Critical Reflexivity and Asian American Teachers: Navigating Identity and Critical Consciousness in AAPI Curriculum

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 1
  In Roundtable Session: Examining Positioning and Identity: Making Meaningful Change from the Margins

Abstract

This qualitative study examines how critical reflexivity supports the racial identity development and critical consciousness of four Asian American secondary teachers in New York City. As Asian American history mandates grow across the U.S., teachers’ identities and reflexive practices play a critical role in shaping curricular decisions. Drawing from semi-structured interviews following a professional development focused on Asian American curriculum, we use critical thematic analysis to explore how teachers negotiate their identities while addressing Asian American invisibility in schools. Findings highlight that critical reflexivity serves not just as a reflective tool, but as a necessary condition for teachers to engage in justice-oriented pedagogies that disrupt surface-level inclusion and foster meaningful engagement with AAPI histories.

Authors

• Minkyung Choi, Montclair State University

• Sharon Lai-LaGrotteria, Montclair State University