Asian Diaspora Teacher Education Curriculum: A Co/Autoethnography of Two Chinese Diaspora Women Faculty

• In Event: Reclaiming and Reimagining Intersectional Asian Diaspora Experiences as a Praxis of Decolonization and Anticolonialism

Abstract

Diaspora and Third World feminism’s approach to space, place, and curriculum (He, 2021; Mohanty, 2003) empowered us to take generative pathways to understand our roles, experiences, and agencies in teacher education as Chinese diaspora women faculty in the United States. Our international, transnational, and counter-national experiences inspire us to adopt the diaspora curriculum framework (He, 2021) and the co/autobiographical method to undertake critical analysis of space and place in our teacher education experiences. Combining place and personal experiences through co/autoethnography, we made an effort to connect “the local and global, the real and symbolic, the individual and the collective, and our inner sense of ourselves with the external world” (Somerville, 2014, p. 80). We ask the following key question: How do Asian diaspora workers employ our diaspora experiences and expertise across different places to (re)think, (re)imagine, and transgress the borders imposed on us?

Authors

• Katrina Liu, University of Nevada, Las Vegas

• Min Yu, Wayne State University