Bridging Transnational Funds of Knowledge into Classrooms: A Narrative Inquiry of a Korean Migrant Becoming a Teacher of Newcomer Students

Autor/in	Kim, Yeji
Titel	Bridging Transnational Funds of Knowledge into Classrooms: A Narrative Inquiry of a Korean Migrant Becoming a Teacher of Newcomer Students
Quelle	In: Diaspora, Indigenous, and Minority Education, 17 (2023) 4, S.299-316 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2022.2106209
Schlagwörter	Foreign Countries; Migrants; Minority Group Teachers; Minority Group Students; Social Studies; Teaching Methods; Cultural Capital; Teaching Experience; South Korea; New York (New York) + Suchen Sie Ihr Suchwort? Ausland; Migrantin; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Korea; Republik
Abstract	Drawing on notions of transnationalism and transnational funds of knowledge and using a narrative inquiry, this study investigates the experiences of a Korean migrant social studies teacher named Ms. Choi who works with newly arrived students in New York City while maintaining close ties to her home country. I explore how she makes sense of and negotiates her position as an Asian migrant teacher and how her own sense making of herself influences her teaching practices, which draw on her students' transnational funds of knowledge through the use of a variety of engaging multimodal and multilingual repertoires. Bringing attention to Ms. Choi's personal, migratory, and teaching life and experiences, this study contributed to scholarly challenges of racialized ideas of assimilation for Asian migrant communities and prompts more alternative and complex understandings of Asian migrant teachers' lives and pedagogies that cross multiple borders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01