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.

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/).

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

ORCID

0000-0001-5733-435X (Maddamsetti)

Share

COinS