Abstract
My narrative delineates the transformative process of an art educator from an oppressed scholar who regurgitated Eurocentric and White art education theories as orthodox knowledge to a critical art education scholar who challenges and problematizes dominant Western pedagogy. Specifically, I describe the three stages of my pedagogical development as a counternarrative from an international graduate student who was immersed in self-colonization, to an early career art education professor who introduced ethnic minority visual culture into the art classroom and contributed to establishing an NAEA issue group, Asian Art and Culture Interest Group, and finally critical Asian American art educator who develop Asian critical pedagogy (ACP) as a new lens to challenge White master pedagogy in the field of art education. My story ends with proposing six tenets of ACP, which are expected to strengthen the pedagogical identities of Asian American art educators and students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
