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Perspectives on Practice: Celebrating AAPI Heritage Month Is Not Enough: A Guide to Centering Asian American Histories and Narratives
Abstract
As states across the US begin to mandate the teaching of Asian American histories, the authors offer guidance for teaching this content alongside children’s literature.
Employing Asian critical theory as a theoretical lens and critical literacy as a pedagogical approach, the present study explores how Asian American counternarratives serve as vehicles for challenging dominant narratives and constructing an equitable classroom space for Korean American students who have been marginalized in their American schools. Using the literature that validates Asian Americans’ experiences and perspectives served as empowering transformative pedagogy to the traditional curriculum as they played vital roles in leveraging students’ cognizance about injustice issues and promoting educational equity in the classroom. The findings show that Asian American counternarratives helped Korean American students articulate their analytic perspectives through profound conversations in cultivating their critical consciousness, transforming their perspectives, and becoming active and cognizant citizens. The findings provide implications for educators that counternarratives not only dispel inaccurate stereotypes, biases, and prejudices by amplifying voices of underrepresented groups but also accomplish educational equity and social justice by enhancing transformations in education practices.
A comprehensive, compelling, and clearly written title that provides a rich examination of the history of Asians in the United States, covering well-established Asian American groups as well as emerging ones such as the Burmese, Bhutanese, and Tibetan American communities.
History of Asian Americans: Exploring Diverse Roots supplies a concise, easy-to-use, yet comprehensive resource on Asian American history. Chronologically organized, it starts with Chinese immigration to the United States and concludes with coverage of the most recent Asian migrant populations, describing Asian American lives and experiences and documenting them as an essential part of the continuously evolving American experience and mosaic.
The book discusses domestic as well as international influencing factors in Asian American history, thereby providing information within a transnational framework. An ideal resource for high school and undergraduate level students as well as general readers interested in learning about the history of Asian Americans, the chapters employ critical racialization and ethnic studies discourses that put Asian and Asian Americans subjects in an insightful comparative perspective. The book also specifically addresses the important roles played by Asian American women across history.
This book tells of the astonishing transformation of Asians in the United States from the “yellow peril” to “model minorities”—peoples distinct from the white majority but lauded as well-assimilated, upwardly mobile, and exemplars of traditional family values—in the middle decades of the twentieth century. As the book shows, liberals argued for the acceptance of these immigrant communities into the national fold, charging that the failure of America to live in accordance with its democratic ideals endangered the country's aspirations to world leadership. Weaving together myriad perspectives, the book provides an unprecedented view of racial reform and the contradictions of national belonging in the civil rights era. It highlights the contests for power and authority within Japanese and Chinese America alongside the designs of those external to these populations, including government officials, social scientists, journalists, and others. It also demonstrates that the invention of the model minority took place in multiple arenas, such as battles over zoot suiters leaving wartime internment camps, the juvenile delinquency panic of the 1950s, Hawaiʻi statehood, and the African American freedom movement. Together, these illuminate the impact of foreign relations on the domestic racial order and how the nation accepted Asians as legitimate citizens while continuing to perceive them as indelible outsiders. By charting the emergence of the model minority stereotype, the book reveals that this far-reaching, politically charged process continues to have profound implications for how Americans understand race, opportunity, and nationhood.
Despite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education. © 2018
Citizenship education is considered a primary purpose for social studies education. However, in elementary classrooms, it is often limited to the memorization of mainstream civic knowledge and learning about a handful of American heroes. This qualitative study of three Asian American educators uses Asian Critical Race Theory to explore how the teachers drew from their own cultural and linguistic experiences to inform pedagogies of cultural citizenship education that interrogated what it means to be a citizen. By (re)defining the terms Asian American and American (citizen), the teachers enacted cultural citizenship education through the use of counternarratives and children’s literature that disrupted normative conceptualizations of citizen. Their work demonstrates how educators can present more inclusive depictions of civic identity, membership, and agency to young learners.
The introduction frames the state of the educational research on Asian Americans and Pacific Islanders (AAPIs) within two contexts—historical and conceptual—in order to develop intellectual and political paradigms that address their specific needs and interests. The historical section illustrates how the varying political status of AAPIs as immigrants, citizens, aliens, colonized nationals, refugees, and racial minority has shaped educational policies and programs. The conceptual section categorizes the multiple ways of researching and teaching race into pan‐ethnic, intersectional, comparative, and transnational frameworks. Situating and analyzing the work of the contributors in the special issue within historical and conceptual contexts demonstrates what the author considers as part and parcel of the overall project of ‘disorienting’. Disorienting is a dynamic and continuous process of negating, interrupting, and contesting dominant and normalized knowledge in order to transform the discourses and structures which impact marginalized individuals and groups.
- Sealey-Ruiz
Curriculum as colonizer: (Asian) American education in the current US context
- Goodwin