Where Are we Now and How Do we Move Forward?: Voices of Asian American and Migrant Teachers on the K-12 Ethnic Studies Movement

Abstract

Situating NYC’s Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers’ stories, critiques, and proposals for change focused on (1) enhancing teacher education in ethnic studies pedagogy and curriculum; (2) inclusive and community-led process of ethnic studies curriculum development; (3) utilizing multimodal and local community-relevant resources; and (4) centering ethnic communities’ resistance and agency as well as power and oppression in the curriculum. By delving into the teachers’ experiences, hopes, and insights regarding the AAPI history curriculum implementation, this article adds to the literature on the current and future praxis of ethnic studies in K-12 education and teacher education.

Keywords:

• K-12 ethnic studies
• K-12 Asian American studies movement
• curricular violence
• Asian American and migrant teachers

Additional information

Notes on contributors

Yeji Kim

Yeji Kim is an assistant professor of social studies education at the University of Missouri. Her research interests include social studies and teacher education in transnational contexts and citizenship education for migrant children and communities. Her work has appeared in publications such as Theory & Research in Social Education, Critical Studies in Education, Equity & Excellence in Education, and Teaching and Teacher Education.

Sohyun An

Sohyun An is a full professor in the Department of Elementary and Early Childhood Education at Kennesaw State University. Her research centers on issues of racism, war, migration, imperialism, and citizenship within the context of social studies education.