Sycamore Scholars

Border Pedagogy and the Acculturation of Korean Students in U.S. Institutions of High Education

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dc.contributor.author Green, Randy
dc.date.accessioned 2015-10-01T18:58:52Z
dc.date.available 2010-09-22T13:59:45Z
dc.date.available 2015-10-01T18:58:52Z
dc.date.issued 2010-09-22T13:59:45Z
dc.identifier.uri http://hdl.handle.net/10484/1167
dc.description.abstract This study aimed at identifying learning and teaching strategies that can promote the process of acculturation for Korean students in institutions of higher education in the United States. In particular, the study attempted to pinpoint ways in which these students and their instructors can become aware of and resist educational tendencies and approaches that promote hegemony and devalue cultural perspectives and experiences as well as construct meaning within the context of a worldview that is influenced by both Korean and U.S. cultures. It was hoped that the identification of these skills and strategies would aid both students and instructors in developing the ability to become successful border crossers, as defined by Giroux‟s (2005) border pedagogy, as well as culturally enlightened citizens of the global community. The study was qualitative in nature and consisted of a series of interviews with six South Korean students (three undergraduate and three graduate) enrolled in a mid-sized institution of higher education in the U.S. Midwest, six U.S. faculty members at the same university who had had Korean students in their courses, and four faculty members from Korea who were teaching at the university. A review of the literature included an examination of Positivism and its role in U.S. education, border pedagogy, particularly as it relates to international education and the process of acculturation, processes of cross-cultural adaptation, studies that have been conducted about South Korean students at U.S. institutions of higher education, historical influences on Korean higher education, and teaching and learning strategies common in South Korean universities. The study was able to identify several teaching and learning strategies that were interpreted as encouraging the process of acculturation and enabling students to cross borders. These strategies appeared to be supportive of the empowerment of and dialogue between students and teachers and strove to incorporate the cultural perspectives of both parties into the teaching and learning process. The study also identified a number of practices and perceptions that appeared to promote the assimilation of these students. In particular, there was little evidence that suggested the participants had reflected on or resisted influences and educational tendencies which could possibly promote the process of hegemony. The development of strategies that combat this tendency and facilitate a demystification of the educational process is recommended.
dc.description.statementofresponsibility Randy Green
dc.language.iso en_US
dc.subject.lcsh Korean students--United States.
dc.subject.lcsh Acculturation.
dc.subject.lcsh Pedagogy and cultural practice.
dc.subject.other Border Pedagogy.
dc.title Border Pedagogy and the Acculturation of Korean Students in U.S. Institutions of High Education
dc.type Dissertation
dc.date.graduationmonth August
dc.date.published 2010
dc.description.committeechair Kiger, Susan
dc.description.committeemembers Leslie B. Barratt,
dc.description.committeemembers Chad Becker
dc.description.degree Doctor of Philosophy
dc.description.department Department Not Listed
dc.description.imprint Cunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetd GS201009
dc.description.level Doctoral
dc.description.note Title from document title page. Document formatted into pages: contains 295 p.: ill. Includes bibliography, abstract and appendix.


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