Research on the Education of Our Nation's Teachers (Teacher Education Yearbook V)

Kleinsasser, Robert C.; Byrd, David M.; McIntyre, D. John

doi:10.2307/328691

Cited by 1 publication

(5 citation statements)

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“…Perceived as fully self-sufficient, neither needing nor warranting special assistance, the lack of educational or social services for APIs is considered justified. In addition, the API community has typically been characterized in monolithic terms as introverted, quiet, and passive, and so has been seen as non-threatening and compliant (Goodwin, Genishi, Asher & Woo, 1997;Pang, 1995;Walker-Moffat, 1995). This, coupled with APIs' lack of political organizing and representation, has ensured that they cannot rely on the dominant majority to advocate for them, and have been poorly positioned to advocate for themselves.…”

Section: Curriculum As Colonizer: the Case Of Apismentioning

confidence: 99%

“…Yet, even in this barren landscape of culturally relevant curriculum, attention to API students is minimal (Goodwin, 2003;Goodwin, et al, 1997;Pang 1998), with even less focus on the needs or experiences of API (or other) immigrant learners (Goodwin, 2002a). The "adjectival status" of APIs (Vine Deloria, Jr., cited in Chow, 1993, p. 139) in the curriculum cannot but be otherwise, if we understand "U.S. racial minorities as internal colonized nations" (Sharpe, 2000, p. 105).…”

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

confidence: 99%

“…(Ironically, NCLB mandates may now result in "Asian American" data being collected because many API learners will be labeled "disadvantaged" and "LEP.") Much has been written about the need for teachers of color in response to the increasing numbers of culturally and linguistically diverse students (Goodwin, 1997a(Goodwin, , 1997b(Goodwin, , 2000Ladson-Billings, 2001;Pang, 2005;Zumwalt & Craig, 2005), yet APIs are often excluded from affirmative action and special scholarship programs, notably those aimed at recruiting teachers of "color" (Goodwin, et. al., 1997).…”

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

confidence: 99%

“…al., 1997). Thus, the small number of API teachers notwithstanding, there seems to be little interest in recruiting more, which is all the more troubling given the key role API educators seem to play as advocates for API learners and initiators of curriculum meaningful to API pupils (Goodwin et al, 1997). The paucity of information surrounding APIs not only reinforces their unimportance, but also makes inclusive, culturally relevant curriculum development all the more challenging, thereby ensuring mistakes, omissions, and inaccuracies.…”

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

confidence: 99%

“…The first site of resistance is 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. "Attention to the category 'Asian' challenges the binary understandings of racial constructions" (Maeda, 2000, p. 85), and begins to chip away the hegemonic façade of a monolithic nomination that blends all of us into one "Universal Oriental" (Goodwin et al 1997) even while it erases us from the wider U.S. context by pretending we do not exist.…”

Section: Resisting Curriculum That Colonizesmentioning

confidence: 99%

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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 As Colonizer: the Case Of Apismentioning

confidence: 99%

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

confidence: 99%