This study used van Leeuwen's social actor network model toanalyze the representation of three social actors associated with the alternative schoolsfor North Korean Refugees (NKR) in newspaper articles. The social actors analyzedwere alternative schools, principals, and teachers, and the main strategies used torepresent them were categorization, nomination, passivation, and differentiation. Thestrategies of passivation and differentiation were primarily used to represent alternativeschools as being dependent on administrative and financial support from mainstreamsociety. This precarious status led these alternative schools to represent themselves asbeing helpful in integrating NKR students into mainstream society. On the other hand,principals were represented through the nomination strategy, focusing on their callingnarratives. Lastly, teachers were represented primarily through the categorizationstrategy, which emphasized both their sacrifices and the fulfillment they derive fromtheir role as educators. These findings provide an implication that the representations ofalternative schools can reinforce assimilationist views. Furthermore, theover-representation of teachers and principals with their rewarding narratives couldresult in neglecting necessary support to overcome their poor working conditions. Thispaper calls for the need to incorporate diverse representations of social actors involvedin alternative education.