Asian Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards

Autor/in	An, Sohyun
Titel	Asian Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards
Quelle	In: Theory and Research in Social Education, 44 (2016) 2, S.244-276 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2016.1170646
Schlagwörter	Asian American Students; United States History; Critical Theory; Race; State Standards; Curriculum Development; Racial Bias; Disadvantaged; Disproportionate Representation; Inclusion; Content Analysis; Equal Education; Civil Rights; Social Justice; California; Georgia; Indiana; Kansas; Massachusetts; New York; Oklahoma; South Carolina; Texas; Washington + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Kritische Theorie; Rasse; Abstammung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Racial discrimination; Rassismus; Inklusion; Inhaltsanalyse; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Gerechtigkeit; Kalifornien; Master-Studiengang
Abstract	Compared to other groups of color, Asian Americans and their perspectives have rarely been given attention in curriculum studies. This article seeks to address the gap in the literature. It uses AsianCrit, a branch of critical race theory, as a theoretical lens to analyze and explicate common patterns across various states' scripting of Asian American experience in their U.S. history standards. Informed by AsianCrit, the article describes and troubles invisibility and consequent messages about Asian Americans and their experience in the story of the United States told from state U.S. history standards. The study suggests the benefit of AsianCrit as a theoretical, methodological tool to read and disrupt racism embedded in curriculum scripting of U.S. history. The study also adds a new knowledge to the long-held scholarship on inclusion and representation of historically marginalized groups in official school knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01