KJCKorea
Journal Central

This study investigates how stakeholders understand and negotiate Koreanness the context of Heritage Language (HL) education. Using ethnographic data from Korean language teachers, parents, and students, we analyze how different actors frame and implement cultural elements in the curriculum. Our findings reveal competing institutional perspectives on the role of culture in heritage language education: while the Korean government frames it as a tool for strengthening nationalism and cultural ties, the church envisions it as a means of promoting evangelical Christian beliefs and maintaining ethnic community cohesion. Volunteer teachers leveraged cultural content to engage students in the class, and yet students’ reactions were mixed. We argue that current HL education policies and practices often reflect static, museum-like presentations of culture that fail to address the complex lived experiences of immigrant students. This study calls for a process-oriented approach to culture that recognize the fluid, hybrid nature of cultural identity in contemporary immigrant communities.

This paper examines the economic policies and performance of the Canadian economy under Stephen Harper's Conservative government from 2006 to 2015. It provides a comprehensive overview of the fiscal and monetary measures implemented during this period, as well as the impact of global events like the 2008 financial crisis on Canada's economic recovery. The analysis highlights Harper's focus on tax cuts, reduced government spending, and trade promotion. The findings show a mixed performance, with some successes in stabilizing the economy post-crisis, but challenges in sustaining growth in later years. The paper concludes by asking questions relevant for comparing economic outcomes under the Harper Conservatives with those under subsequent Liberal governments.

This paper explores identity construction and language practices of Korean university students through a comparative case study at two North American universities: one in Canada and the other in the U.S. Drawing on qualitative interview data from a larger ethnographic study of intraethnic othering among the “Korean” students, this study highlights two key findings: First, early and latecomer Korean university students form distinct affinity groups based on differences in social belonging, cultural practices, and language use, with language proficiency and cultural participation shaping their ethnic identity. Second, U.S. students are more motivated to maintain Korean-English bilingualism due to strong institutional support and the importance of bilingualism in immigrant communities, whereas Canadian students, lacking such support, invest less in bilingualism and their Koreanness. The paper concludes with a discussion of the study’s implications for a more nuanced understanding of the increasing linguistic and cultural diversity in higher education across the globe.