Abolition of foreign organization registration policy (1999)

, 103

Accreditation process

, 103

Acculturation process

, 22

Anti-racism

, 136

Asian Debt Crisis (1997)

, 101–102

Asian Games (1986)

, 101

Authentic collaboration process

, 120

Author as co-participant

, 106, 119–120

Autobiographical analysis

, 32–33

Autobiographical approach

, 106

Autobiographical narratives

, 61–62

as data

, 60

study of teaching

, 76

Bilingual education

, 38

Bilingual Education Principles and Practices

, 40

Bilingual teaching certification

, 32

Biographical processes

, 30

Borderland

, 54

Borderland school, narratives of teaching in

, 62–63

Borders

, 54

Canada’s Multicultural Act (1988)

, 141

Canadian school system

, 199

Canadian teacher

, 199

learning about Japanese schools through lens of

, 183–184

schooling in one’s own culture forms foundation to building knowledge

, 183

sense of observations from Canadian teacher perspective

, 182–186

understanding of schooling as complex intersection of school and society, culture and curriculum

, 183

Causality, illusion of

, 120

Chilean

, 33–34

Classroom management supported by group-oriented society

, 180–181

Classrooms

, 17–18

Co-participant, author as

, 106

College Entrance Examination

, 149

Communities, schooling in one’s own culture forms foundation to building knowledge about schooling in other

, 183

Comparative education research studies

, 192–193

Conceptual curricular framework, my story as student reconstructed through

, 154–157

Constraints

, 57

Consumer rights

, 104

Conversational education. See Problem-posing

Cosmopolitan citizenship

, 102–103

Cree teachers and students, experiences of

, 136–137

Critical race theory

, 135

Critical service-learning

, 81–82

Cross-boundary children

, 55

Cross-cultural chickens and eggs

crossing to new culture

, 16–22

crossing to our home culture

, 22–23

data analysis and discussion

, 16–24

educational significance

, 24–25

enduring puzzles

, 23–24

literature supporting my investigation

, 14–15

methods

, 15–16

Cross-cultural comparative narrative approach

, 200–203

Cross-cultural comparative narrative inquiry

, 4–5, 192, 202–203

educational significance of

, 203

Cross-cultural contexts

, 116

learning in

, 150–151

teaching in

, 56–57

Cross-cultural perspectives in pedagogy

Kiyomi’s journey through language as cultural identity

, 37

language and instruction

, 37–43

nuestras identidades

, 31–33

reshaping my teaching philosophy

, 33–37

teaching and cultural identities

, 30–31

Cross-cultural professional development

, 14

Cross-cultural teachers

, 18, 23–24

Cross-cultural teaching

, 13–15, 23, 133, 148, 185–186, 192, 194–195

contribution of cross-cultural teaching experiences in contributing to teacher knowledge development

, 185–186

culture shaped my participants

, 150–151

data from different perspectives

, 152–154

dialectical shift from my story to my participants’ stories

, 157–159

experiences

, 193

filling gap between cultural expectations through curricular concepts

, 158–159

finding crossroad through our stories

, 151–152

milieus

, 149–150

my story as student reconstructed through conceptual curricular framework

, 154–157

reflecting on experience

, 164–165

seeking comfort and sense of belonging

, 152–153

seeking safety in silence

, 153–154

significance of work

, 165

students’ experiences

, 154

subject matters

, 163–164

teachers’ experiences

, 159–163

Cultural capital in South Korea, english as

, 101–102

Cultural expectations through curricular concepts, filling gap between

, 158–159

Cultural experiences

, 30

Cultural identity

, 30–31

of FCK

, 102

Kiyomi’s journey through language as

, 37

loss of local language

, 103

multiculturality and cosmopolitan citizenship

, 102–103

Cultural revitalization and reclamation

, 136

Cultural uniformity at Kyoto elementary school

, 177

Culturally responsive teacher

, 68–70

Culture

schooling as complex intersection of

, 183

shaped my participants

, 150–151

shock

, 16

“Culture bump” concept

, 86

Curricular concepts, filling gap between cultural expectations through

, 158–159

Curriculum

, 77, 148, 176–177

commonplaces concept

, 148

decision-making

, 148

schooling as complex intersection of

, 183

Curriculum design

culture shaped my participants

, 150–151

dialectical shift from my story to my participants’ stories

, 157–159

filling gap between cultural expectations through curricular concepts

, 158–159

finding crossroad through our stories

, 151–152

looking at data from different perspectives

, 152–154

milieus

, 149–150

my story as student reconstructed through conceptual curricular framework

, 154–157

reflecting on experience

, 164–165

seeking comfort and sense of belonging

, 152–153

seeking safety in silence

, 153–154

significance of work

, 165

students’ experiences

, 154

subject matters

, 163–164

teachers’ experiences

, 159–163

Data

autobiographical narratives as

, 60

collection period

, 15–16

Decolonization education

, 135–136

Deficit, difference as

, 63–66

Department of Educational Foundations

, 130

Dialectical shift

, 157–159

Dialogic theory

, 7–8, 83

Dialogism

, 91

Discourse

, 91, 158

Discovery

, 121

Dominant ethnic group

, 36

Early Childhood Education (ECE)

, 32

Early Study Abroad movement (ESA movement)

, 101–104, 122

Education

, 105

Educational contexts

, 136, 140

Educational experiences and opportunities, equitable access to

, 177–179

Educational significance of cross-cultural comparative narrative inquiry

, 203

Educational Studies

, 31–32

Educator

, 33–37

Elementary curriculum, holistic approach to

, 182

Elite bilingualism

, 104

Emotional discomfort

, 58

English

, 55, 63–64, 155

English as a Foreign Language (EFL)

, 65, 82, 85

“English as a language of inclusion” policy

, 111, 114, 118, 124

English as a Second Language (ESL)

, 69–70, 108

English as a Second/Foreign Language (ESL/EFL)

, 82

English as cultural capital in South Korea

, 101–102

English for Specific Purposes (ESP)

, 148–149, 161–162

English language education

, 63–64

in Korea

, 101

English Language Teaching (ELT)

, 88

English-speaking countries

, 108

English-speaking international school context

, 115

Ethnic dominant group

, 33–34

Experiences

, 105

complexities of

, 194–199

grounded in

, 200–203

intersecting layers of

, 149–150

Experiential learning course

, 81

External virtual mentors

, 71

Field texts to research texts, moving from

, 60–61

Foreign educational institute

, 107

Fourth Culture Kids (FCK)

, 102

cultural identity of

, 102

Freire’s approach

, 159

Genkan

, 168

classroom management supported by group-oriented society

, 180–181

data presentation and analysis

, 174–182

educational significance

, 185–186

existing literature examining Japanese classroom life

, 168–169

holistic approach to elementary curriculum

, 182

Japanese teachers organize students to manage one another

, 181–182

Kyoto elementary school context

, 171–172

learning about Japanese schools through lens of Canadian teacher

, 183–184

learning about teaching at Kyoto Elementary School

, 172–174

methodology

, 171–174

outsider to insider perspective

, 184–185

purposes and objectives

, 170

schooling as training in group behavior

, 174–175

sense of observations from Canadian teacher perspective

, 182–186

theoretical framework

, 170–171

uniformity in resources, and access to resources

, 175–177

Geographical landscapes, identity shifting in

, 149–150

Global community

, 5

Government survey

, 54

Grappling with discomfort of being different

, 61–62

Greek community

, 197–198

Group-oriented society, classroom management supported by

, 180–181

Holistic approach to elementary curriculum

, 182

Home culture, crossing to our

, 22–23

Honeymoon stage

, 16

Ideological clarity

, 76–77

Immigration process

, 28

In-service teachers

, 25

Indigenous and aboriginal perspectives

, 137–139

Indigenous cultures

, 133

Indigenous education

, 135

Indigenous knowledge

, 140

Indigenous mathematics education

, 134

Indigenous scholars

, 139

Indigenous student communities

, 193

Inequality

, 104

Institutions

, 44

Instructional content, uniformity in

, 174–175

Intercultural competence

, 14–15, 22–23

International Baccalaureate (IB)

, 107

International education

, 104

International schools

, 104

consumer rights or inequality

, 104

cultural identity of FCK

, 102

education in Korea

, 104

emergence of new dimension

, 102

international schools in Korea

, 103–105

knowledge gap

, 104–105

in Korea

, 103, 105, 115–116, 124–125

Margaret and international schools in Korea

, 114–116

opening doors for Korean nationals

, 103–104

settings

, 104–105

students and complexities

, 102–103

International students

, 28–29, 150–151, 153–154

culture

, 28–29

immigration experience

, 28–29

Interview data, reinterpretation of teachers’ needs in

, 161–163

Investigation process

, 164–165

Inward

, 121–122

Iterative process

, 60–61

Japan

, 19

Japan Exchange and Teaching Programme (JET)

, 15

Japanese art supplies

, 168

Japanese classroom life, existing literature examining

, 168–169

Japanese education system

, 174

Japanese elementary teachers

, 199

Japanese schools

through lens of Canadian teacher

, 183–184

from perspective of foreigner, glimpse into life in

, 171–174

practices

, 174–182

Japanese teachers

, 175–176

students

, 181–182

Jerri’s post on white privilege

, 84

Joan’s construction of difference

, 66–67

Joan’s story

, 62–63

Knowledge gap

, 104–105

Korea

home

, 111

international schools in

, 103, 105, 115–116, 124–125

Margaret and international schools in

, 114–116

Korean apartheid

, 104

Korean education system

, 101–102

Korean identities

, 113–114, 123–124

Korean Ministry of Education

, 103, 107

Korean nationals, opening doors for

, 103–104

Korean Scholastic Credential Recognition (KSCR)

, 107

Korean students at Reyes Seward

, 113–114

Koreanness

, 114

Koreans

, 100

Kyoto Elementary School

, 173, 181

context

, 171–172

learning about teaching at

, 172–174

Language

, 158

of connection

, 118

as cultural, Kiyomi’s journey through identity

, 37

and instruction

, 37–43

loss

, 39

Learning

, 39, 202–203

analysis

, 60–61

autobiographical narrative

, 61–62

autobiographical narratives as data

, 60

confronting difference

, 56–57

contextual background

, 54–56

in cross-cultural context

, 150–151

culturally responsive teacher

, 68–70

data

, 59–60

difference as deficit

, 63–66

Japanese school practices

, 174–182

Japanese schools through lens of Canadian teacher

, 183–184

Joan’s construction of difference

, 66–67

Joan’s experiences

, 59–60

methodology

, 59

narratives of teaching in borderland school

, 62–63

process

, 155, 158–160, 163, 168

reframing difference with virtual mentors

, 67–68

research puzzle

, 58–59

schooling as way of learning to member of group

, 179–180

social justice

, 91

teaching at Kyoto Elementary School

, 172–174

Linguistic identity, rethinking

, 87–89

Linguistic ideologies

, 37

Local Korean teachers as fourth constituency

, 104–105

Local language, loss of

, 103

Mainland Chinese students

, 54–55, 65

Margaret

, 107

and “English as a language of inclusion” policy

, 111, 114, 124

English as cultural capital in South Korea

, 101–102

events

, 121–122

experience and education

, 105

growing up overseas

, 108

and identity as Korean

, 110–111

insider access

, 119–120

international school students and complexities

, 102–103

and international schools in Korea

, 114–116, 124–125

inward

, 121–122

Korean

, 118

and Korean identity

, 110–111

Korean identity

, 123–124

Korean students at Reyes Seward and Korean identities

, 113–114

methodology

, 106–107

narrative as both phenomenon and method

, 105

outward

, 123–125

presenting and analyzing Margaret’s experiences

, 107–118

research puzzles

, 100–101

restorying

, 108–109

review of existing literature

, 101–105

risks of subjectivity

, 120–121

school

, 107

and sense of belonging

, 108–109

sense of belonging

, 123

speaking English to Koreans

, 117–118

Stop Korean, speak English

, 116–117

storying

, 110

storying and restorying

, 105

Sue with

, 116–118

theoretical perspectives

, 105

three areas of possible discovery

, 121

three-dimensional narrative inquiry space as metaphorical space

, 105

Marginalisation

, 61–62

Masters of Arts in Teachers of English to Speakers of Other Languages (MA TESOL)

, 81

course materials

, 80

program

, 84–86

Mathematics

, 133

Medical international programs

, 150–151

Memory reconstruction

, 131

Mentoring for Social Justice and Inclusion

, 76, 79–80, 82

Mestizos

, 33–34, 36

Metaphorical landscapes, identity shifting in

, 149–150

Metaphorical space, three-dimensional narrative inquiry space as

, 105

Milieus

, 149–150

culture shaped me

, 149–150

Multiculturalism

, 137–139

Multiculturality

, 102–103

Narrative as both phenomenon and method

, 105

Narrative inquiry

, 10, 43, 59–60, 78, 80–81, 131, 200

approach

, 201

autobiographical approach

, 106

Margaret’s School

, 107

into Margaret’s stories of experience

, 106–107

presenting and analyzing Margaret’s experiences

, 107–118

research

, 202

Narrative puzzles

, 24–25

Narrative retelling

, 91–92

Narrative threads

, 131

Narratives indigenizing school mathematics

experiences of Cree teachers and students

, 136–137

indigenous and aboriginal perspectives, and multiculturalism

, 137–139

inquiring into my work

, 132–136

inquiry

, 130–132

Narratives of teaching in borderland school

, 62–63

National curriculum

, 175–176

Native English teacher (NET)

, 66

New York

, 79

Non-Koreans

, 100

Nuestras Identidades

, 31–33

Olympic Games (1988)

, 101

One country, two systems’

, 54

One-to-one relationship

, 82–83

Outreach Coordinator for the Department of Mathematics and Statistics

, 136

Pakistani students

, 152–154

Participants’ stories, dialectical shift from my story to my

, 157–159

Pedagogy

, 77

Physical fatigue

, 54–55

Physiology

, 151

Political clarity

, 76–77

Post-secondary institutions

, 44

Practicing teachers

, 192

Practicum schools

, 63–64, 68–69

Pre-college Study Abroad (PSA)

, 101–102

Pre-service teachers

, 192

Privilege, marker of

, 103

Problem-posing

, 159

Puzzles, enduring

, 23–24

Quality education

, 104

Race

, 134

reflecting on

, 83–91

Racism

, 61–62

“Reforms and Open” policy

, 149

Research

, 54

Research puzzles

, 58–59, 100–101

Research texts, field texts to

, 60–61

Resources, uniformity in resources, and access to

, 175–177

Restorying

, 105, 108–111

Reyes Seward international school context

, 107

Safety in silence

, 153–154

School

buildings and resources

, 175

classrooms

, 181

schooling as complex intersection of

, 183

systems

, 193, 203

uniformity in school practices

, 174–175

Schooling

as complex intersection of school and society, culture and curriculum

, 183

in own culture forms foundation to building knowledge about schooling in other communities

, 183

as training in group behavior

, 174–175

as way of learning to be member of group

, 179–180

Schwab’s theory of commonplaces

, 148

Scientific knowledge

, 155

Secret confessions, series of

, 116–118

Sense of belonging

, 123, 152

Sense of safety

, 152

Service-learning course

, 7–8, 76, 79–82, 91–92

Silence. seeking safety in

, 153–154

Snow Mountain University

, 151

Social constructions

, 134

Social justice

, 7–8, 31–32, 36, 44, 55, 76, 196–197

dialogues of

, 83

education

, 77–78, 92

issues

, 134–135

movement

, 135–136

pedagogies

, 76–77

teacher education

, 91–92

Socialization

, 30

Society, schooling as complex intersection of

, 183

Sociocultural distance

, 64–65

Socratic approach

, 155–156

Socratic method of questioning

, 158

South Korea, English as cultural capital in

, 101–102

Special educational needs (SEN)

, 67

Stories of experience

, 29, 171

Storying

, 105, 108, 110

Student mobility

, 28

Student teachers

, 55–56, 63–64, 80–81

difference

, 58–59

Students

, 158

experiences

, 154

identities

, 86–87

reconstructed through conceptual curricular framework

, 154–157

Subject matters

, 20–21, 163–164

Subjectivity

generalizing narratives into descriptions

, 120–121

illusion of causality

, 120

risks of

, 120–121

Teacher education

, 4–5, 170, 184, 192

contextualizing social justice education

, 77–78

courses

, 56

dialogues of youth mentoring and social justice

, 83

Jerry

, 83–91

Karen

, 87–89

narrative inquiry

, 78–81

programs

, 13, 31–32, 57

social justice teacher education on move

, 91–92

Winnie

, 89–91

youth mentoring service learning course

, 81–83

Teacher educators

, 76–78, 81

Teacher experiences

, 193

Teacher identity

, 197

Teacher knowledge

, 31, 183, 197, 202

complexities of

, 200–201

complexities of experiences

, 194–199

contribution of cross-cultural teaching experiences in contributing to

, 185–186

cross-cultural comparative narrative inquiry

, 202–203

cross-cultural teaching experiences

, 193

educational significance of cross-cultural comparative narrative inquiry

, 203

and experience

, 195–196

grounded in experience

, 200–203

methodology reveals complexities and recognizes multiple perspectives

, 201

power of autobiographical perspective

, 202

role of commonplaces in examining cross-cultural teaching

, 199–200

Teachers

, 30, 193, 195–196

experiences

, 159–163

reinterpretation of teachers’ needs represented in interview data

, 161–163

story as a teacher

, 160–161

Teaching

, 4–5, 13, 17–18, 21, 70–71

in cross-cultural contexts

, 56–57

identities

, 30–31

narratives of teaching in borderland school

, 62–63

philosophy

, 33–37

Teaching English as a Foreign language (TEFL)

, 55

Teaching English to Speakers of Other Languages (TESOL)

, 55, 77–78, 85–86

Third-Culture Kids (TCK)

, 102

Three-dimensional narrative inquiry space as metaphorical space

, 105

Transitional process

, 28–29

Translanguaging

, 38–39

practices

, 39

Uniformity

cultural uniformity at Kyoto elementary school

, 177

equitable access to educational experiences and opportunities

, 177–179

national curriculum

, 175–176

in resources, and access to resources

, 175–177

school buildings and resources

, 175

in school practices and instructional content

, 174–175

United Kingdom

, 61

United Nations Educational, Scientific, and Cultural Organization (UNESCO)

, 28

United States

, 31–32

University of Texas-Austin (UT-Austin)

, 32

Virtual mentoring space

, 59–60

Virtual mentors

, 69–70

reframing difference with

, 67–68

Western capital

, 102

Western education

, 101–102

Western faculty

, 102–103

White privilege

, 84–86

Jerri’s post on

, 84

reflecting on

, 83–91

Writing process

, 163

Youth mentoring

, 7–8, 82–83

dialogues of

, 83

interrogating self-other relations in

, 89–91

service learning course

, 78, 81–83, 87, 91