Education Division Scholarship

(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis

Document Type

Article

Streaming Media

Publication Date

7-27-2024

Abstract

The historical and contemporary experiences of Asian/Asian Americans in the United States casts light on the significance of identity negotiation and construction. In this study, the identities of Asian/Asian American language teacher educators (LTEs) are examined within the current sociopolitical context, shedding light on the persistent pursuit of legitimacy and belonging within the Asian/Asian American LTE community. More specifically, this study examines the teaching philosophies of eight Asian/Asian American LTEs from different institutions and regions across the United States as a collective and critically reflexive entryway into their experiences and commitments as LTEs. Using AsianCrit to analyze participants' teaching statements and focus group discussions, this study uncovers (1) a commitment to asset-based and culturally sustaining pedagogies, (2) identity-informed convictions to foster critical consciousness in language teacher candidates; (3) pressures to downplay Asian intersectional identities to survive the Eurocentric norms of the job market; (4) a desire to do more than survive; and (5) the power of the collective for healing and liberation. The article concludes with a call for teacher education programs to create spaces for teacher educators to share lived experiences, foster community, and challenge the dominant narratives that marginalize Asian and other minoritized LTEs.

Publication Title

TESOL Journal published by Wiley Periodicals LLC

ISSN

1056-7941

E-ISSN

1949-3533

Volume

Volume 15

Issue

Issue 3

First Page

1

Last Page

25

DOI

https://doi-org.lib.pepperdine.edu/10.1002/tesj.854

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