Abstract
Space is a dynamic social construction in which human experiences and social realities are constantly constructed, deconstructed, and renegotiated. Educational researchers have persistently claimed the necessity of a geospatial turn to divulge the privilege and oppression that takes place in a certain spatial context, and to reimagine the emancipatory possibility of space. Employing a critical lens informed by interdisciplinary literature from critical geography, border theory, and clinical psychology, this instrumental case study examines how the social and spatial production of injustice impact (im)migrant youths’ opportunity to learn. Utilizing an ethnic Korean group from the post-Soviet states, referred to as Koryoin, living in South Korea as a critical case, this case study explores how cultural, linguistic, legal, and economic bordering practices in space result in dehumanizing effects such as microaggressions inflicted towards (im)migrant students and entail academic and psychological harms, pushing Koryoin students out of spaces of learning opportunities. The Koryoin community’s hope, resistance, and struggle to create culturally empowering counter-spaces are further explored.
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