Asian American Pedagogies as Remedy: Resisting Systemic Erasure

Session Type: Symposium

Abstract

This symposium highlights the power and possibility of Asian American pedagogies that reflect the diverse ethnic, immigration and educational backgrounds of Asian Americans and the diverse sites of Asian American teaching and learning. Like other minoritized communities, Asian Americans have been subjected to the assimilative forces of Eurocentric education. Despite an extensive history in the US, Asian American perspectives and histories are rendered invisible in K-12 curricula. Asian American pedagogies center the racialized experiences of Asian Americans and draw on theorizing from AsianCrit, critical refugee studies and culturally sustaining pedagogy. The five papers in this session call for radical inclusion of Asian American perspectives in K-12 education to remedy and repair the harm caused by curriculum erasure.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Cultural Inquiry in Curriculum Studies

Chair

• Bic Ngo, University of Minnesota

Papers

• Kuwentos of Radical Asian American Studies Pedagogy In and Beyond the Classroom - Allyson Tintiangco-Cubales, San Francisco State University; Edward R. Curammeng, California State University - Dominguez Hills; Jocyl Sacramento, California State University - East Bay

• War, Genocide, and Curriculum: Cambodian Americans Challenging Historical Amnesia in K-12 Schooling - Vichet Chhuon, University of Minnesota

• “From Counterstory to Counterspace: A Reflection in Founding NYC’s Inaugural Asian American Male Teaching Initiative” - Tony DelaRosa, University of Wisconsin - Madison

• Developing, Learning and Teaching Hidden Voices: AAPIs in United States History - Vivian Louie, Hunter College - CUNY; Linh An, Hunter College - CUNY; Chris Kwok, Hunter College - CUNY

Discussant

• Stacey J. Lee, University of Wisconsin - Madison