• 동남아시아연구
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• 제23권3호
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• pp.135-179
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• 2013

This study explores the study experiences of Southeast Asian students at a reputable Korean private university in Seoul. In particular, this study focuses on difficulties and coping strategies of both non-native speaker of English and native-speakers of English who are working for their undergraduate or postgraduate degrees. Interviews of fourteen students from five Southeast Asian countries were collected and analyzed by NVivo 9. Thematic analysis result shows that many students, particularly non-native speakers of English, had much more difficulties than their counterparts, in contemporary Korean university context, where internationalization indices-driven strategies including expanding courses conducted in English language. Also, this study observes and documents contrasting patterns of different degree of difficulties experienced by students, depending on their degree levels and majors. Undergraduate students in science and engineering majors had the greatest degree of difficulties among all. In contrast, their graduate counterparts seem to have less difficulties. This might be related to the fact that graduate students in science and engineering majors are mostly working with their peers in their own labs, which provides institutional support. Coping strategies of students show that international students, facing unfavorable or unfriendly treatments by their Korean peers, developed innovative strategies, including using the internet technology to catch up with the classes that they could not fully understand. As a whole, adaptation process of international students do not seem to be passive or one-way. This study also provides policy implications for international students, particularly, who can be categorized as linguistic and ethnic minorities.

• 수완나부미
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• 제12권1호
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• pp.111-130
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• 2020

This paper introduces the different Southeast Asian Studies academic programs of three universities in northeast Asia namely: Peking University (China); Tokyo University of Foreign Studies (Japan); and Busan University of Foreign Studies (Korea). This study mainly focuses on the Philippines as part of Southeast Asian studies program in the said universities. The researcher utilized archival work related to the Southeast Asian studies programs of each university. The study also examined the curriculum of the program, background of faculty, and motivations of students in studying Southeast Asian studies by conducting interviews and surveys. Strength, Weakness, Opportunities, Threats (SWOT) Analysis was employed by the researcher in analyzing the data from the different universities. Finally, in mapping out the teaching of Filipino language and Philippine-related subjects, this paper argued that Northeast Asian universities established a Southeast Asian Studies focused on Philippines because of various socio-economic-political factors, and not only because of the Filipino diaspora in the region.

• 동남아시아연구
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• 제28권4호
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• pp.1-29
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• 2018

이 연구는 한국의 동남아연구를 포괄적인 방법으로 검토하고 우리 학계의 당면과제를 새로 설정하고자 하는 목적으로 작성되었다. 이를 위해 한국에서 발간된 모든 학술적 성과(학위 논문, 학술지 논문 및 단행본)를 아우르는 연구 총량 추이 분석을 시도하였다. 본문의 내용은 연구 역사, 연구 축적 경향, 연구자 규모로 나뉜다. 연구 역사는 우리의 인식보다 더 오래되었고 탈중심적이었다. 연구 축적은 점점 더 다원적으로 전개되고 있으며, 전문연구자의 수도 예상보다 많았다. 이렇게 새로이 발견된 한국의 동남아 연구 동향은 우리 학계의 포괄성 증대라는 과제를 제시하고 있다. 양적으로 끊임없이 성장하고, 학문적으로 방대하게 펼쳐지고, 국적도 초월하는 한국의 동남아연구 추이에 비하면, 우리동남아학계는 협소하고 정체되어 있는 것처럼 여겨지기 때문이다. 한국동남아학회가 포괄성을 증대하려면, 분권적이고 자율적인 소규모 연구회들을 개설하고, 동남아 출신 국내 대학원생들을 초대하고, 다양한 학문분야의 접점으로서 대학 거점을 확산시키려는 노력이 필요하다.

• 수완나부미
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• 제11권1호
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• pp.7-40
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• 2019

The essay reflects on the work of Adrian Lapian (1929-2011), an Indonesian scholar of archipelagic/maritime Southeast Asia and its "sea people-sea pirates-sea kings." The essay suggests that Lapian's writing mirrors navigation at sea, and the constant re-orientation and ever-changing, multiple points of view that are part of it. This is contrasted to Foucault's "panopticism" and academic desire for discipline. Taking cue from Lapian's writing and from the present author's experience of seafaring, the essay envisions Southeast Asian studies as a fluid, precarious, disorienting, even nauseating multiplicity of experiences, dialogues, and moving, unstable, and uncertain points of view; a style of learning that is less (neo)colonial, more humble, and closer to experiences in the region, than super-scholarship that imposes universalizing, panoptic standards, theories and methods (typically self-styled as "new") that reduce the particular into a specimen of the general, a cell in the Panopticon. The essay concludes with reflections on certain learning initiatives/traditions at the National University of Singapore, including seafaring voyages-experiences, encounters, and conversations that make students and scholars alike to move and see differently, to be touched, blown away, rocked, swayed, disoriented, swallowed, transformed, and feel anew their places, roots, bonds, distances, fears, blindness, powerlessness.

• 수완나부미
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• 제12권2호
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• pp.53-80
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• 2020

Students of global development are often introduced to Southeast Asia by reading many of the influential authors whose ideas were derived from their experiences in the region. John Furnivall, Clifford Geertz, Benedict Anderson and James Scott have made Southeast Asia relevant to comprehending developments far beyond the region. It might even be added that others come to the region because it has also been the home to many key historical events and seminal social developments. However, when many of the best-known writings (and textbooks) of global history are examined, treatment of Southeast Asia is often scarce and in the worst cases non-existent. It is within this context that this paper will examine Southeast Asia's role in the interpretation of global history. The paper will consider the 'global history' as a historical production in order to depict the ways in which the construction of global narratives can be a reflection of the immediate needs of historians. Furthermore, the discussion will be historiographic, exhibiting the manner in which key global histories portrayed the significance of the region. Particular importance will be placed on the ways in which the region is used to present larger historical trajectories. Additionally, the paper will consider instances when Southeast Asia is either profoundly underrepresented in global narratives or misrepresented by global historians. Last, since the discussion will probe the nature of 'global history', it will also consider what the subject might look like from a Southeast Asian point of view. The paper will end by exploring the ways in which the region's history might be augmented to become visible to those who live outside or have little knowledge about it. Visual augmented reality offers great potential in many areas of education, training and heritage preservation. To draw upon augmented reality as a basic metaphor for enquiry (and methodology) means asking a different kind of question: how can a region be "augmented" to become (at least in this case) more prominent. That is, how can the region's nations, histories and cultures become augmented so that they can become the center of historical global narratives in their own right. Or, to put this in more familiar terms, how can the "autonomous voices" associated with the region make themselves heard?

• 한국융합학회논문지
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• 제11권12호
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• pp.429-438
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• 2020

본 연구의 목적은 국제 교류 융합 활성화를 위하여 동남 아시아 간호대학을 대상으로 한국 간호에 대한 요구도를 조사하는 것이다. 본 연구에서는 태국, 베트남, 필리핀에 거주하는 교수와 학생들을 대상으로 Google Form을 활용하여 두 번에 나누어 설문 조사를 실시하였다. 첫 번째 설문조사에서는 간호교육의 큰 범주내에서 요구도 조사를 실시하고, 응급간호와, 감연관리에 관련된 주제가 가장 요구도가 높게 나타났다. 두 번째 설문조사에서는 첫 번째 설문조사결과에 근거하여 세부주제에 대한 요구도를 조사하기 위하여 실시하였고 결과 응급간호에서는 응급환자 중증도 분류가 우선순위가 가장 높은 주제에서 빈도가 제일 높게 나타났으며, 감염관리에서는 COVID-19과 같은 신종감염병에 대한 관리가 우선순위가 가장 높은 주제에서 빈도가 제일 높게 나타났다. 본 연구의 결과를 바탕으로 가장 빈도가 높은 순위에 따라 콘텐츠를 개발하여 국제교류프로그램에 활용할 것에 대하여 제안한다.

• Asian Journal for Public Opinion Research
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• 제5권3호
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• pp.250-265
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• 2018

Thailand is one of the ASEAN countries and is said to be the most visited country in Southeast Asia. Despite its development, Thailand falls as one of the countries with the lowest rates of English proficiency. This article is written to describe one of the possible factors of Thailand's low English proficiency, which is the foreign language anxiety of students. This article outlines references regarding the English language anxiety of Thai students and uses them as a basis in distinguishing English language anxiety among nursing students in Boromarajonani College of Nursing Nakhon Lampang, Thailand (BCNLP). A survey was conducted using a questionnaire based on the FLCA Scale by Horwitz, Horwitz, and Cope, (1986) with a focus group consisting of 80 participants randomly selected from $1^{st}$ year to $4^{th}$ year nursing students of BCNLP. As found in the survey there were two sources of English language anxiety among nursing students: 1. Fear of negative evaluation due to unpreparedness, and feeling and thinking that others are better in language learning as the main factors; and 2. Communicating apprehension, where in speaking without preparation, speaking in the foreign language in front of other students, and self-doubt about one's ability to speak in the foreign language are the highest ranked causes of anxiety. The results indicate two main problems: unpreparedness and self-concept. Therefore, it is recommended that English Language classes should be taught with the learner-centered approach and that instructors should put importance in preparing the students during class, and encouraging them to increase a positive self-concept towards English language learning.

• 한국식생활문화학회지
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• 제26권5호
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• pp.478-489
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• 2011

Student and dietitian reactions to a multicultural food service menu were studied. Food habits in a multicultural family could delay the acculturation of the children to traditional Korean food and could cause the isolation of children from the community. Also, Korean students need to be exposed to other cultures and foods because it can be a challenge to eat novel foods when students grow up. To help both multicultural and Korean children adjust to new foods, a multicultural menu was included in a school's food service. Students regarded the multicultural menu as access to another culture, but they felt that improvement of the food quality and menu diversity were required. The degree of satisfaction with the food quality, appearance, freshness, temperature, and menu diversity were all moderate. The multicultural menu was served as a single menu item or a combination menu item. The main dish single items - pasta, jajangmyeon, onigiri, hamburgers, rice and curry, kaupatmu, kaupatkung, and donburi - were liked, but nasi goreng was liked only moderately. The soup - based dish single item, tempura soba, was liked, while tomyum was disliked. The side dish single items - tangsuyook, Japanese donkatsu, baked sausage and potatoes, tandoori chicken, chicken britto, Vienna schnitzels, tender tortillas, and fried chicken wings - were liked. The desserts single items-sandwiches, pineapples, waffles, pizza, bread with strawberry jam, mangoes, and tacoyaki - were liked. The combination menus - Italian, Indian, and American - were liked, but the southeast Asian menu was the least favored. Acceptance of combination and single menu items were similar. Male students liked multicultural menu items more than female students in all categories. Approximately 60% of dietitians had experience serving the single menu items for multicultural food service. The appropriate serving times were twice per month. Dietitians guessed that 80% of the students liked the multicultural menu. The dietitians preferred serving American or Chinese foods to southeast Asian food. There were two difficulties in serving the multicultural menu, which were voiced as as lack of skill in cooking the items and improper cooking utensils and tableware for the items. Despite all the difficulties, the dietitians served the multicultural menu because it provided menu diversity, rather than for educational reasons.

• 한국심리학회지 : 문화 및 사회문제
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• 제15권1호
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• pp.49-79
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• 2009

본 연구는 한국 초등학생을 대상으로 인종에 대한 명시적 및 암묵적 태도가 학년에 따라 어떠한 차이가 있는지 발달적 관점에서 살펴보고, 탈 편견적 메시지를 담은 다문화교육 프로그램이 초등학생들의 인종에 대한 태도변화에 미치는 효과를 검증하였다. 초등학교 일학년(6세) 117명과 사학년(10세) 117명을 대상으로 명시적 태도검사, 명시적 선호도검사와 암묵적 연합검사(IAT)를 사용하여, 각 인종(한국인/백인/흑인/동남아인)에 대한 내집단선호/외집단 편견적 태도를 살펴보았다. 학년과 성별에 따른 이원 다변량 분산분석결과, 학년증가에 따라 명시적 수준에서는 내집단 선호가 감소하고 외집단선호가 증가하는 반면, 암묵적 수준에서는 오히려 흑인에 대한 편견적 태도가 더 뚜렷하게 나타났다. 연구 2에서는 탈 편견적 다문화교육 프로그램을 실시하여 태도 변화에 미치는 효과를 검증한 결과, 초등학교 일학년과 사학년생 모두 명시적 태도검사에서 흑인에 대한 호감도가 증가하였다. 그러나 명시적 선호도검사와 IAT에서는 탈 편견적인 방향으로 태도변화가 나타나지 않았다. 본 연구의 결과들을 이론 및 실제적인 측면에서 논의하였다.

• Child Studies in Asia-Pacific Contexts
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• 제7권1호
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• pp.15-26
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• 2017

The aim of this study was to retrospectively estimate the prevalence of childhood emotional abuse (CEA), childhood physical abuse (CPA), and childhood contact sexual abuse (CCSA) in relation to adult poor mental health, addictive behavior, and other health-risk behaviors among university students in five ASEAN countries (Indonesia, Malaysia, Myanmar, Thailand, and Vietnam). In a cross-sectional survey, 3,240 undergraduate university students were randomly selected (M age = 20.5 years, SD = 1.6 years) to respond to a questionnaire including the Abuse section of the World Health Organization (WHO) Version 1 "Adverse Childhood Experiences International Questionnaire" (ACE-IQ) and other measures. The students reported 17.9% CEA, 28.2% CPA, and 22.4% CCSA, with the highest prevalence of CEA in Myanmar (30.9%) and CPA and CCSA in Vietnam (55.8% and 41.6%, respectively). In logistic regression models, adjusting for sociodemographic and social variables, the separate and cumulative effects of three types of child abuse (emotional, physical, and sexual) were found to increase the risks for poor adult mental health, addictive, and other health-risk behaviors.