Abstract
ABSTRACT This article draws on ethnographic research to explore the re-membering pedagogy of Hmong immigrant educators. It explicates the ways in which the work of Hmong immigrant educators within a theater project recenters Hmong ethnicity, reveals marginalization, and re-affirms family. Our study significantly advances an understanding of re-membering pedagogy through an analysis of a program within a co-ethnic, community-based organization as a site of re-membering that reclaims and recalls ethnic heritage and belonging.
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