Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator

Kim-Bossard, MinSoo

doi:10.1080/00131725.2022.2101816

Cited by 5 publications

(1 citation statement)

References 30 publications

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“…AsianCrit scholars have pursued groundbreaking research in multiple fields of education, such as social studies and history curriculum (An, 2017), secondary education (Chae, 2013), teacher education (Hsieh and Nguyen, 2021; Kim, 2022; Kim‐Bossard, 2022), language education (Sun, 2020), immigrant and refugee identities (Kim‐Bossard, 2022; Kolano, 2016; Qin et al., 2022), international students in higher education institutions (Saito and Li, 2022; Yao et al., 2019), and autoethnographic reflections (Kim‐Bossard, 2022; Kolano, 2016; Teo, 2022). However, no research to date has been done to systematically analyze anti‐Asian racism through the lens of AsianCrit and transnationalism.…”

Section: Juxtaposing the Analytical Framework Of Asiancrit And Transn...mentioning

confidence: 99%

Dissecting Anti‐Asian Racism Through a Historical and Transnational AsianCrit Lens

Yu,

Coloma,

Sun

et al. 2023

Sociological Inquiry

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The primary focus of this paper is twofold: to demarcate the epistemic erasure of societal knowledge and narratives of Asian Americans as braided with other forms of anti‐Asian racism by tracing its historical roots in orientalism, colonialism, and imperialism; and to redress such erasure by foregrounding transnational perspectives and Asian American Critical Race Theory (AsianCrit). By attending to historical and ongoing experiences of migration and racialization, this paper highlights the transculturality of Asian American histories, epistemologies, and communities, along with the multi‐stranded connections that they share with diasporic Asians in other countries. It expands the dominant framing of racialized minorities in the United States that indexes and limits their experiences within the geopolitical boundaries of the nation‐state. By situating Asian Americans within critical historical and transnational contexts, this paper generates a fuller and more complex understanding of the past and present conditions of Asian Americans and anti‐Asian racism. It also deliberately highlights the agency of Asian American youth and their strategies in contesting anti‐Asian racism in schools and society at large. By amplifying Asian American youth voices and agency, this paper not only affirms their wealth of transnational funds of knowledge but also offers crucial interventions challenging the curricular violence that continues to marginalize and misrepresent Asian Americans.

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Section: Juxtaposing the Analytical Framework Of Asiancrit And Transn...mentioning

confidence: 99%

Dissecting Anti‐Asian Racism Through a Historical and Transnational AsianCrit Lens

Yu,

Coloma,

Sun

et al. 2023

Sociological Inquiry

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Counter-narrative as method: Researching immigrant teachers differently

Yan,

Bright,

Prosser

2024

Aust. Educ. Res.

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This article addresses the ethical question concerning how educational research helps immigrant teachers gain authority and ownership over their self-understanding and self-becoming. By critically examining prior research and analysing the dominant discourse surrounding this specific group, we highlight the limitations and ethical implications of existing findings. We problematise current methodological approaches ito advocate for the necessity of counter-narratives. By empowering immigrant teachers to ‘author(w)rite’ their own accounts, this form of authorship broadens scholarly discourse, allowing them to pursue self-understanding and assert agency over their narratives. To illustrate our contention, we present our counter-narratives in the form of satirical poetry within boxed texts, highlighting the need to expand and complicate conventional research practices. Through subversive discourse, we emphasise more empowering methodologies in the ethical interpretation and representation of immigrant teacher participants. We suggest that counter-narratives offer an alternative lens through which to examine the lived realities and emotions of immigrant teachers, ultimately enriching scholarly discussions and fostering a more inclusive and nuanced understanding of their humanity.

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