Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2022-04-02 DOI:10.1080/07908318.2022.2056193

Yeong Ryu, Jiyoung Kang

引用次数: 1

Abstract

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.

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谁的文化是韩国人？走向遗产文化的反本质主义课程

摘要在帮助移民儿童培养民族认同感和归属感的同时，遗产学校也通过教授固定、稳定和同质的遗产文化来再现对遗产文化的本质理解。为了帮助学生超越传统文化的本质概念，作者合作开发了一个课程，让学生对传统文化有另一种理解，并在纽约市的一所韩国传统学校实施了该课程。通过记录教师如何鼓励孩子们探索遗产文化的流动性、混合性和异质性，这项研究不仅为遗产文化的教学提供了实际意义，而且表明了使遗产学校成为一个不断重新审视遗产文化和身份边界的变革空间的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.

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