Minority and majority students' self-reflexivity in educational settings: Koreans born in Japan students as critical participants
AuthorKim, Koomi Ja
KeywordsEducation, Language and Literature.
Education, Bilingual and Multicultural.
Sociology, Ethnic and Racial Studies.
AdvisorGoodman, Yetta M.
Committee ChairGoodman, Yetta M.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe main objective of this ethnographic study is to examine the processes by which minority students, Koreans Born in Japan (KBJs), are able to find their own voices within Japanese educational settings. I also explore how minority, KBJ students, and majority, Japanese students, learn to understand each other and their identities in two educational settings: university and high school, and how educators' knowledge and theories contribute to the process. One setting is a sociology class taught by a Japanese professor. The other setting is a Japanese public high school. For this ethnographic study, my data consist of transcriptions of interview sessions, reflection essays and reaction papers written by students. The data also include daily field notes on my classroom observations, my interactions with the participants and email messages from the participants. I analyze and interpret the data by looking at the data sources inclusively in order to answer my research questions. The results show that the KBJ students explore their identities reflectively and describe and revalue themselves as active participants of society within humanistic and liberatory educational settings. Originally, my research questions focused on only KBJ learners. However, in the process of collecting data, I realized that I had obtained important data from my Japanese participants. This helped to refine my research questions to incorporate the process of how majority students, describe, demystify, and redefine their perceptions of their KBJ peers as well as their own identities. This study highlights the ways in which educators, knowledge and theories influence the processes by which both minority and majority students describe, demystify and redefine their own identities self reflectively. My findings indicate that humanistic and liberatory education offer opportunities for minority students to describe and revalue themselves as learners and active participants in society. In addition, humanistic and liberatory education also offers opportunities for majority students to describe, demystify and redefine their KBJ peers as well as their own identities.
Degree ProgramGraduate College
Language, Reading and Culture