HIV/AIDS in Asian and Pacific Islanders in the United States

Operario, Don; Tan, Judy Y.; Kuo, Caroline

doi:10.1007/978-1-4614-2227-3_28

Cited by 3 publications

(1 citation statement)

References 43 publications

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“…They will, from the start, be positioned on the margins of the NCLB-driven curriculum, either as silent, peripheral students, or as problems to be overcome. While this is the situation in which many ELLs find themselves, API immigrant children speak more than 100 languages and dialects (Ro, 2002), few of which utilize an alphabetic system, and most of which are completely dissimilar, one from the other. We must assume then that the already small percentage of bilingual or ESL teachers who are Asian-4% (de Cohen, Deterding, & Clewell, 2005)-is completely inadequate to the challenges presented by so many languages.…”

Section: Curriculum Policy and Practice: Mechanisms For Colonization ...mentioning

confidence: 99%

Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context

Goodwin

2010

Teachers College Record: The Voice of Scholarship in Education

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Background/Context The United States is currently undergoing a period of unprecedented immigration, with the majority of new arrivals coming from Asia and Latin America, not Europe. Asian Americans and Pacific Islanders (APIs) represent the fastest growing racial group in the United States, and schools are again being asked to socialize newcomer students, many of whom are APIs. Yet, even as the United States becomes more racially diverse, the national mindset regarding immigrants and immigration ranges from ambivalent to increasingly (and currently) hostile, and is often contradictory. “American” typically is imagined as “White,” and perceptions of APIs and people of color as “other” remain cemented in our collective psyche. It is this sociohistorical-political context that frames the education and socialization of Asian American citizens, immigrants, and their children. Objective/Focus As APIs are absorbed into the fabric of society, how will they define themselves? How will they be defined? This article begins by deconstructing the social category Asian and Pacific Islander in order to reveal the immense diversity contained under this label. The discussion illuminates both the horizontal diversity of APIs—differences between ethnic groups, and vertical diversity—differences within ethnic groups, to underscore the insufficiency of the API label. Against the diverse backdrop that APIs truly (re)present, (Asian) American education framed by three curricular contexts in the United States—the major reforms of the 2001 No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—is theorized using postcolonial theory as an analytic lens. The article concludes with thoughts on how APIs can resist domination and what might be sites of resistance in schools or society. Research Design This is an analytic essay that examines both historical and contemporary educational and policy contexts. Conclusions/Recommendations Curriculum, defined not simply as subject matter content and instructional procedures, but as a tool of acculturation and a depository of (U.S.) national and cultural values, has the power to emancipate or colonize. Each of the three curricular contexts in the United States—the major reforms of the No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—exemplify the role Curriculum plays in defining, silencing, and/or marginalizing APIs. Imagined sites of resistance against Curriculum as colonizer include this very page, where one voice deliberately pushes back against the obfuscation of fixed realities layered onto people of Asian descent in the United States, the reexamination and revision(ing) of teacher preparation curricula, and the larger policy arena.

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Section: Curriculum Policy and Practice: Mechanisms For Colonization ...mentioning

confidence: 99%

Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context

Goodwin

2010

Teachers College Record: The Voice of Scholarship in Education

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The impact of China-to-US immigration on structural and cultural determinants of HIV-related stigma: implications for HIV care of Chinese immigrants

et al. 2020

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Beyond Resilience

Edelman¹

2020

Social Text

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Studies of queer and trans suffering, resilience, care, and vitalities are invariably also investigations into the difficult and painful articulations of lives that feel worth living and deaths that feel okay dying. The notion of resiliency, referring to a conditional state of overcoming difficult situations, neglects to fully encompass our understandings of risk, vulnerability, and life. This article explores the ways in which Washington, DC–based trans activists discuss shared coalitional labor as constituting that which renders viable life—or, in some cases, what they describe as deaths worth dying—in a contemporary moment that is distinctly violent. While health researchers have long noted the beneficial role that a coalition serves in better representing needs in research, this article focuses on how individuals meet their needs not through solitary and normative resilience strategies but within and through spaces of coalitional action. This approach to radical care and viable life encourages us to rethink how a necropolitics of trans life—lives marked as morally suspect and intrinsically disposable—coexists with a notion of trans vitalities that this article develops. Ultimately, embracing the concept of trans vitalities is not simply a refusal or disavowal of projects of normalization or the commodifiability of trans rights but, rather, a vigilance toward the violently homogenizing expectations of the heterogeneity of lived experience.

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HIV/AIDS in Asian and Pacific Islanders in the United States

Cited by 3 publications

References 43 publications

Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context

Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context

The impact of China-to-US immigration on structural and cultural determinants of HIV-related stigma: implications for HIV care of Chinese immigrants

Beyond Resilience

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