Voices from Korean American Social Studies Teachers: Toward Culturally Relevant Pedagogy

• In Event: Situated Pedagogical Decision Making

Abstract

This study explores how two Korean American social studies teachers work to promote culturally relevant pedagogy in urban, multicultural schools. Employing qualitative, multicase study approach, this study examines the Korean American teachers’ curricular and pedagogical decision making and the influence of their sociocultural backgrounds on their practices. Immigrant family backgrounds, experiences of being Asians, and teacher education contributed to their commitment to teaching for global citizenship and critical multicultural perspectives. Supportive school environment encouraged the teachers’ curriculum reform. When faced with cultural conflicts, they were able to turn the conflicts into educative events. This study focuses on the unique stories of Korean American teachers, thereby challenging frequently homogenized identities of Asian teachers and highlighting their contribution to culturally relevant education.

Author

• Yoonjung Choi, University of Maine at Farmington