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Abstract

This qualitative study examines the racial identities and teaching practices of Asian (American) teachers in urban schools serving predominantly Black and Latinx students. Guided by the Asian Critical Theory framework, the findings reveal that participants face challenges navigating their identities within a U.S. society where whiteness is the norm. Experiences of marginalization and alienation compel them to incorporate Asian (American) cultures and perspectives into their teaching. Participants draw on their racialized experiences to build solidarity with Black and Latinx students and families while leveraging students’ cultures and identities to create empowering learning environments and bridge the diverse communities they serve.

Keywords

Asian American teacher Asian critical theory teacher education teacher identity

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Leveraging Identities and Bridging Communities: Counternarratives of Asian (American) Teachers in Urban Schools

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