Document Type

Article

Publication Date

2018

Publication Title

Race Ethnicity and Education

Volume

21

Issue

5

Pages

643-660

Publisher Name

Informa UK Ltd, Taylor and Francis Group

Abstract

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.

Comments

Author Posting © Informa UK Ltd trading as Taylor and Francis Group, 2017. This is the author's version of the work. It is posted here by permission of Informa UK Ltd trading as Taylor and Francis Group for personal use, not for redistribution. The definitive version was published in Race Ethnicity and Education, Volume 21, Issue 5, 2018. http://dx.doi.org/10.1080/13613324.2017.1294567

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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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