Asian American voices and experiences are largely absent from elementary curricula. Asian Americans are an extraordinarily diverse group of people, yet are often viewed through stereotypical lenses: as Chinese or Japanese only, as recent immigrants who do not speak English, as exotic foreigners, or as a “model minority” who do well in school. This fundamental misperception of who Asian Americans are begins with young learners―often from what they learn, or do not learn, in school. This book sets out to amend the superficial treatment of Asian American histories in U.S. textbooks and curriculum by providing elementary teachers with a more nuanced, thematically driven account. In chapters focusing on the complexity of Asian American identity, major moments in Asian immigration, war and displacement, issues of citizenship, and Asian American activism, the authors include suggestions across content areas for guided class discussions, ideas for broader units, and recommendations for children’s literature as well as primary sources.
This essential and urgent book presents research-based understandings about Asian American early childhood, bringing to light the battle Asian Americans face against American nativism from their early years’ experiences. The first of its kind in academic literature, the book addresses the well-known issue of underrepresentation of Asian Americans in early childhood education research and practice, and in American society in general. Using the intersectionality and multiple identities perspectives, the authors explore a myriad of inaccurate cultural perceptions and misrepresentations, centering within-group differences among Asian American children and giving particular attention to disempowered groups among them. Issues related to socioeconomic status, gender, dis/abilities, linguistic backgrounds, and minority groups among Asian American populations are addressed, with implications for researchers and educators as well as context for examining the policies that cause inequities among Asian American children. This book is key reading for early childhood education researchers, professors, and graduate students to become more productively engaged in discussions and practices toward racial justice.
Early childhood professionals can use this one-of-a-kind work to better serve Korean American children in the United States. Four transnational mother-educators share the lived experiences of Korean American children and their families through candid and vivid narratives that counter stereotypical and prejudicial beliefs about Asian American communities. Topics include parenting beliefs and practices, naming practices, portrayals in children’s picturebooks, translingual home practices, and responses to microaggressions. The text raises awareness about various dynamics within the Korean American community for a more nuanced discourse. The authors bring a wealth of hybrid positioning and experiences as former early childhood educators, first-generation Korean American immigrants, current teacher educators working with pre- and inservice teachers, and researchers in different states, as well as mothers of second-generation Korean American children. Book Features: Shares original stories and experiences of Korean American children and families to dismantle prevalent narrow narratives.Offers practical implications and considerations for classroom teachers regarding family engagement, critical literacy, translanguaging, and social–emotional learning. Includes user-friendly features such as discussion questions, lesson ideas, and a list of appropriate picturebooks.
Civic participation is an ideal concept in most democratic societies. People are encouraged to support neighbors, communities, and causes that combined contribute to the quality of life in their environment. However, too often the study of civic participation is carried out in a narrow intra-disciplinary manner that prevents a real understanding of what civic participation is and how to assess it. In this review, Cnaan and Park document how key writings are limited in scope and are either nonprofit, political science or environmental studies oriented. They then review many definitions of civic participation and form one that best captures the concept. They follow this with a set of six major forms of civic participation, each with numerous sub-categories and relevant statistics illustrating their occurrences. Cnaan and Park conclude with a call for future research of civic participation to be both comprehensive and sensitive.
This essential and urgent book presents research-based understandings about Asian American early childhood, bringing to light the battle Asian Americans face against American nativism from their early years’ experiences. The first of its kind in academic literature, the book addresses the well-known issue of underrepresentation of Asian Americans in early childhood education research and practice, and in American society in general. Using the intersectionality and multiple identities perspectives, the authors explore a myriad of inaccurate cultural perceptions and misrepresentations, centering within-group differences among Asian American children and giving particular attention to disempowered groups among them. Issues related to socioeconomic status, gender, dis/abilities, linguistic backgrounds, and minority groups among Asian American populations are addressed, with implications for researchers and educators as well as context for examining the policies that cause inequities among Asian American children. This book is key reading for early childhood education researchers, professors, and graduate students to become more productively engaged in discussions and practices toward racial justice.
Asian American voices and experiences are largely absent from elementary curricula. Asian Americans are an extraordinarily diverse group of people, yet are often viewed through stereotypical lenses: as Chinese or Japanese only, as recent immigrants who do not speak English, as exotic foreigners, or as a “model minority” who do well in school. This fundamental misperception of who Asian Americans are begins with young learners―often from what they learn, or do not learn, in school. This book sets out to amend the superficial treatment of Asian American histories in U.S. textbooks and curriculum by providing elementary teachers with a more nuanced, thematically driven account. In chapters focusing on the complexity of Asian American identity, major moments in Asian immigration, war and displacement, issues of citizenship, and Asian American activism, the authors include suggestions across content areas for guided class discussions, ideas for broader units, and recommendations for children’s literature as well as primary sources.
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