Race Ethnicity and Education
Informa UK Ltd, Taylor and Francis Group
The purpose of this paper is to advance the discourse on parental involvement drawing from Butlerian notion of strategic provisionality. In developing a new approach to understanding cultural differences and their relation to Korean parental involvement, the authors analyze qualitative and quantitative data from five New York metropolitan elementary schools. The authors examine the ways in which ‘Korean-ness’ and Korean parental involvement are discursively constructed and embodied in sociopolitical and historical contexts in the United States. We present two themes related to Korean parental involvement: (a) the double-edged component of respect for teachers and (b) biopolitics related to English language and parental involvement. By challenging normalized understanding about Korean-ness, the authors suggest a different approach to ethnoepistemology in order to enrich discourses concerning parental involvement and ethnic/racial studies.
Moon, Seungho and Jung, Jeesun. Complicated narratives of “Korean-ness”: Towards strategic provisionality in parental involvement. Race Ethnicity and Education, 21, 5: 643-660, 2018. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/13613324.2017.1294567
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