A Self-Critical Journey to Working for Immigrant Children: An Autoethnography

Autor/in	Jahng, Kyung Eun
Titel	A Self-Critical Journey to Working for Immigrant Children: An Autoethnography
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 4, S.573-582 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2012.738867
Schlagwörter	Immigrants; Children; Ethnography; Minority Group Teachers; Teacher Student Relationship; Cultural Awareness; Cultural Background; Educational Practices; Self Evaluation (Individuals); Discourse Analysis + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Child; Kind; Kinder; Ethnografie; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural identity; Kulturelle Identität; Bildungspraxis; Diskursanalyse
Abstract	This autoethnography reveals the limitation of the cultural compatibility theory that emphasizes the importance of increasing the number of teachers from different racial and ethnic backgrounds. A teacher's "minority" identity or even having the same cultural background as the children does not necessarily ensure full "insider" status for teaching immigrant children. Cultural synchrony between a teacher and children does not promise the teacher's better understanding of the children. My story delivers the message that teachers should understand that their teaching practices are discursive products. It does not intend to generalize but points out the complexity in the ways that the subjectivity of a teacher working with immigrant children intersects with teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10