ABSTRACT

This essay examines the pedagogical practice of referencing my experiences as a transnational Korean American woman in the classroom and considers how it opens up space for domestic and international students of East, Southeast, and South Asian backgrounds to reflect on their different identities, histories, and cultures. In particular, it focuses on how this practice enables Asian students to share their experiences of and insights about racial difference, racism, and whiteness in Australia and other parts of the world. Building on the concept of Asian “inter-referencing” from Chua Beng Huat (2015), I coin the term “embodied inter-referencing” to describe the strategic ways I use autobiographical narrative to create an inclusive, interactive, and mutually respectful learning space. I centre here on how some Asian students respond to this strategy by telling their own stories and in the process, create transnational, diasporic, and inter-Asian affective communities inside and outside the classroom.

摘要

本文探讨了参考我作为跨国韩裔女性在教室里的经历的教学实践，并考虑了它如何为东亚，东南亚和南亚背景的国内外学生开辟空间来反思他们的不同身份，历史和文化。特别是，它着重于这种做法如何使亚洲学生分享他们在澳大利亚和世界其他地区的种族差异，种族主义和白人的经历和见解。在蔡本发（2015）的亚洲“相互参照”概念的基础上，我创造了“嵌入式相互参照”一词，以描述我使用自传叙事创建包容，互动且相互尊重的学习空间的战略方式。