The Figured World of Globalization and Cosmopolitanism and Korean Temporary Migrant Parents' Practices of their Children's Language Education
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This study explores Korean parents’ narratives and practices for their children’s English education through the theoretical lens of “figured worlds” (Holland, Skinner, Lachicotte, and Cain, 1998). Figured worlds, collectively shared sets of ideologies and practices among members of a group, help to analyze the practice from the participant’s perspective. The study focuses on Korean temporary migrant families with 3- to 8-year-old children who have already arrived in the United States. From 2003 to 2006, I conducted an ethnographic study of Korean international families in a university town in the Midwest. I investigated what motivates parents to implement this extreme practice of English education, that is, migration. The analysis discloses the parents have somewhat exaggerated beliefs on effectiveness of English education for their children. Those beliefs have been justified and intensified through their shared narrative in the figured worlds of globalization and cosmopolitanism. The parents also construct this narrative by psychologically interacting with their past experience and present situation.
Abstract
This study explores Korean parents’ narratives and practices for their children’s English education through the theoretical lens of “figured worlds” (Holland, Skinner, Lachicotte, and Cain, 1998). Figured worlds, collectively shared sets of ideologies and practices among members of a group, help to analyze the practice from the participant’s perspective. The study focuses on Korean temporary migrant families with 3- to 8-year-old children who have already arrived in the United States. From 2003 to 2006, I conducted an ethnographic study of Korean international families in a university town in the Midwest. I investigated what motivates parents to implement this extreme practice of English education, that is, migration. The analysis discloses the parents have somewhat exaggerated beliefs on effectiveness of English education for their children. Those beliefs have been justified and intensified through their shared narrative in the figured worlds of globalization and cosmopolitanism. The parents also construct this narrative by psychologically interacting with their past experience and present situation.
참고문헌 (36)
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