Being a Korean Studying Koreans in an American School: Reflections on Culture, Power, and Ideology

Authors

Minjung Lim, Bloomsburg University of PennsylvaniaFollow

Abstract

Recent debates on situated knowledge highlight the issue of the researcher’s position in the research process, challenging the traditional assumption of the insider/outsider dichotomy. Drawing on my fieldwork among Korean immigrant parents in an American school, I describe my shifting positions in negotiation and scrutinize the ways my reflexivity intersects with culture, power relations, and political ideologies in the research process. This self-analysis highlights partial and situated knowledge claims, questioning the author’s value-neutral, authoritative voice in texts. I argue that the researcher should critically reflect on her location in the field and articulate how this position influences the research.

Keywords

Insider/Outsider, Reflexivity, Autoethnography, Researcher Positionality, Fieldwork, Koreans, Parent Involvement

Publication Date

2-27-2012

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2012.1803

Recommended APA Citation

Lim, M. (2012). Being a Korean Studying Koreans in an American School: Reflections on Culture, Power, and Ideology. The Qualitative Report, 17(9), 1-15. https://doi.org/10.46743/2160-3715/2012.1803