Positioning of Korean Immigrant Mothers of Children with Disabilities

Authors

  • Jieun Kim Ph.D. Candidate, Curriculum & Instrcution, School of Education, University of Wisconsin-Madison
  • Sunyoung Kim Assistant Professor University of Illinois at Chicago Department of Special Education 1040 W. Harrison St. Chicago, IL 60607 http://orcid.org/0000-0002-7376-164X

DOI:

https://doi.org/10.18251/ijme.v19i3.1362

Keywords:

Korean immigrant, mother, positioning, disability, U.S. School

Abstract

This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children’s education across a wide range of settings—academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children’s linguistic repertories and social skill development and their future success.

 

Author Biography

Jieun Kim, Ph.D. Candidate, Curriculum & Instrcution, School of Education, University of Wisconsin-Madison

Curriculum & Instrcution, School of Education, University of Wisconsin-Madison

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Published

2017-10-31

How to Cite

Kim, J., & Kim, S. (2017). Positioning of Korean Immigrant Mothers of Children with Disabilities. International Journal of Multicultural Education, 19(3), 41–64. https://doi.org/10.18251/ijme.v19i3.1362

Issue

Section

Articles (Peer-reviewed)