Empowering Transformative Pedagogy Through Asian Americans’ Counter-Narratives for Social Justice and Equity

• In Event: AERA Roundtable Session Wednesday 1:45 pm
  In Roundtable Session: Museums and Counter-Narratives: Reimagining Teacher Education and Public Pedagogy with AANHPI Communities

Abstract

Employing Critical Race Theory as a theoretical lens and critical literacy as a pedagogical approach, the present study explores how Asian-American counter-narratives serve as vehicles for disrupting dominant narratives and constructing an equitable classroom space for Korean American students who have been marginalized in their American schools. Using literature that validates Asian-Americans’ experiences and perspectives served as empowering transformative pedagogy to the traditional curriculum. Counter-narratives helped Korean American students articulate their analytical perspectives through profound conversations in cultivating their critical consciousness, transforming their perspectives, and becoming active/cognizant citizens. The findings provide implications for educators that counter-narratives played vital roles in not only amplifying the voices of underrepresented groups but also leveraging students’ cognizance about injustice issues to promote educational equity.

Author

• Chaehyun Lee, Southeastern Oklahoma State University