Counternarratives from Asian American Art Educators: Identities, Pedagogies, and Practice beyond the Western Paradigm collects and explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Few studies published since the substantial immigration of Asian art educators to the United States in the 1990s have addressed their professional identities in higher education, K-12, and museum contexts. By foregrounding narratives from Asian American arts educators within these settings, this edited volume enacts a critical shift from Western, Eurocentric perspectives to the unique contributions of Asian American practitioners. Enhanced by the application of the AsianCrit framework and theories of intersectionality, positionality, decolonization, and allyship, these original contributor counternarratives focus on professional and pedagogical discourses and practices that support Asian American identity development and practice. A significant contribution to the field of art education, this book highlights the voices and experiences of Asian art educators and serves as an ideal scholarly resource for exploring their identity formation, construction, and development of a historically underrepresented minoritized group in North America.

Counternarratives from Asian American Art Educators: Identities, Pedagogies, and Practice beyond the Western Paradigm collects and explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Few studies published since the substantial immigration of Asian art educators to the United States in the 1990s have addressed their professional identities in higher education, K-12, and museum contexts. By foregrounding narratives from Asian American arts educators within these settings, this edited volume enacts a critical shift from Western, Eurocentric perspectives to the unique contributions of Asian American practitioners. Enhanced by the application of the AsianCrit framework and theories of intersectionality, positionality, decolonization, and allyship, these original contributor counternarratives focus on professional and pedagogical discourses and practices that support Asian American identity development and practice. A significant contribution to the field of art education, this book highlights the voices and experiences of Asian art educators and serves as an ideal scholarly resource for exploring their identity formation, construction, and development of a historically underrepresented minoritized group in North America.

This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book's authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book's chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.

This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book's authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book's chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.

Sixteenth-century China experienced an economic transformation which saw the spread of commercialization and a consumerist material culture that pervaded all aspects of life. As society began to respond to the economic transformation, the ideology and culture of patriarchal descent-line ethics, hitherto an urban, literati trend, began to find resonance among up-and-coming literati families within rural communities. By the end of the sixteenth century, Chinese society, especially in the Jiangnan region and along the southeastern coast, had began to make the transition from the lijia system of household registration into corporate groups overtly organized by kinship relations and unified by the common symbols of the ancestral hall, lineage trust estates, compilation of lineage genealogies and in the symbolic performance of ancestral sacrificial rituals. This is the first study that takes the innovative and unique approach of linking the rise of lineage organization in Haining, Zhejiang province, to wokou activity. By using Haining as the geographical focus of research, this study provides a good comparative study to published works on Chinese lineage organization which had focused largely on Guangdong, Fujian and Anhui provinces. Through the use of previously un-utilized genealogical records of the lineages resident in Haining, the story of how the local groups in Haining responded to the wokou raids through adopting imperially sanctioned ritual practices and cultural symbols to negotiate the transformation of their local communities into the Neo-Confucian model of corporate family organization emerges. The impact of this transitional process within the local community is extrapolated in the case studies of inter-lineage and intra-lineage conflicts. At the same time, the true extent and impact of the wokou crisis, long held by scholars to be of devastating effect on the Ming polity, is also re-examined. Lineage Society on the Southeastern Coast of China is an important book for Asian studies and history collections.