Examining Chinese American teachers’ diasporic lives through empire and AsianCrit

Abstract

ABSTRACT Few studies examined Chinese American teachers’ diasporic lives in U.S. K–12 schools and society, even as research on teachers of Color increases. In responding to such scarcity, the author connects tenets of empire and AsianCrit to illustrate how the legacies of imperialism and geopolitics of race have influenced three Chinese American teachers’ diasporic trajectories and teaching practices. Implications include how scholars can use these theoretical orientations to historicize research on Chinese American teachers, apply Asian Diaspora as a framework in researching Asian American teachers, and prepare Asian American teachers to unsettle racism and imperialism in schools.