From K-Pop to the Classroom: Embracing Authenticity and Decolonizing Education in Canada
Authentic leadership means recognizing yourself as part of an ongoing journey that connects your past, present, and future (Spiller, 2021). It's about being present in the moment and understanding your place in the broader universe. As a first-generation Canadian and a racially marginalized immigrant from South Korea, I honor the Indigenous peoples whose lands I now inhabit. This commitment to reconciliation mirrors my ancestors' struggles in Korea to preserve our language and traditions against colonial erasure and assimilation. The trauma of colonization continues through me, linking me instinctively with Indigenous peoples and their ongoing efforts to decolonize, Indigenize, and reconcile.
Lopez (2020) suggests that stabilizing an ethnic identity can help those affected by internalized colonialism heal from its violations. This might explain why I am deeply drawn to Korean culture—K-pop, dramas, movies, and even imported foods—despite living in Canada.
As a Lead Teacher, I strive to show my team that embracing our true selves is not only a source of pride and authenticity but also essential for effective teaching. Palmer (2012) notes that good teaching comes from a teacher's identity and integrity, which can be negatively impacted by identity fragility and divisions. This idea aligns with Lopez (2020), who emphasizes the need for educators to decolonize themselves to decolonize their teaching. Recognizing the importance of decolonization in my teaching practice has been crucial for my growth as an educator and for the benefit of my students.
My interest in language instruction, particularly English, stems from my experiences as a student and teacher. Growing up in Korea, I learned English as a second language in school and attended phonics summer camps to improve my skills. When my family moved to Canada, I was placed in an English as a Second Language (ESL) class, which was frustrating. This segregation made me miss out on elective courses and grouped me with students struggling with English, despite my proficiency. This experience taught me that being different could lead to suffering and missed opportunities, prompting me to overcompensate and assimilate to Canadian norms during my adolescence.
Lopez (2020) argues that education is a colonial tool, leading the colonized to mimic their colonizers. It's no coincidence that I became an English teacher in Canada.
As an English teacher in Canada, I grapple with my role in a colonial institution that perpetuates the European language of English and its knowledge systems on Indigenous lands. The legacy of the Indian Residential School system persists as schools across Canada continue to teach in English and French, promoting Western, Eurocentric knowledge. I also struggle with the potential erasure of my students' ancestral languages and knowledge systems by normalizing English in their upbringing.
Embracing authenticity and identity in teaching is not just about personal pride but a necessary step towards effective and inclusive education. Understanding and addressing the impact of colonialism on ourselves and our teaching practices can help create a more equitable and just educational environment.
References
Lopez. A (2020). Decolonizing the mind: Process of unlearning, relearning, rereading, and reframing for educational leaders. In Decolonizing educational leadership: Exploring alternative approaches to leading schools, pp. 35-50.
Palmer, P. J. (2012). The courage to teach : Exploring the inner landscape of a teacher's life. John Wiley & Sons, Incorporated.
Spiller, C. (2021). ‘I AM’: Indigenous consciousness for authenticity and leadership. Leadership, 17(4), 491-496. https://doi.org/10.1177/1742715021999590