Reframing Identity Through Hallyu: A Collaborative Autoethnography of Korean Teacher Educators in Teacher Education Programs

This research explores how two transnational teacher educators became culturally relevant educators by shifting their perspectives from a deficit-based to an asset-based approach through the influence of Hallyu (the Korean Wave). Utilizing a collaborative autoethnographic inquiry, the study examines the personal and professional journeys of Korean teacher educators within American teacher preparation programs. Drawing on post-colonial theories and Yosso’s (2005) Community Cultural Wealth framework, it delves into their lived experiences of Hallyu, how these experiences shaped their self-perceptions, and how their cultural identities and Korean cultural assets were integrated into their teaching practices—ultimately contributing to greater diversity and inclusion in education.