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

Chang, Benny Hung-Junn

doi:10.1080/03626784.2019.1595537

Cited by 3 publications

(4 citation statements)

References 42 publications

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“…Brown and Au (2014) draw from the theories of cultural memory and critical race theory to contextualize how the histories of race and curriculum are portrayed in the United States. Although curriculum research attends to the intersectionality of race, culture, gender, class, sexuality, and so on, more work supporting Asian American children and youth needs to be done (Au, 2022; Chang, 2019; Goodwin, 2010; Lee, 2009). It is not simply a matter of adding supplemental materials to the existing curriculum, but rather it is about reframing the curriculum through AsianCrit and transnationalism frameworks.…”

Section: Reconstructing Activism and Curriculum With Asiancrit And Tr...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: Reconstructing Activism and Curriculum With Asiancrit And Tr...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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“…Within education, these pedagogies have been further refined via feminist and indigenous lenses, including through intersectional praxes of care, reflexivity, and the interrogations of the positionality and privilege of the teacher, scholar, and activist (Ladson-Billings 1996 ; Luke and Luke 1999 ; Smith 2012 ). These refinements, and the general application of critical, decolonising, and womanist lenses to Asian communities in education (Asher 2007 ; Chang 2019 ; Coloma 2006 ), help provide a helpful foundation through which to examine the complicated positionalities of Asian communities amidst predominantly Black and POC activist spaces. This foundation also helps illuminate the significance of Asian/Asian American histories and pedagogies of activism towards more dynamic, inclusive, and equitable efforts in popular education, protest, and organising.…”

Section: Foundations In Approachmentioning

confidence: 99%

“…These learning opportunities were further nuanced in ‘going back to the motherland’ of Hong Kong as a Chinese American with elite credentials, which immediately positioned me within the dominant ‘race’. Nuances emerged from this majoritised positionality when advocating for equity with ‘ethnic minorities’ and other marginalised groups in a region where White supremacy ideology persists, where Han Chineseness is increasingly akin to Whiteness in numerous ways (Gutiérrez 2006 ; Lee and Law 2016 ), and the ‘new coloniser’ can be considered Chinese (Chang 2019 ; Chen 2010 ). A general example of this concerns how Chinese diaspora or ‘returnees’ to Greater China (China, Hong Kong, Macau, Taiwan), who typically grew up as minoritised peoples abroad (e.g.…”

Section: Introductionmentioning

confidence: 99%

From ‘Illmatic’ to ‘Kung Flu’: Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era

Chang

2020

Postdigit Sci Educ

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Trending social media has indicated that there are currently two pandemics: Covid-19 and racism. While this typology and terminology can be critiqued, it is rather clear that the virus and White supremacy are key concerns of social movements in various parts of the world, particularly in nation states that experienced European colonisation and imperialism. The wake of Covid-19 has perhaps brought greater attention and support to #BlackLivesMatter-oriented protest movements, including by those labelled people of colour (POC) or 'minorities' in the North American context, such as Latinx and Asian communities. But with the amplified protest movement have come deeper calls for systemic change, from policy to ideology to everyday practice. Some of these critiques have been directed at the privilege, positionality, and participation of Asian communities not only with #BLM-oriented activism, but also in education and general society. This paper seeks to contribute to this critical discourse through a brief discussion of historical solidarity between Black and Asian activists and social movements, and how these practices might help inform activism within North America as well as other protest movements. Going beyond one-dimensional 'but we experience racism too' discourse of Asian communities that has recently increased due to anti-Asian hate crimes and scapegoating regarding 'The Chinese Flu', this paper explores some of the ways that historical Black-Asian solidarity can inform more intersectional and transnational analyses and pedagogies of Asian students, educators, and activists.

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“…Scholars from various backgrounds recognize the potency of CFH as pedagogical tools of transformation that include deep introspection that accompanies historical research on one's family of origin. The scholar Chang (2019) writes that if we are to actually start and sustain the organic groundwork of social change, with all of its tensions, let-downs, and contradictions, it is crucial to meet all stakeholders at eye-level, talk-story about where our families come from and where we wish to go, and be caring, reflexive, and intersectional as we develop our pedagogies and methodologies for change. (p. 167)…”

Section: Critical Family Histories As a Tool Of Transformative Pedagogymentioning

confidence: 99%

There Has Been No Remorse over It: A Narrative Inquiry Exploring Enslaved Ancestral Roots through a Critical Family History Project

2020

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This paper explores the benefits and value of college students’ conducting critical family history (CFH) projects, which may serve as curricular material to expand students’ understanding of complex aspects of history and immigration. This article unpacks how one student came to see herself and others from a deeper perspective, particularly through the lens of someone who chose to continue digging into her enslaved ancestors’ roots. Using narrative inquiry, a college instructor and former student collaboratively reflect on the lessons learned from using a CFH project in a college-level class primarily for preservice teachers. A unique aspect of this paper is that it gives voice to a former student in the class, which provides a way of seeing the complexities and dehumanizing components of the lives of enslaved Africans in the U.S.—often sanitized out of history books. In addition, a university librarian suggests approaches to genealogical research, by focusing more on the lived experiences of ancestors that go beyond dates and locations. The perspectives from both a former student and the college instructor add multiple dimensions on lessons learned from a critical family history project, which uses students’ family histories as funds of knowledge as the primary curriculum.

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

Cited by 3 publications

References 42 publications

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

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

From ‘Illmatic’ to ‘Kung Flu’: Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era

There Has Been No Remorse over It: A Narrative Inquiry Exploring Enslaved Ancestral Roots through a Critical Family History Project

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