Ethnic Studies

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

We Are Children of the Corn/Somos Hija/o/xs del Maíz: Husks of Hope, Resistance, and Latina/o/x Educational Success is a collection of empirical studies that explores the complex and multi-faceted journeys of Latina/o/x students. With maíz (corn) as the guiding symbol, this book incorporates indigenous teachings and knowledge to highlight the pillars and resources of support—referred to as “husks”—that nurture Latina/o/x students' growth, resilience, and achievement as they navigate the U.S. schooling system. This anthology offers examples that underscore the role of schools, families, and communities in shaping Latina/o/x students’ trajectories from pre-K to higher education.The volume builds upon the parent book, The Chicana/o/x Dream, by examining the intersectional experiences of Latina/o/x students in varied educational contexts, the resources they access within educational spaces, and their familial and community support systems. Using the Framework of Atravesada/o/xs Nepantleando (FAN), the authors in this anthology illustrate how Latina/o/x students become nepantlera/os—change agents who create and foster diverse cultural spaces and advocate for transformation. The book is organized around three themes: planting seeds to foster college access, cultivating students to foster college readiness, and harvesting to support college completion. Through these themes, the volume aims to empower educators, researchers, and policymakers to foster diverse, equitable, and inclusive school and community spaces that amplify Latina/o/x student voice and center their experiences.We Are Children of the Corn/Somos Hija/o/xs del Maíz is a valuable contribution to the scholarship on the Latina/o/x student experience in the United States. It is the perfect text for a variety of courses in Ethnic Studies and Cultural Studies.

Moments & Movements: Counterstories for Critical Asian American+ Studies in Education is a collection of counterstories born from community and shared commitments to challenge the ways diverse diasporas and experiences of people from the Asian continent and the Pacific Ocean are largely made invisible, silenced, and erased. By defying reductionist narratives, the collection highlights stories built upon generations of struggle, resistance, advocacy, and joy, that impart wisdom for the current moment and for Asian American+ movements in the future, particularly movements based in education. The book’s topics, located at the nexus of multiple and interconnected fields, such as education, race/ethnic studies, policy and community studies, have broad appeal to a cross-section of university academics; P-12 teachers and leaders; and community educators and activists. Using the framing of Critical Asian American+ Studies, the chapters in this volume emphasize criticality as central to the work of educators committed to more just futures. The plus (+) symbol in “Asian American+” highlights the volume’s efforts at diverse inclusion and openness to various groups under a broad umbrella geographic category, including voices of various Pasifika, Arab and Middle Eastern communities, without eliding their distinct histories, cultures, politics, and experiences or erasing the tensions within and across the broader category of Asian American studies. The book is organized thematically into four sections that reflect key moments in an ongoing movement. This organization acknowledges that readers may be at different points in their journeys towards developing more critical perspectives or knowledge of Asian American, Arab/Middle Eastern American, and Pasifika peoples’ experiences in education. The first section, "The Moment We Begin", focuses on foundational beginnings, telling stories of how the authors made important first steps in creating the change they wished to see in their educational spheres. The second section, "Building an Inclusive Movement", examines how educators sustain and deepen their work within and outside of classrooms. The third section, "Extending the Movement", then looks at Critical Asian American+ Studies outside of classrooms and schools by attending to educational leadership, families and teacher identities, policy arenas, and educational, cultural, and community activism. Finally, in the fourth section, "Envisioning New Worlds", chapters attend to what justice-focused, future-oriented movements might look like for Critical Asian American+ Studies. All too often, critical community-grounded work can feel daunting. This collection pushes beyond prescribed borders that separate our communities and separate us into our own educational spheres (e.g. P-12, higher education, teacher education) and roles (professor, teacher, principal, student). As one of the few edited collections with such diverse perspectives, this collection provides multiple paths forward in Asian American, Arab/Middle Eastern American, and Pasifika Studies, inspires with its counterstories of struggle and success, and challenges readers to consider their own next steps.Perfect for courses such as: Asian Americans in Education; Critical Studies in Education; Multicultural Education/Sociocultural Foundations in Education; Ethnic Studies/Asian American Studies; Social Justice in Education; Critical Pedagogy and Education; Urban Education; Race, Ethnicity, and Education; Introduction to Education; School and Society

Repertories of Racial Resistance: Pedagogical Dreaming in Transborder Educational Spaces explores the integral role of dreaming and imagination in pursuing educational justice. The illuminating case studies in this book highlight how youth and adults utilize Transformative Methodologies not only to generate knowledge, but also promote social change. Transformative Methodologies are approaches to research and knowledge production that explicitly: center the perspectives, experiences, and expertise of BIPOC youth and communities as essential to research challenge conventional social science frameworks that relegate communities as “objects” of inquiry, and facilitate ethnically and racially minoritized young people to leverage their educational opportunities to express their agency, imagine emancipatory futures, and embody social change. Chapters in the book demonstrate how researchers, practitioners, and youth utilize methodologies such as participatory action research, testimonials, counter narratives and critical storytelling to make sense of social inequalities and envision futures rooted in justice. This text considers the intimate relationship between youth leadership and empowerment with dreaming and imagination. The book includes case studies based in diverse contexts such as K-12 schools, community-based settings, and higher education. Moreover, the text specifically highlights how BIPOC young people leverage their imaginations as part of their efforts to advocate for justice in their communities, families, and schools. This book emphasizes the importance for researchers and practitioners to leverage youth imagination and freedom dreams in creating culturally sustaining educational settings and promoting transformative youth leadership. This volume will be of interest to graduate, postgraduate students, researchers and academics in fields such as multicultural education, critical pedagogy, youth development and qualitative and participatory methodologies. Pre-service teachers, practitioners, and libraries will also find this book useful. Perfect for courses such as: Multicultural Education, Foundations of Education, Critical Pedagogy and Education, Youth Development, Out of School Time Education, Research Methodology, Anthropology and Education, Sociology and Education, and Youth Resistance