This study explores educational conflict within a multicultural family in Korea through a narrative inquiry of a Korean-Chinese couple. While existing research has largely focused on mothers and children, the role of immigrant fathers remains underexamined. Drawing on in-depth observations and interviews, this study traces how the father’s authoritarian beliefs—shaped by experiences within a highly disciplined system—are reproduced in his parenting. His reliance on control and corporal punishment reflects an internalization of oppressive educational norms. However, these practices are challenged through conflicts with his spouse and the children’s fear responses. The findings show that educational conflict cannot be reduced to cultural differences alone, but is embedded in asymmetric power relations. Through emotional ruptures and dialogue, the father begins to question his assumptions and shifts toward a more reflective approach, illustrating Freirean conscientization. This study argues that parenting in multicultural contexts is a dynamic process of negotiating cultural power rather than simply reconciling differences. By foregrounding the father’s perspective, it offers a critical understanding of how educational beliefs are shaped.

Authors:
Yangyang Liu, Chungnam National University, South Korea
Changsoo Hur, Chungnam National University, South Korea
Yun Jin Cho, Chungnam National University, South Korea
Miao Dong, Chungnam National University, South Korea

About the Presenter(s)
Yangyang Liu is currently a master’s student in Education at Chungnam National University, South Korea. Her research is grounded in critical pedagogy and focuses on conflicts in educational beliefs within multicultural families, as well as the underl

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