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Citations since 2017
7 Research Items
Kyle L. Chong (張陳創庭) (he.him.his) is a Doctoral Student in the Curriculum, Instruction & Teacher Education (CITE) program at the Michigan State University College of Education, whose research focuses on [Asian]CR[I]T, social studies education, critiques of patriotic and nationalist education, and curriculum theory. His publications focuses on theories of happiness and joy in teaching and curriculum, Asian American teachers, critiques of Chinese National education policy, and game-based learning.
In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that antirac...
This chapter contemplates the potential of a happiness curriculum in schooling. Full citation: Chong, K. L. (2020). Chapter 21: Searching for a Happiness Curriculum in a Global Pandemic. In K.Varner, S. Bickmore, D. Hays, P. G. Schroder, D. L. Carlson, & D. Anagnostopolous (Eds.) The Corona Chronicles: On Process, Leadership, Commitment, and Hop...
A review of DeBoer, F. (2020). The cult of smart: How our broken education system perpetuates social injustice. All points books.
A Review of Love, B.L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
This qualitative study of Asian American high school social studies teachers in San Francisco seeks to apply AsianCrit make a case for further expanding and nuancing the Asian American Panethnic Community's (AAPC) representation in the social studies curriculum as normalizing the minority panethnic community's political visibility, rather than mino...
This interdisciplinary paper advances existing empirical research on the longevity of anti-state university student protests in the People's Republic of China. This paper contributes ethnographic data from Beijing and Fuzhou university students to yield a Marxian critique of Chinese authoritarianism. This paper asserts that empowering identity deve...
This paper utilises a theoretical approach to discuss the subversive potential of the Reacting to the Past role-playing game pedagogy to expand experiential learning in higher education. Doing so, this paper asserts, also creates experiences that are not simply focused on the vocational outcomes of university education. Rather, that the soft skills...