Sohyun An

Asian Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards

Abstract Compared to other groups of color, Asian Americans and their perspectives have rarely been given attention in curriculum studies. This article seeks to address the gap in the literature. It uses AsianCrit, a branch of critical race theory, as a theoretical lens to analyze and explicate common patterns across various states’ scripting of Asian American experience in their U.S. history standards. Informed by AsianCrit, the article describes and troubles invisibility and consequent messages about Asian Americans and their experience in the story of the United States told from state U.S. history standards. The study suggests the benefit of AsianCrit as a theoretical, methodological tool to read and disrupt racism embedded in curriculum scripting of U.S. history. The study also adds a new knowledge to the long-held scholarship on inclusion and representation of historically marginalized groups in official school knowledge.

Teaching Elementary School Social Studies Methods under edTPA.

ABSTRACT This article reports a self-study that analyzes my experience as a teacher educator navigating a turbulent educational landscape with the advent of edTPA. The data consist of my journal entries, the syllabi, handouts, work submitted by my students, and course evaluations. Data were analyzed by using an inductive process to describe how the edTPA compounds my work of teaching future elementary teachers for social studies for social justice. I discuss challenges associated with my teaching and the ways that I have grappled with these challenges. Implications for teacher educators are discussed, because we all must deal with important issues in the current era of accountability and testing.

Simple Yet Complicated: U.S. History Represented in South Korean History Textbooks

Framing history/social studies textbooks as a social construction designed to create a public memory of a national history and history of the Other, we investigated how U.S. history is represented in South Koreas social studies textbooks and what images and ideas of the United States are encouraged for South Korean students to take. To answer this question, we conducted a content analysis of the presentation of U.S. history in middle school social studies textbooks used in South Korean schools. Our findings show that (1) South Koreas textbook accounts of U.S. history predominantly portray the United States as a world leader in democracy and peace building; (2) the textbook accounts of U.S. history generally miss the events and figures that have historical significance for U.S. domestic contexts; and (3) the history of controversial U.S.–Korea relations as well as learning opportunities for historical thinking are also missing in the textbook accounts.

U.S. History through the Eyes of South Korean Youth

The study begins with the premise of the critical need of increased understanding of others in our global times. Given the intensive and extensive, and often complicated and controversial relations between the United States and South Korea in its modern history, it is critical for South Korean youth to build a more accurate understanding of their countrys significant other. Drawing from a written questionnaire survey of 181 South Korean youth along with focus group interviews with thirty students, this article investigates South Korean youths ideas about U.S. history and the major influences that shape students’ knowledge.

Korean American High School Students’ Perspectives on U.S. History

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young peoples understanding of the nations history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address this gap through a qualitative study on Korean American youth. Drawing from in-depth interviews with twenty Korean American high school students, this article examines how Korean American youth make sense of U.S. history and how their sociocultural backgrounds affect their historical perspectives as well as their ideas and experiences of learning history historical perspectives.

Views of teacher candidates on their preparedness and motivation to teach pre-Kindergarten and Kindergarten

In the US state of Georgia, teachers licensed to teach children from birth through Kindergarten (B–K, ages 0–5) or pre-Kindergarten (pre-K) to Grade 5 (p-5, ages 4–10) can teach pre-K and K in the ...