Embracing an Asian Immigrant Teacher Educator Identity Through Self-Study

• In Event: Global Views of Teacher Education Using Self-Study of Teacher Education Practices (S-STEP) Methodology

Abstract

This project documents how my self-study reflection contributes to my transformative understanding of how I experience, understand and negotiate Asianization in US academia when critical race theory and its potential effects are being challenged nationwide. I, a Korean immigrant teacher designed and implemented a unit to address the (mis)representation of Asians in response to anti-Asian American violence. I used AsianCrit as a lens through which to view my teaching practices and experiences. Themes emerged are: “Questioning ways in which the meritocratic principle in the model minority myth impacts my teaching practice,” “Noticing the internalized White gaze,” “Reflecting on being an immigrant in the current political climate,” “Advocating for social justice with vulnerability,” and “Walking the roads as immigrant teacher educator.”

Author

• Soo Bin Jang, University of Delaware
  Presenting Author