The purpose of this study is to elucidate what experiences made Mrs. Kim decide to be an educator and how she stepped into the early childhood education field. Also, this study aims to illustrate Mrs. Kim’s experiences and meanings while she has served as a leading educator in elementary schools and her kindergarten class. Lastly, this study seeks to unravel the culturally diverse thoughts and approaches to Mrs. Kim’s pedagogic beliefs.

For the purposes, I investigated her stories guided by the following research questions: What socio-political changes and education policy have Mrs. Kim experienced over time? How has her interpretation of her experiences over this long period of time influenced Mrs. Kim’s pedagogic beliefs? What are the implications of Mrs. Kim’s pedagogic beliefs in terms of cultural hybridity?

I employed a narrative inquiry research design to capture Mrs. Kim’s experiences and meanings formed from her 60-year pedagogic journey. I interviewed her eight times in total and examined the literature about culturally intermingled features of educational cultures by looking at cultural hybridity in the context of South Korea. Then, I reviewed the changes in early childhood education and care in South Korea embedded within historical contexts.

In the findings section, using the first-person perspective, I chronologically arranged Mrs. Kim’s discursive life narratives, which were told in biographical narrative interviews. Also, I organized Mrs. Kim's narratives according to emergent themes and present short life stories. I composed 12 short stories: the stories are told in Mrs. Kim’s voice.

In the discussion section, I discussed the meaning of Mrs. Kim's experiences through the theoretical lens of cultural hybridity as framed by themes from cultures of curriculum. As a result, I examined what cultural factors are emergent from Mrs. Kim's stories and how they are interrelated with each other.