Mis/Representations of Asian/Americans in the Curricula: Perspectives from Second-Generation Japanese American Youth

Autor/in	Endo, Rachel
Titel	Mis/Representations of Asian/Americans in the Curricula: Perspectives from Second-Generation Japanese American Youth
Quelle	In: International Journal of Multicultural Education, 14 (2012) 1, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Asian American Students; Asian Americans; Misconceptions; Case Studies; Japanese Americans; Semi Structured Interviews; Transcripts (Written Records); Course Descriptions; Racial Identification; Definitions; Ethnic Stereotypes; Cultural Pluralism; Educational Practices; Student Experience; Racial Bias + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Missverständnis; Case study; Fallstudie; Case Study; Kursstrukturplan; Begriffsbestimmung; National stereotype; Nationales Stereotyp; Kulturpluralismus; Bildungspraxis; Studienerfahrung; Racial discrimination; Rassismus
Abstract	This case study explores how six second-generation Japanese American youth recalled learning about cultural diversity at their high schools, particularly information that was intended to represent their identities as ethnic and racial minorities. Semi-structured interviews were used to investigate how the participants made sense of curricular content that did not represent their experiences accurately or completely. Site documents including course documents and syllabi were also analyzed. The findings suggest that (a) Asian/Americans have largely been excluded from definitions of diversity and multiculturalism and (b) when White teachers included lessons intended to teach about Asian/Americans, the content generally reinforced Orientalist stereotypes, particularly colonizing images of the cultural exoticism-pathology binary and/or racial sameness. The implications section details practical strategies for K-12 teachers to include more balanced information about Asian/American experiences in the curricula. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01