Good Chinese Girls and the Model Minority: Race, Education, and Community in Girl in Translation and Front Desk

Chen, Shih-Wen; Lau, Sin Wen

doi:10.1007/s10583-020-09415-8

Cited by 7 publications

(2 citation statements)

References 13 publications

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“…Regarding American Indian/Indigenous Peoples, Reese (2018) identified depictions of indigenous populations as historical, or as presented in myths and legends, rather than as everyday characters set in contemporary times. Asians/ Asian Americans in literature are more frequently portrayed as East Asian to the exclusion of South Asian, Southeast Asian, and Pacific Islanders (Rodriguez & Kim, 2018;Yokota, 2009), and stereotypes of the exotic Asian (Wee et al, 2018) or the model minority (Chen & Lau, 2020) Similar commentary exists regarding depictions of gender. Women often take on the roles of activist and artist (Chung & Chaudhri, 2021).…”

Section: Part 3: Reflecting On Findingsmentioning

confidence: 99%

Conducting a Diversity Audit: Who is Represented in Your Classroom Library?

Koss¹,

Paciga²

2022

The Reading Teacher

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Classroom libraries provide students with messages about who is valued and empowered. A diversity audit ensures classroom libraries provide accurate, diverse depictions that reflect and expand students' worldviews.F ifth-grade teacher, Lifshitz (2016) suggests, "The faces that greet our students from our bookshelves can be as powerful as the ones that greet them at the door." The bookshelves within our classrooms provide messages to students regarding who or what is valued in our learning communities. Our world and our students reflect a myriad of populations, including races, ethnicities, religions, languages, gender identities, sexualities, abilities, socioeconomic statuses, among other groups. So, too, should the books on our shelves. We use the terms "diversity" and "diverse" broadly to reflect the range of social groups and characteristics to which people belong. We also consider the importance of intersectionality-individuals simultaneously belong to multiple groups, and their identities reflect their unique lived experiences. Consideration of the ways diverse, intersectional identities are depicted in the curriculum and classroom materials is essential.Classroom libraries contribute to children's literacy development, as they are places children are likely to come across a variety of books and reading materials. Children with access to text in their communities, schools, and homes are more likely to become successful readers than those without or with less access (Krashen et al., 2012;Mann et al., 2021). Providing children access to texts significantly impacts their reading ability (Hodges et al., 2019;Nielen & Bus, 2015). However, access is not sufficient for ensuring success in reading. Quality matters (Hoffman et al., 2015).The National Council of Teachers of English (NCTE, n.d.) highlighted the importance of classroom libraries, noting students should have access to a wide range of books across different levels, abilities, and interests. The books we offer must be appealing to children, but also provide options they might not come across outside of school. Children gravitate toward books with characters and plotlines that reflect popular media (Neuman & Knapczyk, 2020), and these titles are easily accessible through mass marketing and distribution. Many highquality texts representing marginalized characters are not available in mass market editions, and relying only on book clubs and mass market availability can impact the range of titles procured. We recognize many teachers and schools have limited budgets, so quality rather than quantity is what is important.Books found on classroom shelves send silent messages about what identities are valued and celebrated. Books have the opportunity to model and teach cultural values and attitudes (Laier et al., 2008). They can help underrepresented or marginalized children have increased self-esteem and make them feel like valued members of society (Machado & Flores, 2021). When classroom library shelves contain representations related to students' intersectional...

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Section: Part 3: Reflecting On Findingsmentioning

confidence: 99%

Conducting a Diversity Audit: Who is Represented in Your Classroom Library?

Koss¹,

Paciga²

2022

The Reading Teacher

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“…In addition, sangang, the above-mentioned Confucian hierarchical relationships between adults and children, may limit young children's status and practice as citizens. Specifically, as found in Section 8.2.3, tinghua, which means children should follow the instructions of adults and obey the rules of the classroom, remains to be one of the most important cultural constructs to govern how young children think and behave (Chen & Lau, 2020;Hsueh et al, 2015), and for teachers and parents to assess whether children are good citizens or not in the Chinese context.…”

Section: The Problematised Children's Citizenship In Chinamentioning

confidence: 99%

Discourses of children's citizenship in early childhood settings: A cross-national perspective in the global context

Xu¹

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This study responds to recent calls for greater attention to young children in citizenship studies and to the shifting conceptions of young children’s citizenship. As a cross-national analysis, it contributes to a regional and global focus on, and conversations about, young children’s citizenship and pedagogical affordances in early childhood settings. It further explores the movement of global discourses of young children’s citizenship through national curriculum policies in China and Aotearoa New Zealand, and into early childhood settings where young children learn and exercise their citizenship. The research design has adopted a poststructural orientation and employed qualitative, comparative and ethnography-informed approaches. Michel Foucault’s notion of discourse, power and subject have been used as the main theoretical devices to attend to the multiple truths of children’s citizenship and power relations in early childhood settings. In addition, this research has been informed by Kuan-Hsing Chen’s (2010) Asia as Method: Toward Deimperialization, drawing attention to the cultural and historical specificity of each local context and different interpretations and practices of young children’s citizenship in China and Aotearoa New Zealand. A Foucauldian-inspired reflexive thematic analysis has been employed to interrogate (i) key curriculum documents and (ii) interviews with kindergarten teachers in both nations, the latter inspired by video-cued ethnography (Tobin et al., 1989; Tobin et al., 2009). The research findings suggest that children’s citizenship is discursively constructed in early childhood curricula as belonging and connectedness, rights and responsibilities, and development and preparation. Teacher participants in both nations pointed out that citizenship is of significant value for young children, and that kindergartens are key sites for children to enact their citizenship. Four significant ideas emerged from the research findings. First, by illuminating the cultural-historical contingency and contextual specificity of discourses in China and Aotearoa New Zealand, this study argues for a context-specific understanding of children’s citizenship that recognises the syncretism of social, cultural and historical features in different contexts. Second, children’s status and practices as citizens are problematic in both contexts, as multiple techniques of power produce child citizens as ‘docile bodies’. Third, this study offers an alternative position – negotiated citizenship – which recognises the dynamic power relations in early childhood settings, how children exercise power as citizens, and how they take up and extend the possibilities available to them. Last, this study reveals the necessity and meaningfulness of cross-cultural reflexivity in relation to early childhood education and young children’s citizenship.

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Like Water: Feeling and Negotiating Relational Complexity in School-Based Ethnographic Childhood Research in China Through the Lens of Emotional Reflexivity

Zhu,

Wang

2024

Journal of Contemporary Ethnography

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Ethnography is often considered as a suitable methodological approach to explore childhoods, nevertheless, there is limited reflection on ethics in the field in the Global South educational settings, such as China. Previous China-based fieldwork studies suggest complex field relationships as a major ethical challenge. Although the issue is especially prominent in research that contests “normative” Chinese childhoods, it hasn’t been sufficiently discussed due to a culture of silence surrounding researchers’ emotions and positionality. This paper uses emotional reflexivity as a lens to revisit two Chinese female researchers’ experiences of fieldwork, respectively, with left-behind children and disabled children in Chinese primary schools. The analysis examines how we identified ourselves and negotiated complex relationships with school members and unpacks experiences of “sameness” and “otherness” and the vulnerability and creditability impacted by our fluid identities. The paper adds insights into ethical considerations of school-based ethnographic research with diverse children in the Global South.

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Good Chinese Girls and the Model Minority: Race, Education, and Community in Girl in Translation and Front Desk

Cited by 7 publications

References 13 publications

Conducting a Diversity Audit: Who is Represented in Your Classroom Library?

Conducting a Diversity Audit: Who is Represented in Your Classroom Library?

Discourses of children's citizenship in early childhood settings: A cross-national perspective in the global context

Like Water: Feeling and Negotiating Relational Complexity in School-Based Ethnographic Childhood Research in China Through the Lens of Emotional Reflexivity

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