Analysis of Asian American Teachers’ Use of Food-Related Experiences in Their Teaching: Phenomenological Interview Study (Poster 12): Division G - Section 2: Differences and Intersectionalities, Stage 1, 3:32 PM

• In Event: e-Lightening Ed-Talk Session 13 - Stage 1

Abstract

This paper examines how Asian American teachers in PreK-6th grade classrooms utilize food, a concrete aspect of culture, to leverage students’ cultural backgrounds and learning, relate to colleagues and students, and make room for sharing their own cultural identities with the wider school community, despite criticism on the tourist approach of teaching cultural diversity. This paper is informed by Asian Critical Theory (AsianCrit) and draws on data collected from in-depth phenomenological interviews with 16 Asian American teachers. I used inductive thematic analysis to center participants’ experiences and garner insights directly from their accounts. This paper creates space for investigating complexities of racialized experiences in contemporary U.S. classrooms via food to make our schools more holistic, equitable, and just.

Author

• MinSoo Kim-Bossard, The College of New Jersey