Re-Imagining Young Ethnic Minority Children’s Visual Storytelling Through an Arts-Integrated Multi-Method Model for Teaching and Research

다국어 초록 (Multilingual Abstract)

This study aims to re-imagining young ethnic minority children’s visual storytelling as sociocultural meaning-making practices by identifying their drawings and talk as one of a hundred languages that could be a useful tool for examining children’s emic perspectives on their immigrant status and social interactions within U.S. and global contexts, including early childhood learning. This research introduces a curriculum as well as a research approach called the Critical Ethnic Narrative Through Arts (CENTA), a Reggio-Emilia-inspired approach using an arts-integrated multi-method model to help young ethnic minority children and their teachers explore ethnicity issues related to immigration, sociocultural identity, and language. Along with the portraits of two Korean immigrant children (a four-year-old boy and a six-year-old girl), the author examines cases of young Korean-American immigrant children’s visual storytelling. Their drawings and talk/narratives are shared to illustrate how Korean-American children’s experiences in two cultural worlds have been captured and revealed through the CENTA approach.

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