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