Guest Editors: Noreen Naseem Rodríguez Michigan State University Sohyun An Kennesaw State University
This special issue aims to highlight Asian American studies advocates, scholar-activists, and other efforts advancing the teaching and learning of Asian American studies in PK-12 schools across the United States.
Inspiration is drawn from the words of Mitsuye Yamada (1981):
We need to raise our voices a little more, even as they say to us “This is so uncharacteristic of you.” To finally recognize our own invisibility is to finally be on the path toward visibility. Invisibility is not a natural state for anyone. (p. 40)
This issue will be a unique opportunity for scholarship in PK-12 education, teacher education, and Asian American studies to come together in ways that clearly articulate the possibilities, challenges, and complexities of this emerging movement for Asian American studies in K-12 education. Submissions should center the stories and experiences of Asian Americans involved in these efforts, and may address tenets of Asian American critical race theory, including Asianization, transnationalism, strategic (anti)essentialism, (re)constructive history, intersectionality, and story, theory, and praxis (Iftikar & Museus, 2018).
Original manuscripts that have not yet been published on any website, journal, or book which address the K-12 Asian American studies movement in specific local or state contexts are invited. Manuscripts should address the following questions:
● How can we ensure that Asian American studies in K-12 classrooms goes beyond sheer representation and superficial multiculturalism and instead honors the anti-colonialism, liberation, and solidarity at the heart of ethnic studies?
● How have grassroots organizations and/or youth and community advocates pushed for Asian American curricular inclusion in specific school, district, and/or state contexts?
● What different strategies and challenges exist among efforts for Asian American curricular inclusion based on local and/or state political climates?
● When successful, what have been the outcomes of state-wide mandates of K-12 Asian American histories/studies education on various educational communities?
● How have students and teachers advocated for Asian American curricular inclusion and what different models for teaching and learning about Asian America exist?
Projected Timeline
● Call released on January 31, 2024
● 3-page proposals due March 31, 2024
● Proposal decisions made by April 30, 2024
● Full-length article due by July 31, 2024
● Peer-review completed by October 31, 2024
● Final revised manuscripts due December 31, 2024
● Anticipated publication in Spring 2025
For more information, see the flier.
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