Culturally Relevant Informal Art Education for Korean-American Elementary Students: Impact and Policy Implications
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Date
2019-03
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Abstract
This study explores the impact of culturally relevant informal, community-based art education for Korean-American elementary students through a case study of a 10-week art curriculum that was implemented at a Korean protestant church in Columbus, Ohio in Fall 2018. It finds that the students showed a unique hybrid identity that consists of Korean, American, and Christian cultures, and thus culturally relevant art education for them should address a balance of all such identities. The curriculum seems to have offered students an opportunity to contemplate on their own through art, and initiate conversations within their family about their hybrid identity. The author argues that culturally relevant art education has a potential to positively impact students’ cultural competence and critical consciousness in the long term, thus also potentially contributing to their successful acculturation. The study also discusses the study’s implications for social cohesion policy due to culturally relevant art education’s ability to create bonded bridging social capital.
Description
Poster Division: Arts and Humanities: 1st Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
Keywords
culturally relevant art education, Korean-American students, immigrant arts participation, hybrid identity, social cohesion policy, social capital