Re/membering (to) Shifting Alignments: Korean Women's Transnational Narratives in U.S. Higher Education

Autor/in	Rhee, Jeong-eun
Titel	Re/membering (to) Shifting Alignments: Korean Women's Transnational Narratives in U.S. Higher Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 19 (2006) 5, S.595-615 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Foreign Countries; Females; Higher Education; Autobiographies; Personal Narratives; Sex; Race; Ethnicity; Researchers; Gender Bias; Ideology; Social Systems; Nationalism; Foreign Students; South Korea; United States + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Ethnizität; Researcher; Forscher; Geschlechterstereotyp; Ideologie; Social system; Soziales System; Nationalismus; Korea; Republik; USA
Abstract	At the location of alter-native researcher in US higher education, the author interweaves two Korean women's transnational narratives that intersect with her autobiographical route. Through this re-narrativization, the paper discusses the material and ideological specificities that place each individual differently in engagements with various institutions yet simultaneously constitute them/us as Korean women in US higher education. The purpose is to enunciate these particular transnational existences that map out the unequal connections of seemingly distant geographies, histories and educations between Korea and the US. In doing so, the paper highlights how these women ambivalently appropriate and subvert their gendered, racialized and nationalized locations in order to free themselves and to rework the worlds in which they/we are living. By enacting this specific re-narrativization, this paper argues for the proliferation of testimonies from and of particular history and geography as a way to decolonize global/local knowledge regimes. (Contains 8 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10