£24.00
Counternarratives from Asian American Art Educators
Identities, Pedagogies, and Practice beyond the Western Paradigm
- Available for pre-order on December 2, 2022. Item will ship after December 23, 2022
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Book Description
Counternarratives from Asian American Art Educators: Identities, Pedagogies, and Practice beyond the Western Paradigm collects and explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Few studies published since the substantial immigration of Asian art educators to the US in the 1990s have addressed their professional identities in higher education, K-12, and museum contexts. By foregrounding narratives from Asian American arts educators within these settings, this edited volume enacts a critical shift from Western, Eurocentric perspectives to the unique contributions of Asian American practitioners.
Enhanced by the application of the AsianCrit framework and theories of intersectionality, positionality, decolonization, and allyship, these original contributor counternarratives focus on professional and pedagogical discourses and practices that support Asian American identity development and practice. A significant contribution to the field of art education, this book highlights the voices and experiences of Asian art educators and serves as an ideal scholarly resource for exploring their identity formation, construction, and development of a historically underrepresented, minoritized group in North America.
Table of Contents
Introduction, Section 1: Decolonizing Identity and Educational Praxis, 1. I Don’t Want to Use My Cultural Identity Just to Survive in America!, 2. "Asian Destroyer” versus Critical Global Art Educator, 3. Models for Inclusive Teaching in Museum Education, 4. Korean Immigrants Identity Exploration with Visual Storying, 5. International (Re)locations in a time of nationalism, 6. Decolonization in Art Education Theory and Practices Section 2: Countering Master Narratives 7. Beyond In-Outsiders: Fostering a Creative Third Space in Art Education, 8. Identity Exploration of a Taiwanese-Chinese Immigrant Art Educator in Higher Education, 9. The journey of becoming an art educator in North America, 10. My Counter Story: Fateful Encounters with Art Educators, 11. Kollywood over Bollywood, 12. Can’t You Just Pretend, 13. Keep silent or speak louder, 14. Focus on identity development, Section 3: Reimagining Identity through Intersectionality, 15. A Gay Taiwanese-American art education professor’s journey, 16. Playing the Race Card, 17. How do I belong, 18. Racial ambiguity, 19. Two Systems One World, 20. The many faces of art education across three cities, 21. Fashion hybridity and identity Section 4: Harnessing Allyship, 22. Vignettes of resistance, appreciation and appropriation, 23. Ruminations on an Artographic field trip, 24. Advancing Asian art teaching and learning through personal intersections, inquiry, and visual ethnographic research, 25. Sensorial encounters of memory and mapping An American teaching in China, 26. “Feel free to tell me if you need my opinion” Mentoring Asian graduate students, 27. Cross-Cultural Insights of a Non-Asian Art Educator, 28. Journeys with Asian doctoral student advisees
Editor(s)
Biography
Ryan Shin is a Professor in the School of Art at the University of Arizona, USA. His research interests include Asian popular and visual culture, Asian critical theory and pedagogy, decolonization in art education, global civic engagement, and new digital media and visual culture.
Maria Lim is an Associate Professor of Art Education in the School of Art at the University of North Carolina at Greensboro, USA. Her research interests include art teacher preparation through global perspectives, cultural appropriation & culturally responsive education, social justice & anti-racial discrimination pedagogy, and critical Asian theory & pedagogical decolonization.
Oksun Lee is an Associate Professor and Coordinator of Art Education in the Department of Art at the University of Central Oklahoma, USA. Her research interests include Asian art education faculty identity, Asian critical pedagogy, cross-cultural education, and pre-service art teacher education.
Sandrine Han is an independent scholar and a former Associate Professor of Art Education in the Department of Curriculum and Pedagogy at The University of British Columbia, Canada. Her research interests are in the fields of art education, visual culture, cultural studies, technology, semiotics, and visual communication.