Young Children’s Racial-Cultural Identity Negotiation and Development:A Phenomenological Case Study

서지정보

ㆍ발행기관 : 환태평양유아교육연구학회 ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 9권 / 2호
ㆍ저자명 : Heejeong Sophia Han

목차

Theoretical Background
Method
Findings
Discussion and Implications
References

한국어 초록

This article reports on a phenomenological case study following one Korean-American child’snegotiation and development of racial-cultural identity in the United States during the first three years ofschool. This study aimed to closely explore, understand, and explain the critical incidents experienced bya Korean-American child to recognize and negotiate her racial-cultural identity, and the strategies sheused to navigate through the school culture. As a result, four themes were identified with the followingmetaphors: (a) Just give me a sandwich ? Avoiding attention; (b) I must have been a slave ? Trying to fitin; (c) It is my cultural water ? Speaking up; and (d) I can be both ? Reconstructing flexible identities.This study offers a glimpse into a complex nature of a Korean-American child’s racial-cultural identitynegotiation and development in the United States calling for an expanded discourse around the issue, andsheds a light on what roles teachers and parents can play to collaboratively address and scaffold theexperiences.

영어 초록

This article reports on a phenomenological case study following one Korean-American child’s
negotiation and development of racial-cultural identity in the United States during the first three years of
school. This study aimed to closely explore, understand, and explain the critical incidents experienced by
a Korean-American child to recognize and negotiate her racial-cultural identity, and the strategies she
used to navigate through the school culture. As a result, four themes were identified with the following
metaphors: (a) Just give me a sandwich – Avoiding attention; (b) I must have been a slave – Trying to fit
in; (c) It is my cultural water – Speaking up; and (d) I can be both – Reconstructing flexible identities.
This study offers a glimpse into a complex nature of a Korean-American child’s racial-cultural identity
negotiation and development in the United States calling for an expanded discourse around the issue, and
sheds a light on what roles teachers and parents can play to collaboratively address and scaffold the
experiences.

참고 자료

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