Korean American cultural differences in classroom literacy activities: Observations from an ethnographic case study.
This study explores teacher-student perceptions about cultural differences and their influence upon classroom literacy activities. An ethnographic case method focuses on a Korean American student. Secondary participants include a parent, teacher, and classmates in a white Midwestern community. The study accentuates the generalizable discourse that neglects the complexity inherent to intercultural relationships in a changing elementary classroom. Implications include how multicultural children’s literature deemed appropriate for minorities can be problematically situated for effective instruction.
Heriberto Godina PhD and Jeonghee Choi PhD. "Korean American cultural differences in classroom literacy activities: Observations from an ethnographic case study." Journal of Multicultural, Gender and Minority Studies 3.1 (2009): 1-13.
Available at: http://works.bepress.com/heriberto_godina/3