Whose Culture Is Korean? Toward an Anti-Essentialist Curriculum for Heritage Culture

Autor/inn/en	Ryu, Yeonghwi; Kang, Jiyoung
Titel	Whose Culture Is Korean? Toward an Anti-Essentialist Curriculum for Heritage Culture
Quelle	In: Language, Culture and Curriculum, 36 (2023) 2, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryu, Yeonghwi) ORCID (Kang, Jiyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2056193
Schlagwörter	Self Concept; Ethnicity; Heritage Education; Cultural Education; Korean; Korean Americans; Curriculum Development; Teacher Student Relationship; Transformative Learning; Immigrants; Action Research; Second Language Learning; Second Language Instruction; Community Schools; Culturally Relevant Education; Teacher Collaboration; Food; Student Characteristics; Churches; Catholics; New York (New York) + Suchen Sie Ihr Suchwort? Selbstkonzept; Ethnizität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Koreanisch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation; Immigrant; Immigrantin; Immigranten; Projektforschung; Zweitsprachenerwerb; Fremdsprachenunterricht; Community school; ; Gemeindeschule; Gemeinschaftsschule; Lehrerkooperation; Lebensmittel; Church; Kirche; Katholik
Abstract	While having served to help immigrant children develop a sense of ethnic identity and belonging, heritage schools have also been documented to reproduce an essentialised understanding of heritage culture by teaching heritage culture as fixed, stable, and homogenous. To help students move beyond an essentialised conception of heritage culture, the authors collaboratively developed a curriculum engaging students with an alternative understanding of heritage culture and implemented it in a Korean heritage school in New York City. By documenting how the teacher encouraged children to explore the fluid, hybrid, and heterogeneous nature of heritage culture, this study not only provides practical implications for teaching heritage culture but also shows a possibility of making heritage schools a transformative space in which the boundaries of heritage culture and identity are constantly revisited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01