Hauntings of a Korean American woman researcher in the field

Yoon, Irene H.

doi:10.1080/09518398.2019.1597211

Cited by 11 publications

(6 citation statements)

References 30 publications

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“…However, when we discussed Yoon’s (2019) autoethnography—a second-generation Korean American scholar who grew up in a white neighborhood and speaks English as her first language and still finds herself being a ghost in a liminal space as a field researcher in white dominant field—we began to understand the ramification of PF ideology. Yuna said:I think this society wants me to feel that I don’t belong to them, thus making me accept it [perpetual foreigner narrative].…”

Section: Resultsmentioning

confidence: 99%

“…As a part of day-to-day racialization experiences, all Asian Americans are often asked, "Where are you from?" or told "Your English is good" (Kim, 2020;Yoon, 2019). PF functions to deny Asian Americans' access to being fully "American," while depicting them as a threatening "Yellow Peril" who cannot be trusted (Hwang, 2021).…”

Section: Asiancrit and Intersectional Understanding Of "Asian America...mentioning

confidence: 99%

“…This model minority myth is problematic because it appears not to challenge anti-Black racism and White supremacy by separating the racial issues from Asians’ success stories. Despite the empirical evidence supporting the fact that Asian faculty members’ experiences cannot be explained by the MMM as well as the fact they do actually experience the racialized discrimination (for these counter examples, see Poon et al, 2016; Yoon, 2019), the MMM continues in higher education, inscribing the stereotyped view that Asian faculty members have internalized this myth and are reluctant to actively participate in support systems (Tran, 2017).…”

Section: Identity-based Peer Mentoring For Early Career Faculty Devel...mentioning

confidence: 99%

“…PF portrays Asian American individuals as fresh-off-the-boat immigrants who are culturally distinct and in the process of learning English (Hsieh & Kim, 2020). As a part of day-to-day racialization experiences, all Asian Americans are often asked, “Where are you from?” or told “Your English is good” (Kim, 2020; Yoon, 2019). PF functions to deny Asian Americans’ access to being fully “American,” while depicting them as a threatening “Yellow Peril” who cannot be trusted (Hwang, 2021).…”

Section: Asiancrit and Intersectional Understanding Of “Asian America...mentioning

confidence: 99%

See 3 more Smart Citations

Negotiating Asian American identities: Collaborative self-study of Korean immigrant scholars’ reading group on AsianCrit.

Kim¹,

Jang²,

Jung³

et al. 2023

Journal of Diversity in Higher Education

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The purpose of this study is to understand how Korean immigrant women early career scholars in higher education in the United States explore their Asian American identities in the identity-based community space. The study considered qualitative data generated by five authors in a collaborative reading group learning more about AsianCrit literature. Our analysis revealed that AsianCrit was used as a tool for revisiting our racialized experiences, negotiating tensions around key constructs of AsianCrit informed by transnational perspectives, and embracing Asian American identities in pursuit of solidarity. The findings contribute to expanding the scholarship of AsianCrit by highlighting its utility and possibilities to support transnational or first-generation Asian immigrants’ identity exploration in higher education. Moreover, the findings signify the identity-informed peer mentoring as a way to build Asian solidarity.

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Section: Resultsmentioning

confidence: 99%

Section: Asiancrit and Intersectional Understanding Of "Asian America...mentioning

confidence: 99%

Section: Identity-based Peer Mentoring For Early Career Faculty Devel...mentioning

confidence: 99%

Section: Asiancrit and Intersectional Understanding Of “Asian America...mentioning

confidence: 99%

See 2 more Smart Citations

Negotiating Asian American identities: Collaborative self-study of Korean immigrant scholars’ reading group on AsianCrit.

Kim¹,

Jang²,

Jung³

et al. 2023

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…"But where are you originally from?" was often the next question, which was a constant reminder of me being perceived as a "forever foreigner" (Tuan, 1998) whose legitimacy and legality of presence, intersecting with my ethnic and linguistic identities, required frequent interrogation in the White dominant professional and institutional spaces (Museus & Iftikar, 2014;Yoon, 2019). Evidently, I am required to explicitly define "what I am" and how I stand with regard to immigration or citizenship status as if my degree and experiences alone are insufficient to establish my credibility as a college professor.…”

Section: Teachingmentioning

confidence: 99%

Foster Child of the Family: An Autoethnography of an International Minority Teacher Educator in a U.S. University

Chu

2023

To Be a Minority Teacher in a Foreign Culture

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In this chapter, I used critical autoethnography to document my experiences as a minority teacher educator in a predominantly White institution (PWI) of higher education in the United States and examined how my intersectional identities as a foreign-born, non-White, non-native English speaking, teacher educator of Asian descent had influenced my practices as a multicultural educator and researcher. I used tenets of the critical race theory (CRT) and Asian critical theory (AsianCrit), in particular counterstorytelling and intersectionality, as analytic lens to frame my explorations of what it meant to be a minority educator in a foreign cultural and institutional context. Data in the form of reflective narratives drawn from my lived experiences and documents were analyzed and presented as counternarratives to explicate my intersectional identities and navigational strategies used to negotiate my position and practices in the often-limiting, PWI academic space. I ended the chapter with a call for more inclusive CRT and AsianCrit frameworks to understand the unique transnational lives and identities of minority educators in an increasingly global world. By sharing my autoethnographic recollections and counternarratives, I hope this chapter will serve as an empowering invitation for international minority scholars to join the collective endeavor to advance the conversation and transform higher education towards a more diverse, inclusive, and equitable space.

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Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars

Kim,

Lee

2024

TESOL Journal

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This duoethnography traces two transnational woman teacher‐scholars' translanguaging pedagogies for equitable language and literacy education. Research on translanguaging has highlighted how lived experiences of transnational language and literacy educators crucially shape their language ideology, and professional identities and pedagogical practices (Motha et al., 2012). Extending this discussion, this duoethnography (Lawrence & Lowe, 2020; Norris & Sawyer, 2012) details how material and ideological conditions, along with our lived experiences, shape teachers' orientation to and enactment of translanguaging pedagogies. Through narratives and dialogue, the authors found that their translanguaging has intersected with their gendered and racialized positionalities in their own locale, and these experiences shape their translanguaging praxes. The authors argue that enacting translanguaging pedagogies necessitates teachers' reflexivity on their unequal lived experiences of varied language and literacies from their positionalities, and negotiation with material and ideological constraints. They conclude by suggesting implications for fellow teachers and teacher educators.

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Hauntings of a Korean American woman researcher in the field

Cited by 11 publications

References 30 publications

Negotiating Asian American identities: Collaborative self-study of Korean immigrant scholars’ reading group on AsianCrit.

Negotiating Asian American identities: Collaborative self-study of Korean immigrant scholars’ reading group on AsianCrit.

Foster Child of the Family: An Autoethnography of an International Minority Teacher Educator in a U.S. University

Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars

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