"Never Anything about the Asian Experience": An AsianCrit Analysis of Asian American Teachers in the Midwest

Autor/in	Kim, Jung
Titel	"Never Anything about the Asian Experience": An AsianCrit Analysis of Asian American Teachers in the Midwest
Quelle	In: Multicultural Perspectives, 24 (2022) 2, S.52-61 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2022.2067857
Schlagwörter	Asian Americans; Preschool Teachers; Elementary School Teachers; High School Teachers; Teaching Experience; Racial Differences; Social Justice; Racial Identification; Minority Group Teachers; Illinois + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Rassenunterschied; Soziale Gerechtigkeit
Abstract	Although Asian Americans are the fastest-growing racial minority group in the United States, projected to be 10% of the population by 2050, they only comprise 2% of the teaching force. There is relatively little research about the experiences, recruitment efforts, or retention of Asian American teachers. This qualitative study seeks to add to the extant literature by seeking to better under the experiences of Asian American pK-12 teachers in the Midwest, primarily in northern Illinois. This study draws upon both a sociopolitical understanding of being Asian American and three specific tenets of AsianCrit: (re)constructive history; story, theory, and praxis; and commitment to social justice to understand how Asian American teachers in the Midwest navigate teaching and learning in the classrooms as racialized beings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01