Document Type
Article
Publication Date
2017
DOI
10.5296/jei.v3i1.10756
Publication Title
Journal of Educational Issues
Volume
3
Issue
1
Pages
141-154
Abstract
The author uses a life-historical counter-storytelling approach to examine a Korean female pre-service teacher’s experiences in a U.S. teacher preparation program. The participant encountered challenges due to her perceived language proficiency and communication and participation style in a U.S. higher educational context. Further, the author report how the participant responded to her challenges: (1) by feeling pressure to internalize deficit-oriented narratives and assimilate into dominant cultural norms, and (2) by resisting against the racial stereotype. This study shows that teacher educators need to create counter-spaces for linguistic and ethnic/racial minority pre-service teachers in teacher preparation.
ORCID
0000-0001-5733-435X (Maddamsetti)
Original Publication Citation
Kang, J. (2017). Creating a counter-space through listening to and learning from a Korean pre-service teacher’s experiences. Journal of Educational Issues, 3(1). doi:10.5296/jei.v3i1.10756
Repository Citation
Kang, Jihea, "Creating a Counter-Space through Listening to and Learning from a Korean Pre-Service Teacher’s Experiences" (2017). Teaching & Learning Faculty Publications. 79.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/79
Comments
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/).