재한 고학력 조선족의 자녀교육 경험에 관한 연구
A Study on the Child Education Experiences of Highly Educated Joseonjok in Korea
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This study examined the child education experiences of highly educated Joseonjok living in South Korea with a focus on the parents’ values toward childhood education and their parenting style, their plans and strategies concerning school education, and identity formation education. To achieve this goal, data is collected through in-depth interviews with six highly educated Joseonjok in Korea and analyzed using case study research methods. The analysis showed that the highly educated Joseonjok had distinctive values and preferred to have a child-centered approach to parenting, and used active strategies in choosing their children’s schools and when preparing for their children’s college entrance. This study also found that while they acknowledged the necessity of bilingual education, but they did not actively provide their children with bilingual education. In regards to identity formation education, they were divided into two groups on the issue of identity. One group emphasized that the Joseonjok are a part of the Korean diaspora, and stressed that they were closer to being “Koreans”. The other group emphasized their dual identities. The highly educated Joseonjok parents further argued that the mainstream prejudices and discriminations against them in the host society affected their children in terms of forming their identities. Based on these findings, practical and policy guidelines to be considered for supporting the children of highly educated Joseonjok in Korea are proposed.
Abstract
This study examined the child education experiences of highly educated Joseonjok living in South Korea with a focus on the parents’ values toward childhood education and their parenting style, their plans and strategies concerning school education, and identity formation education. To achieve this goal, data is collected through in-depth interviews with six highly educated Joseonjok in Korea and analyzed using case study research methods. The analysis showed that the highly educated Joseonjok had distinctive values and preferred to have a child-centered approach to parenting, and used active strategies in choosing their children’s schools and when preparing for their children’s college entrance. This study also found that while they acknowledged the necessity of bilingual education, but they did not actively provide their children with bilingual education. In regards to identity formation education, they were divided into two groups on the issue of identity. One group emphasized that the Joseonjok are a part of the Korean diaspora, and stressed that they were closer to being “Koreans”. The other group emphasized their dual identities. The highly educated Joseonjok parents further argued that the mainstream prejudices and discriminations against them in the host society affected their children in terms of forming their identities. Based on these findings, practical and policy guidelines to be considered for supporting the children of highly educated Joseonjok in Korea are proposed.
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