Refusing to Return to Normal for Asian American Preservice Teachers Post-Pandemics

• In Event: Thinking Critically About Teacher Education: Building New Pedagogical, Research, and Policy Futures

Abstract

Asian American preservice teachers face insufficient culturally relevant curricular and faculty representations before the COVID-19 pandemic (Han, 2019). Escalating anti-Asian xenophobia during the COVID-19 pandemic has also marginalized their sense of belonging in educational institutions and the larger U.S. society (Tessler et al., 2020). Drawing from culturally responsive caring (Gay, 2018), this self-study illustrates how one Asian male immigrant teacher educator enacted culturally responsive caring for seven Asian American preservice teachers in a multicultural education course at a predominantly White institution in the Pacific Northwest. Implications include how teacher education programs can create an equitable learning environment for Asian American preservice teachers post-pandemics.

Author

• Lin Wu, Western Oregon University