Following the 2017-2018 North Korea nuclear crisis and a decade of disinterest, scholarly attention to the EU’s involvement in the Korean conflict has steadily increased. This thesis compares EU actorness in the Korean conflict, spanning the periods 2011-2012 and 2018-2019, using parts of Rhinard’s and Sjöstedt’s (2019) new actorness framework. Following recent developments in Actorness studies and heeding calls for a greater focus on external factors, it situates the analysis within the Korean conflict's broader context. It concludes that while the EU has deepened its overall engagement in the Northeast Asia region – shifting focus from North to South Korea – the EU has shown little interest in getting involved, despite other actors perceiving further EU involvement favorably. Brussels has continuously been unable to define what role it wants to play. Internal disunity concerning how the EU should balance its troubled relationship with the US with commitments to Seoul has led to the embrace of a traditional passive status quo approach, hindering proactive engagement. The EU’s stance on North Korea remains hardened, making all further cooperation and engagement entirely conditional on progress in the denuclearization talks with the US. The analytical variables borrowed from Rhinard and Sjöstedt’s actorness framework address key concerns in previous actorness studies, allowing for a detailed analysis even when no comprehensive EU-DPRK relations are found.

Secondary English language arts (ELA) teachers in independent K–12 schools are well-situated to teach for social justice as they do not face the same constraints prevalent in many public schools, such as restrictive curricular mandates, high-stakes testing, and legislation resulting from the weaponization of critical pedagogy. Thus, secondary ELA teachers often have the liberty to craft their own curricula and use literature, verse, and other media as vehicles for teaching social justice. Despite an increase in empirical research examining social justice teaching in various contexts throughout K–12 education, there was a gap in the research focused on social justice teaching in the secondary ELA classroom in independent schools. To address this gap, this qualitative multicase study investigated how three secondary ELA teachers in three independent schools in Southern California perceived and enacted social justice teaching to foster critical engagement. The study further explored how teacher participants’ beliefs and practices about social justice teaching intersected with their independent schools. Cross-case analyses of demographic questionnaires, semistructured interviews, classroom observations, and class syllabi provided rich descriptions of how secondary ELA teachers understood and operationalized justice-oriented practices and demonstrated meaningful social justice teaching in the independent school context. Findings revealed teacher participants valued inclusive curricula, identity work, building relationships, the examination of literature through multiple perspectives, discussion-centered classrooms, students’ well-being, and critical engagement. Additionally, cross-case themes identified included teachers’ autonomy, commitment to growth, and the navigation of tensions associated with teaching in privileged schools.