Embracing Transnational Funds of Knowledge in Asian-American Children’s Literature

• In Event: Asian Diaspora Cultural Studies: Epistemologies of Historical Exclusion, Political Activism, and Curriculum Possibilities

Abstract

Asian Diasporas/Americans have long been subjected to the stereotype of being the “model minority,” a perception that masks the challenges they are facing. Within the educational context, Asian Diaspora/American students encounter “curriculum violence” that often neglects their diverse cultural heritages and experiences (An, 2022). This paper explores the transnational funds of knowledge (Kwon, 2022) on Asian Diaspora/American children’s literature, which helps maintain the linguistic and cultural heritages for Asian Diaspora/American students, highlights the cultural and transnational knowledge embedded in their communities, challenges stereotypes, and transcends national boundaries to capture the complexity of Asian Diaspora/American students’ transnational experiences.

Transnational funds of knowledge emphasizes that Asian Diasporas/Americans are not limited to their national origins. Instead, they are part of extensive transnational networks through family, cultural, travel, and technological connections (Coloma, 2017; Kwon, 2022; Yu et al., 2024). These networks offer a rich source of knowledge and experiences that Asian Diaspora/American students can build upon and leverage in their educational journeys. Transnational processes significantly influence Asian Diaspora/American students and their families’ lived experiences and stories (Kwon, 2022). The framework of Transnational funds of knowledge challenges the traditional binaries of homeland and new land, recognizing that Asian Diaspora/American identities are shaped by dynamic transnational connections and experiences (Nakanishi & Nishida, 1995).

Understanding the sociopolitical histories and cultural orientations of Asian Diaspora/American students and their families is essential for teachers to better support immigrant families and students (An, 2022). Encouraging students and their families to share their own stories and experiences fosters a sense of empowerment and ownership of their cultural heritages (Reyes & Lo, 2008). By embracing transnational and multigenerational knowledge and acknowledging Asian American families as knowledge producers and storytellers, the curriculum can be reconstructed collaboratively to include diverse perspectives and experiences. In community and out-of-school contexts, when Asian Diaspora/American children and youth are viewed as knowledge holders, they actively engage in passing down linguistic and cultural heritages through diverse avenues to the younger generations (Kwon & Martínez-Álvarez, 2022; Kwon et al., 2022).

Children’s literature plays a crucial role in acknowledging and celebrating the diversity of Asian Diaspora/American experiences. The availability of resources such as the Diverse BookFinder (diversebookfinder.org), the National Consortium for Teaching about Asia (NCTA) (nctasia.org), and Asia Book Center (asiabookcenter.com) give educators tools to integrate more inclusive children’s literature about Asian Diaspora/American communities into their curricula. Asian American authors, such as Gene Luen Yang’s work, specifically the graphic novel “American Born Chinese,” is a powerful example of using literature to address complex issues like racism and identity formation (Yang, 2006).
This paper aims to address the limitations and stereotypes often imposed on Asian American students by promoting the use of children’s literature and transnational funds of knowledge in educational settings. By embracing the complexity and diversity of their experiences, educators ought to challenge model minority stereotypes and foster a more inclusive and culturally responsive educational environment for Asian Diaspora/American students and their families.

Authors

• Min Yu, Wayne State University

• Chenlu Jin, Michigan State University

• Jungmin Kwon, Michigan State University