no.3
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• pp.409-427
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• 2010

In this paper, I revisit and problematize "blackness" in THH by building on Toni Morrison's call for the theorization of "blackness" in American literature. THH has received much critical attention in the decades that followed its revival, but this paper argues that the meaning of "Africanist presence" has not been adequately addressed in 19th-century women writers' works. This paper is an effort to fill in this gap, and examines the ways in which "blackness" informed and shaped this most popular text of 19th-century America. This paper argues that THH demonstrates contemporary America's fear of "blackness," and rather than celebrating Capitola's feminist credentials or criticizing the lack of sensitivity to racial issues in THH, shows that the significance of the text lies in the ways in which it prophesies an impending national crisis mediated through the disruptive force of Capitola and Black Donald. THH certainly reiterates the popular, contemporary racial paradigms and excludes blacks from the conceptualization of "manhood," and it may seem that the issue of race is subsumed under gender issues when the text continuously privileges gender over race. However, at the same time, Black Donald and Capitola's disruptive energies signify the fear of explosive "blackness," and the disruptive stirrings of "blackness" permeate the novel as the energy that might rupture the seemingly tranquil order of antebellum South. The novel encodes and reflects the fear of blackness in the minds of its readers, and the popularity of this novel foretells nothing less than the explosion of Civil War.

• Journal of English Language & Literature
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• v.56 no.1
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• pp.103-133
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• 2010

The purpose of this paper is to make a critique of racial aspects of Caribbean literature more ethical through a constant concern with history and political philosophy. The first step I take for this purpose is a comparative reading of C. L. R. James's view of Toussaint L'Ouverture's position and Frantz Fanon's view of race and class in the historical context of the Caribbean power-relations. In so doing, I examine how Toussaint's and Fanon's wills to negotiation were thwarted in the New World history. To elaborate upon this ethico-political approach, I have recourse to the so-called later Derrida, focusing on his books, such as The Politics of Friendship, Of Hospitality, On Cosmopolitanism and Forgiveness, etc. Taking an up-close look at Derrida's thought, I argue that his political contemplation of ethics is as effective as his deconstruction of "otherness" in dealing with the nature of ethnic clashes in both the real world and minority literature. In the second half of my paper, I reexamine the issues of race, gender, and class in the three novels of Jamaica Kincaid - Annie John, Lucy, and The Autobiography of My Mother. It is conceivable that from the feminist perspective Kincaid's fiction has been read as a postcolonial Bildungsroman. In my supplementary attempts to this criticism, I reveal that the teenage narrator's precocious awareness is still under the colonial influence in the Annie John section. My analysis of Lucy contends that the reasons why the white woman fails to make friends with the young black woman should be sought in the long history of the U.S. racial politics. In the section of The Autobiography of My Mother, I discuss how difficult it is for a minority woman to liberate from the spell of history insofar as she is engaged in the issue of identity. In closing, I pose a need of consolation that literature may grant us by becoming able to produce a different interpretation on all the bleaker reality.

• International Journal of Advanced Culture Technology
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• v.6 no.2
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• pp.51-57
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• 2018

The purpose of this study is to try finding the research possibilities of computer technology in art education and understand why computer technology has such a great impact on our contemporary education. The methodology of this study is based on the analysis of literature review. I have tried to find the importance articles in the journals of art education such as Studies in Art Education and Art Education published from the National Art Education Association, one of the most well-known organizations in the field of art education. To draw the purpose of this study, I found articles and categorized the information using key words such as aesthetic, feminist, gender issues, and interactivity. After analyzing, I have discussed about the research possibilities and important issues of computer technology in art education and then categorized the information found in each article into four different subheadings: 1) the visual effects of computer graphics in art education, 2) gender issues based on the computer technology, 3) interactive multimedia and social interactions among students, 4) research possibilities with computer technologies in art education. The findings are as follow. Firstly, there were many research possibilities of computer technologies in art education such as ways of criticizing the contemporary art world. Secondly, I found that computer technology has a great impact on art education because students are more eager to engage with computer technologies-based media activities and very familiar with new media either at home and school. Therefore, we, as educators, must address how the student will be systematically engaged with computer technologies in their educational environment and should determine what knowledge and skills prospective teachers bring to our teacher education programs and how and where they acquired this knowledge.

• Cross-Cultural Studies
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• v.40
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• pp.61-90
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• 2015

The imagery of Ophelia appeared in Russian literature in the middle of the $19^{th}$ century. In contrast with Hamlet, whose name had been always in the center of the most intense debates through centuries, Ophelia had been understood relatively monotonously and simply associated with the images of a chaste maiden, a tragic heroine and a devoted lover. Only after the feminist literary criticism shed new light on the complicated inner world of the young girl, the imagery of Ophelia radically changed, and now it is not difficult to encounter various Ophelias on the contemporary stages and culture. In this paper we study the remarkable changes of the imagery of Ophelia in Russian modernism poetry, analysing A. Blok, A, Akhmatova, M. Tsvetaeva's Ophelia poems. Ophelia in Russian modernism, on the one hand, succeeding to the traditional view on Ophelia in $19^{th}$ century, assumes interesting new aspects, sometimes preempting feminist point of view.

• Korean Journal of Social Welfare Studies
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• v.41 no.4
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• pp.5-44
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• 2010

The main purpose of this study is to critically examine the existing theoretical as well as analytical scope of 'sexual minority' in Social Welfare, and to (re)construct and expand it incorporating feminist theories on sexuality. The body of literature on sexual minority or homosexuality in social welfare in Korea as well as in the West can be characterized as two distinct features: first, medical discourse leaning on pathological perspective which perceives homosexuality as a disease or defect, homosexual as a pervert; and second, human rights perspective premised upon the idea of diversity and multi-culturalism, both which are anchoring at 'essentialism.' Based upon the understanding of sexuality as a social construct, we argue that feminist insight on sexuality can lead to reconceptualizing homosexuality and reorienting theories and practices in social welfare. From radical feminism to postmodern queer theories, feminists have developed diverse ideas and complex theories on sexuality and homosexuality, including the concept of 'compulsory heterosexuality,' 'lesbianism as political resistance,' and 'performative gender.' For feminists, particularly, sexuality which is constructed in the complex power matrix of dominations to producing and maintaining inequalities and discriminations is not merely a distinctive variable, but one of the important organizational principles such as gender, class, race, age, and nationality. This epistemological principle will hopefully shed lights on alternative 'knowledge' on homosexuality in social welfare, and lead to significant contribution to its critical expansion in theory and practice.

• Journal of Korean Academy of Nursing
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• v.36 no.3
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• pp.493-502
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• 2006

Purpose: Concept analysis is an essential part of theory development in nursing. Thus, many strategies or methods of concept analysis have been suggested in nursing literature. However, in Korea, only limited strategies were utilized, without much consideration on a wide range of strategies in choosing a method that coincides with the characteristics of each concept to analyze The purpose of this article was to propose various strategies for concept analysis. Method: A literature review method was used. Result: Ten methods of concept analysis were identified in the literature, and they were evaluated for advantages and limitations, In addition to the method by Walker and Avant and a hybrid model, more advanced strategies, such as triangulation method, critical analysis and the feminist approach were introduced and described in detail. The examples used in each concept analysis method were presented in table to provide the extent of utilization of each method. Conclusion: This article provides a wide range of strategies in identifying, clarifying, or elaborating a concept. It might help in choosing a method that best fits the concept to analyze, thus enhancing quality of concept analysis research.

• Journal of English Language & Literature
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• v.57 no.2
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• pp.339-365
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• 2011

Charlotte $Bront{\ddot{e}}^{\prime}s$ novel Jane Eyre has long been doted on as one of the canonized texts of British literature since its publication. Seemingly, this romantic novel has nothing to do with plantation based on slave trade. However, paying a keen attention to the fact that Jane's enormous inheritance results from wine plantation at a colony, this essay re-interprets Bertha's drinking and madness as evidence of imperialism. For the porter/jin Bertha and Grace Poole enjoy might have some suspicious connection with wine, the very root of Jane's great expectations. Jean Ryes' Wide Sargasso Sea, writing Jane Eyre back, records Bertha as "a white resident of the West Indies, a colonizer of European descent" (326). However, Jane Eyre, in my interpretation, describes Bertha pretty much as a black Creole. At any rate, the view that the white West Indians are tainted by miscegenation proves contemporary racism and is reflected in the text through Bertha and her mother's intemperate drinking and madness. Drinking and madness are stigmatized as the evidence of the so-called "bad blood"; embodying the stereotypes of drinking, madness, and sexual corruption, Creoles, the very inescapable product of imperialism, provide a convenient excuse for justifying imperialism for purity, civilization, and moral cleanness. In this way, Jane Eyre needs to be re-interpreted politically and historically in the context of colonialism. British imperialism pursues a tremendous amount of profits through grape plantation and wine trades; however, it cleverly leaves in the colony the associated images such as intemperate drinking and madness. Bertha, transferred from Jamaica to Britain, takes in these negative images of "savageness." Transcending the narrow confines of feminist criticism obsessed with doubling between Bertha and Jane, this essay, accordingly, reads Bertha the prisoner in the attic as the captive for perpetuating imperialism. This reading hinges upon interpreting Rochester and St John as colonizers bearing the so-called "white men's burden" to cultivate and civilize savages much like crops such as grapes and sugarcane in the colonial plantation.

• Journal of English Language & Literature
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• v.64 no.4
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• pp.565-584
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• 2018

The pedagogical dynamic dramatized in Shaw's Pygmalion, which sets man as a distinct pedagogical authority and woman his subject spawning similarly patterned plays many decades later, has been relatively overlooked in the play's criticism clouded by its predominantly mythical theme. Shaw stages Eliza's pedagogical subordination to Higgins followed by her Nora-esque exit with the declaration, "I'll go and be a teacher." The central premise of this article is that the pioneering modern playwright and feminist's pedagogical rewriting of A Doll's House sets out a historical dialogue between Eliza, a new woman who repositions herself as a teacher renouncing her earlier subordinate pedagogical position that is culturally ascribed to women while threatening to replace her paternal teacher, and her immediate precursors, that is, Victorian women teachers whose professional career was socially "anathematized." Through a historical probe into the social status of Victorian women teachers, the article attempts to align their abortive career with Eliza's new womanly re-appropriation of the profession of teaching. With Pygmalion as the starting point of its query, this article conducts a historical survey on the literary representation of pedagogical women from the mid to late Victorian era to the turn of the century. Reading a wide selection of novels and plays alongside of Pygmalion (1912), such as Jane Eyre (1847), A Doll's House (1879), An Enemy of the People (1882), The Odd Women (1893), and The Importance of Being Earnest (1895), it contextualizes Eliza's resolution to be a teacher within the history of female pedagogy. This historical contextualization of the career choice of one of the earliest new women characters in modern drama helps appraise the historical significance of such choice.