PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION
The Third Wave of the Asian American Studies Movement
Advocating for & Advancing Asian American Studies in K-12 Classrooms
- Publisher
Myers Education Press - ISBN 9781975508869
- Language English
- Pages 210 pp.
- Size 6" x 9"
- Request Exam Copy
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- Publisher
Myers Education Press - ISBN 9781975508883
- Language English
- Pages 210 pp.
- Size 6" x 9"
- Request E-Exam Copy
The contemporary movement for Asian American history education is deeply rooted in the broader historical struggle for Asian American Studies. Emerging as a formal academic discipline in the late 1960s, Asian American Studies was born from the activism of Black, Indigenous, Chicanx, and Asian American students during the 1968–1969 strikes at San Francisco State College and the University of California, Berkeley. In the late 1980s and 1990s, Asian American Studies saw significant national growth propelled by college student activism. In the wake of these first two waves of the Asian American movement, historian Erika Lee has described recent legislative mandates for Asian American education as its “third era,” now focused on K-12 education.
The Third Wave of the Asian American
Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms highlights the various efforts to center Asian American experiences, narratives, and histories in K-12 classrooms across the United States. In states where legislative mandates have passed, there remain significant disorganization and challenges with providing the resources educators need to implement the mandated instruction. In particular, the lack of funding for curricular development and teacher professional development has left organizers and educators with few resources. This has resulted in uneven approaches that vary widely in terms of their criticality – an essential component of ethnic studies writ large. At the same time, there have been incredible successes and alternative approaches to creating Asian American-focused teaching and learning spaces, but few of these examples have been documented in scholarly journals due to the lengthy publication process and nascent nature of these movements.
The Third Wave of the Asian American
Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms offers an innovative and intimate glimpse into the experiences of educators, organizers, and youth who insist on centering Asian America in and out of the classroom. In doing so, educators and youth will find examples of classroom practices and the impact of Asian American Studies on them personally and academically.
The Third Wave of the Asian American
Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms will be targeted to academics, educators, and community organizers. For scholars of Asian American Studies broadly (including historians, sociologists, anthropologists, educators), this book will offer a rare glimpse into very recent efforts for Asian American Studies from the last five years and will be a vital addition to college, university, and public libraries. Among researchers and teacher educators interested in Asian American education, the chapters provide in-depth insight into contemporary Asian American Studies curriculum and instruction. Ethnic studies scholarship is largely published by researchers who have not participated in traditional teacher preparation and are unfamiliar with K-12 classroom praxis. The authors contributing to this volume consist of classroom teachers, their students, teacher educators, education scholars, and community organizers – that is, individuals who are deeply and directly involved in the day-to-day efforts to raise awareness, teach, and learn about Asian American Studies in public schools.
While more and more states continue to pass legislative mandates for the teaching of Asian American histories, few resources are available that highlight the critical consciousness, pedagogical challenges, and professional development necessary to bring such requirements to fruition. The Third Wave of the Asian American Studies Movement: Advocating for & Advancing Asian American Studies in K-12 Classrooms can be adopted by instructors to address this gap in the field. The strategies, successes, and challenges described in this book will be a vital resource for those interested in promoting the teaching of Asian American Studies in their own schools, districts, communities, and states.
Perfect for courses such as: Introduction to Asian American Studies; Ethnic Studies; Asian American Education; Asian American Studies & Education; Multicultural Education in the United States; Current Issues in Educational Policy; Current Issues in Social Studies Education
Introduction: A Tidal Wave of Transformation by Sohyun An, Noreen Naseem Rodríguez, and Esther Kim
Part IWaves of Change: Creating Calm in Seas of Uncertainty
Chapter 1: National Actors in the Third Wave of Asian American Studies by Noreen Naseem Rodríguez and Sohyun An
Chapter 2: From Grassroots to Mandate: The Story of Illinois’s TEAACH Act by Yoon Pak and Laura Ouk
Chapter 3: The Power of Mothers: New Jersey Moms’ Advocacy for AAPI-Inclusive Curriculum in New Jersey by Sharon Lai-LaGrotteria and Kani Ilangovan
Chapter 4: Wisconsin’s Act 266: How Advocates Brought Asian American Studies to K-12 Classrooms by Priyanka Subramanian and Lori Kido Lopez
Chapter 5: Leaning Back/Looking Forward: Third Wave Asian American Studies in Two Secondary ELA Classrooms in the New York City Public Schools by Diana Liu, Jean Kim, and Jeffrey Arellano Cabusao
Part IITurning the Tides: Turbulence in Trying Times
Chapter 6: “If You Build it, They Will Come”: The Resilient Growth of the Asian American Studies Movement in Texas by William Bae
Chapter 7: The Story of Asian American Voices for Education by Theresa Alviar-Martin, Weonhee Shin, and Melissa Paa Redwood
Chapter 8: Seen in the Desert: Asian American Studies in Nevada’s K-12 Schools by Julie Pham
Chapter 9: Co-Creating Resources about Hyperlocal AANHPI Stories with the Smithsonian Asian Pacific American Center by Andrea Kim Neighbors, Cathlin Goulding, Mia Cai Cariello, and Aurianna T. Nacua
Conclusion: New Swells of Hope by Michael Joseph and Esther June Kim
Note: Table of Contents is subject to change up until publication date.
Noreen Naseem Rodríguez
Noreen Naseem Rodríguez is an Associate Professor of Elementary Education and Educational Justice in the Department of Teacher Education and core faculty in the Asian Pacific American Studies and Muslim Studies Programs at Michigan State University. Her current research, funded by the Spencer Foundation, examines the implementation of Asian American Studies in K-12 classrooms across the U.S. She has published over fifty peer-reviewed book chapters and articles in scholarly and practitioner journals such as Harvard Educational Review, Curriculum Inquiry, and Journal of Children's Literature, and is co-author of Social Studies for a Better World: A Guide for Elementary Educators with Katy Swalwell, Social Studies for a Better World: A Guide for Secondary Educators with Delandrea Hall and Katy Swalwell, and Teaching Asian America in Elementary Classrooms with Sohyun An and Esther Kim. Before becoming an award-winning researcher and teacher educator, Noreen was a bilingual elementary teacher in Austin, Texas for nine years.
Sohyun An
Sohyun An is a Professor of Social Studies Education at Kennesaw State University. Her research and teaching center on curriculum, pedagogy, and movement of K-12 Asian American Studies and social studies education. Her recent works include Teaching Asian America in Elementary Classroom co-written with Drs. Noreen Naseem Rodríguez and Esther June Kim; “Our folks Were Badass!” Learning and Dreaming in Basement (Rethinking Schools, 2023); Who’s Behind the Camera? Anticolonial Visualization of “Westward Expansion” (Social Studies and the Young Learner, 2024); Re/presentation of Asian Americans in 50 states US history standards (The Social Studies, 2022). As a co-founder of Asian American Voices for Education, she works alongside Asian American youth, educators, and community organizers to advance Asian American studies and ethnic studies in Georgia’s K-12 schools. Before becoming a teacher educator and researcher, Sohyun was a middle and high school teacher in South Korea.
Esther June Kim
Esther June Kim is an associate professor of social studies education and an affiliate faculty of Asian and Pacific Islander American Studies at William & Mary. Her research focuses on the many ways “citizenship” is understood in schools including Asian American histories and representation, the intertwining of racial and religious identities, and transnational and world histories. She is a former high school history teacher.
Michael L. Joseph
Michael L. Joseph, Ph.D., is an assistant professor at Texas Tech University in Lubbock, Texas, and works in the Teacher Education Department as their Social Studies Anchor faculty member. His first major research strand centers on Arab American social studies educators and how their identities impact their pedagogical decision-making, while his second major research strand focuses on critical museum literacy and developing tools and practices to support inservice and preservice social studies teachers interested in visiting museums and/or cultural centers with their students. Prior to working towards his Ph.D. at the University of Texas at Austin, Michael served as a social studies teacher at Franklin D. Roosevelt High School in Dallas, Texas. While at Roosevelt High School from 2012-2018, he primarily taught 11th Grade United States History and Advanced Placement U.S. History as well as coached the school’s varsity women’s soccer team. Michael intends for his work to provide educators and students with valuable social studies insights, spark their intellectual curiosity, and inspire them to continue to make the world a better and more equitable place for future generations. When not teaching, researching, or writing, Michael spends his time with his wife and young son reading picture books, playing at their local park, and eating ice cream.
