No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula

@article{ART002413199},
author={ CEDARBOUGH T. SAEJI },
title={No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula},
journal={Acta Koreana},
issn={1520-7412},
year={2018},
volume={21},
number={2},
pages={443-460},
doi={10.18399/acta.2018.21.2.004},
url={http://dx.doi.org/10.18399/acta.2018.21.2.004}

TY - JOUR
AU - CEDARBOUGH T. SAEJI
TI - No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula
T2 - Acta Koreana
PY - 2018
VL - 21
IS - 2
PB - 계명대학교 한국학연구원
SP - 443-460
SN - 1520-7412
AB - In the past two decades, Korean Studies has expanded to become an interdisciplinary and increasingly international field of study and research. While new undergraduate Korean Studies programs are opening at universities in the Republic of Korea (ROK) and intensifying multi-lateral knowledge transfers, this process also reveals the lack of a clear identity that continues to haunt the field. In this autoethnographic essay, I examine the possibilities and limitations of framing Korea as an object of study for diverse student audiences, looking towards potential futures for the field. I focus on 1) the struggle to escape the nation-state boundaries implied in the habitual terminology, particularly when teaching in the ROK, where the country is unmarked (“Han’guk”), the Democratic People’s Republic of Korea is marked (“Pukhan”), and the diaspora is rarely mentioned at all; 2) the implications of the expansion of Korean Studies as a major within the ROK; 3) in-class navigations of Korean national pride, the trap of Korean uniqueness and (self-)orientalization andattitudes toward the West; 4) the negotiation of my own status as a white American researching/teaching about Korea, often to Koreans; 5) reactions to the (legitimate) demands of undergraduate Korean Studies majors to define the field and its future employment opportunities. Finally, I raise some questions about teaching methodologies in Korean Studies. Drawing on my experiences with diverse groups of students, I ask those involved in this field to consider with me the challenges emerging in a time of rapid growth.
KW - Korean Studies, pedagogy, classroom, auto-ethnography, Han’gukhak
DO - 10.18399/acta.2018.21.2.004
UR - http://dx.doi.org/10.18399/acta.2018.21.2.004
ER -

CEDARBOUGH T. SAEJI (2018). No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula. Acta Koreana, 21( 2), 443- 460.

CEDARBOUGH T. SAEJI . 2018, “No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula”, Acta Koreana, vol. 21, no. 2, pp. 443-460. Available from: doi:10.18399/acta.2018.21.2.004

CEDARBOUGH T. SAEJI “No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula” Acta Koreana 21.2 pp. 443-460 (2018): 443.

CEDARBOUGH T. SAEJI . No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula Acta Koreana [Internet]. 2018; 21( 2), : 443-460. Available from: doi:10.18399/acta.2018.21.2.004

CEDARBOUGH T. SAEJI . “No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula” Acta Koreana 21, no.2 (2018): 443-460. doi: 10.18399/acta.2018.21.2.004

홈 권호 목록 논문 목록 논문 상세

No Frame to Fit It All: An Autoethnography on Teaching Undergraduate Korean Studies, on and off the Peninsula

Acta Koreana

약어 : -

2018, vol.21, no.2, pp.443 - 460

DOI : 10.18399/acta.2018.21.2.004

발행기관 : 계명대학교 한국학연구원

연구분야 : 기타인문학

CEDARBOUGH T. SAEJI ¹

¹University of British Columbia

인용한 논문 수 : 2 서지 간략 보기

초록

In the past two decades, Korean Studies has expanded to become an interdisciplinary and increasingly international field of study and research. While new undergraduate Korean Studies programs are opening at universities in the Republic of Korea (ROK) and intensifying multi-lateral knowledge transfers, this process also reveals the lack of a clear identity that continues to haunt the field. In this autoethnographic essay, I examine the possibilities and limitations of framing Korea as an object of study for diverse student audiences, looking towards potential futures for the field. I focus on 1) the struggle to escape the nation-state boundaries implied in the habitual terminology, particularly when teaching in the ROK, where the country is unmarked (“Han’guk”), the Democratic People’s Republic of Korea is marked (“Pukhan”), and the diaspora is rarely mentioned at all; 2) the implications of the expansion of Korean Studies as a major within the ROK; 3) in-class navigations of Korean national pride, the trap of Korean uniqueness and (self-)orientalization andattitudes toward the West; 4) the negotiation of my own status as a white American researching/teaching about Korea, often to Koreans; 5) reactions to the (legitimate) demands of undergraduate Korean Studies majors to define the field and its future employment opportunities. Finally, I raise some questions about teaching methodologies in Korean Studies. Drawing on my experiences with diverse groups of students, I ask those involved in this field to consider with me the challenges emerging in a time of rapid growth.

키워드

Korean Studies, pedagogy, classroom, auto-ethnography, Han’gukhak

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