A Qualitative Case Study on the Experiences of Korean Early Childhood Teacher Educators Enacting Multicultural Social Justice Education in the U.S. -Focusing on Their Dilemmas-

Abstract

Purpose: This study examined three novice Korean teacher educators’ multicultural social justice teaching experiences who work in an early childhood teacher education program in the United States. An understanding of the participants’ teacher educating practices from a phenomenological perspective is presented. Methods: Three semi-structured interviews with each participant were conducted, which were guided by Seidman’s three-interview series. Results: The research found that all three participants demonstrated a strong belief that notions of multicultural social justice should be incorporated into all classrooms. However, they shared a timid approach rather than proactively creating a space for addressing structural inequities. This was understood to be related to the participants being situated in multilayered dilemmas. Conclusion: Conceptual, pedagogical, cultural, and political dilemmas encountered by the participants were delineated and practical suggestions for supporting teacher educators in delivering multicultural social justice teaching at an institutional level are detailed.