Engaging Indigeneity in Pacific Islander and Asian American Studies

Labrador, Roderick N.; Wright, Erin Kahunawaika'ala

doi:10.17953/amer.37.3.27m7t7783lh156j6

Cited by 6 publications

(2 citation statements)

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“…Although they share some common experiences, Pacific Islanders are not grouped together with Asians here, given the distinct histories and conditions of indigenous peoples from the Pacific Islands, which are usually quite disparate from Asian peoples, including those who migrated to and settled in the same Pacific Islands (B. Chang & Au, 2008;Labrador & Wright, 2011).…”

Section: Introductionmentioning

confidence: 99%

Asian Americans and Education

Chang¹

2017

Oxford Research Encyclopedia of Education

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The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase.

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Section: Introductionmentioning

confidence: 99%

Asian Americans and Education

Chang¹

2017

Oxford Research Encyclopedia of Education

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“…TribalCrit shares similarities of the greater Oceania populations in the American diaspora. Both Indigenous communities (i.e., Oceania and those on settler United States) are experiencing language shift and loss, low education completion rates, overrepresentation in special education, and much more (Labrador & Wright, 2011). In this study, TribalCrit addressed the unique history of Tongans with Christian colonization and their existence and experiences in settler United States.…”

Section: Tibalcritmentioning

confidence: 99%

“Hella Tongan - Hella Oakland”; Lived Experiences and Educational Reflections of Young Tongan Men in Deep East Oakland, California

Wesley¹

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This phenomenological study attempted to uncover the realities of five young Tongan cisgender men that have been invisibilized by the education system, making their needs overlooked and unmet. What are their educational experiences? How do these experiences impact their educational journey? In this journey, what identities surface? This qualitative study examined the realities of this unique diasporic-urban-Indigenous community amid being underserved. Thanman's Kakala research framework guided this research project and critical race theory (CRT), tribal critical race theory (TribalCrit), and Mahina's (2002) Tā-Vā (time and space) theory of reality provided a remix of theories as a lens to best see participants' lived experiences and realities. While centering hiphop pedagogy and using Fa'avae et al.'s (2016) talanoa method, I created the talanoa x chop it up method in this study and paired it with the collage method and Fua's nofo method to gather data.Key findings share (a) how the participants' Tongan identities and culture are supported through practice, (b) how participants have fully adopted the Oakland way of life, and (c) how relational connections matter with educators. In addition, Tongan cultural concepts such as Faiva, Anga fakafonua, Faka'apa'apa, Faiva, and Kāinga were used as forms of survival, navigation, and resistance. This study provided recommendations for policy, practice, and research that center the realities and experiences of Tongan male students in East Oakland. . v FAKALANGILANGI Ko e kolōlia mo e langilangi 'oku 'o e 'Otua toko taha pe. 'Oku ta'efietūkua ai 'a 'eku fakafeta'i mo e fakamalo ki hotau 'Eiki huhu'i ko Sisu Kalaisi, 'i he 'ene tataki mai 'a e feinga ako ni, 'o te ikuna ai 'a e vaa'ihala faingata'a 'o e fononga ni. 'Oku ou fakamo'oni ko e 'Eiki pe.'Oku ou fakamalo ki he'eku tangata'eiki, Faifekau Siosifa Hingano pehe ki he 'eku fine'eiki, Melelia Paea Hingano, he mo'ui kalusefai, 'ofa, lotu, mo e falala 'Otua koe'uhi ke ola lelei ai 'a e feinga ako ni.'Oku ou fakamālo foki ki he komiti ne tokonia 'a e fekumi ko 'eni: ki he Sea, Dr. Leora Kava, pehe foki kia Dr. Ponipate Rokolekutu mo Dr. Farima Pour-Khorshid, 'i he tokoni lahi mo e 'osikia-velenga. Fakamālō atu kia Dr. Finau Tovo 'i he tokoni mai ke fakakakato e talanga'i faka'osi 'o e feinga ni. 'Oku ikai ha lea 'e mo'ua ke fakamālo'ia ho'omou ngaahi tokoni, poupou mo e fakalotolahi kotoa pe.'Oku ou fakamālō lotohounga'ia foki heni ki hoku famili koe'uhi ko ho'omou poupou lahi ki he feinga ni. Ki he 'eku kui 'Anaseini Paea -mālo hono toutou hūfia mai au pea 'oku ou fakafeta'i ai ki he 'Eiki koe'uhi 'oku ke kei ma'u 'a e laumalie mo'ui 'o lava ai ke ta 'inasi 'i he tapuaki ni kuo tō mei langi. Ki hoku ngaahi 'ilamutu, Jayvn, Wesley Jr. mo Matetau Pouono, Veisinia, Deyjah-Lia, Afa Green, Lute pea mo Lina Foketi kae'uma'a 'a e fanau hoku ta'okete, Troy, Linea mo Titus Hingano. Mālō e ofa mo e poupou.Ki he faifekau mālōlō, Paini Afu, ongo setuata: Samiuela Latu mo 'Ofa Paongo, kia Lolomana'ia Huahulu, neongo kuo ne mama'o atu l...

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Two more takes on the critical: Intersectional and interdisciplinary scholarship grounded in family histories and the Asia-Pacific

Chang

2019

Curriculum Inquiry

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Engaging Indigeneity in Pacific Islander and Asian American Studies

Cited by 6 publications

References 6 publications

Asian Americans and Education

Asian Americans and Education

“Hella Tongan - Hella Oakland”; Lived Experiences and Educational Reflections of Young Tongan Men in Deep East Oakland, California

Two more takes on the critical: Intersectional and interdisciplinary scholarship grounded in family histories and the Asia-Pacific

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