Asian/American Curricular Epistemicide : From Being Excluded to Becoming a Model Minority /
Hartlep, Nicholas D.,author.
Scott, Daniel P.,author.
Chinese labor during the California Gold Rush. Japanese internment. Geopolitical segregation. Racial stereotypes. Asian/American Curricular Epistemicide: From Being Excluded to Becoming a Model Minority delves into how these events and issues are portrayed—or, in some cases, ignored—in today’s K—12 social studies curricula. The authors’scholarly and personal backgrounds and experiences have specially situated them to undertake this objective yet critical analysis, as they examine the constructed historical narratives of Chinese and Japanese immigration, multiculturalism, and the overall hegemonic narrative as it has been shaped by the politicization of social studies curricula. This content analysis is intended to initiate a broader conversation about the methods behind a curriculum’s formation. How is historical information selected, then molded into a particular narrative for public consumption? Through the authors’ insightful exploration, educators and citizens alike may better identify how influential entities and agendas shape curricula behind the scenes. The authors hope that the light they bring to bear on this topic will equip readers to conduct their own analysis and to be more aware and constructively critical of our K—12 educational system.
Includes bibliographical references and index.
Chinese labor during the California Gold Rush. Japanese internment. Geopolitical segregation. Racial stereotypes. Asian/American Curricular Epistemicide: From Being Excluded to Becoming a Model Minority delves into how these events and issues are portrayed—or, in some cases, ignored—in today’s K—12 social studies curricula. The authors’scholarly and personal backgrounds and experiences have specially situated them to undertake this objective yet critical analysis, as they examine the constructed historical narratives of Chinese and Japanese immigration, multiculturalism, and the overall hegemonic narrative as it has been shaped by the politicization of social studies curricula. This content analysis is intended to initiate a broader conversation about the methods behind a curriculum’s formation. How is historical information selected, then molded into a particular narrative for public consumption? Through the authors’ insightful exploration, educators and citizens alike may better identify how influential entities and agendas shape curricula behind the scenes. The authors hope that the light they bring to bear on this topic will equip readers to conduct their own analysis and to be more aware and constructively critical of our K—12 educational system.
Preliminary Material -- Introduction -- Methodology -- Elementary Education -- Middle School -- High School -- Conclusion -- Afterword -- About the Authors -- Name Index -- Subject Index.
Asian Americans
Social sciences