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I especially found it valuable to see
how students from the relatively
homogenous regional background
of Kentuckiana responded to
multicultural education. By
observing the work of 10 faculty
from multiple disciplines, I
discovered several approaches to
sensitive topics and ways to adjust
strategies to address students in
different contexts.
Also, I experienced a variety of
student thinking about diversity:
some saw it only as an issue of race,
ethnicity, or religion; others saw it as
irrelevant to persons in mainstream
culture; but many embraced it and
were open to new perspectives.
When my fellowship ended, I was
energized and excited to return to
South Korea, where I, and other
Korean college teachers also shaped
By spring 2011, we had created a model for
educators to design and implement multicultural
curricula. Integratng our knowledge, we
arrived at three dimensions of learning:
intellectual, emotional, and ethical. – Huh
by an American education, hope
to integrate what we have learned
here. My exposure at IU Southeast
to socially desirable interactions
across cultural groups in teaching
a variety of subjects, has enabled
me to develop a clearer sense of
how to disrupt problematic cultural
assumptions often taken for granted.
My hope is to help students to
expand their perspectives so that
diversity becomes the norm and
everyone’s voice is important.
Since going home in April, I took
my first step to advocate for my
newly acquired pedagogy at the
Korean Association of Teachers of
English in July 2011, along with
another Korean classmate who
also recently returned to South
Korea after receiving a Ph.D. at IU
Bloomington.
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