Counternarratives from Asian American Art Educators

Introduction, Section 1: Decolonizing Identity and Educational Praxis, 1. I Don't Want to Use My Cultural Identity Just to Survive in America! A Self-Reflective Narrative by an Art Educator, 2. "Asian Destroyer" Versus Critical Global Art Educator, 3. Models for Inclusive Teaching in Museum Education, 4. Korean Immigrant's Identity Exploration With Visual Storying, 5. Desi/Pardesi/Videshi: International (Re)locations in a Time of Nationalism, 6. Decolonization in Art Education Theory and Practices Section 2: Countering Master Narratives 7. Beyond Insiders-Outsiders: Fostering a Creative Third Space in Art Education, 8. Identity Exploration of a Taiwanese-Chinese Immigrant Art Educator in Higher Education, 9. The Journey to Becoming an Art Educator in North America: Personal Experiences in Cultural and Identity Exploration, 10. My Counter-Story: Fateful Encounters With Art Educators, 11. Kollywood Over Bollywood: Breaking Up the Monolithic Narrative of Being Indian in America, 12. "Can't You Just Pretend?": Struggles of a Korean-Japanese-Canadian Art Educator, 13. Keep Silent or Speak Louder: An International Asian Student Using Art to Speak to the World, 14. Focus on Identity Development: Making a Positive Difference in a Rural Community, Section 3: Reimagining Identity Through Intersectionality, 15. A Gay Taiwanese-American Art Education Professor's Journey in American Higher Education, 16. Playing the Race Card: Issues and Limits of Categories Based on Race in Contemporary Art Discourse, 17. How Do I Belong?: The Space Between Korean and American in Korean American 18. Racial Ambiguity, Professional Ambiguity, and Art Teaching as an Indian American, 19. Two Systems, One World: A Foreign-Born Asian Art Educator in the United States, 20. The Many Faces of Art Education Across Three Cities, 21. Fashion Hybridity and Identity Among Asian Americans in Secondary and Post-Secondary Cross-Cultural Settings in the United States: A Non-Asian-American Art Educator's Perspective, Section 4: Harnessing Allyship, 22. Vignettes of Resistance, Appreciation, and Appropriation: Leona, Ana, and Zi, 23. Ruminations on an A/r/tographic Field Trip of the Silk Road, 24. Advancing Asian Art Teaching and Learning Through Personal Intersections, Inquiry, Visual Ethnographic Research, and Allyship, 25. Sensorial Encounters of Memory and Mapping: An American Teaching in China, 26. "Feel Free to Tell Me If You Need My Opinion": Mentoring Asian Graduate Students, 27. Cross-Cultural Insights of a Non-Asian Art Educator and Her Asian Art Education Experiences, 28. Journeys With Asian Doctoral Student Advisees

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Asian American identity;Asian American teacher identity;Teacher identity;Identity development;Art educators;Asian American art;Counter-narratives;Positionality;Intersectionality;Decolonization;Allyship;Asian Critical Theory;AsianCrit;Hybrid identity;Hybridity;Critical Race Theory;CRT;Chinese American;Korean American;Taiwanese American;Art Education Professor;BTS.;Art Education Contexts;Art Education;American Art Educators;Multicultural Art Education;American Teaching;NAEA;Asian Art;Professional Development;Art Education Scholar;Steam;Pre-service Art Teacher;PSU;Contemporary Societies;South Asian Americans;Chinese Art History;Asian American Faculty Member;Preservice Art Educators;Korean Immigrant;Elementary Teaching Experiences;Doctoral Candidates