Discrepancies Between Students' Belongingness and School Curricula in the Transnational Mobility Era in South Korea

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Cross-Cultural Context

Abstract

To prepare schools to new population, Education Offices in Korea has arranged several measures, whereas the effectiveness has been questioned. Drawing on transnationalism, this study examines how returned Chosunjok―Korean Chinese―students’ belongingness is discrepant with the school curriculum supposedly formulated to support them. This study finds that migrant Chosunjok students have developed belongingness straddling two countries, while school curriculum still remained nation-centered curriculum and stereotyped culture. Such gap left migrant students without connection to the curriculum to support them. Based on the finding, I argue that school curricula in transnational migration era should move beyond the rhetoric of cultural diversity and pay attention to the migrants’ transnational experience and emphasize to open a space to give voice to migrants.

Author

• Yeonghwi Ryu, Teachers College, Columbia University