Archipelagic Thinking in Teacher Education: Mapping transnational relations between Asian American and Filipino teacher candidates

• In Event: AERA Roundtable Session Saturday 11:45 am
  In Roundtable Session: Community-Rooted Approaches and AANHPI Communities

Abstract

This qualitative study engages United States-based and Philippine teacher education systems alongside teacher candidates (TCs) through map making and critical dialogues, prioritizing Asian American TCs in Seattle and Filipino TCs in Quezon City. Guided by Archipelagic Thinking and anti-colonial frameworks, the study employs critical ethnography and critical settler cartographies to examine structural pathways and participants' raciolinguistic identity development. Through dialogue journals, interviews, and mapping, the research reveals how TCs navigate complex identities shaped by imperial histories while demanding transformative teacher education recognizing their multilingual capabilities. Preliminary findings show tensions around multilingual identity recognition for both US-based and Philippines-based participants. The study contributes new theoretical frameworks for understanding transnational teacher education and offers pathways for anti-colonial teacher preparation practices.

Author

• Camille Ungco, University of Washington