Fostering Racial Literacy Through Children’s Literature: Chinese American Students Interrogating Anti-Asian Racism in a Community-Based Book Club

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: It's More Than Words: A Critical Examination of Language and Literacy in K–12 Settings (Table 9)

Abstract

Building on Critical Race Theory (Delgado & Stefancic, 2017; Ladson-Billings & Tate, 1995), AsianCrit (Museus, 2014) and Culturally Situated Reader Response Theory (Brooks & Browne, 2012), this study investigates how second-generation Chinese American students interrogate racialized historical narratives of early Asian immigrants and disrupt the dominant discourse of Anti-Asian racism during and post COVID-19 pandemic in the United States through reading and discussing a text set. Specifically, this study explores how second-generation Chinese American students negotiate their racial identities and develop emerging activist stances through critical conversations around culture, race, and power in a community-based book club.

Authors

• Wenyu Guo, University of South Florida

• Yuechen Sun, University of South Carolina