The purpose of this study is to engage classroom teachers with picture books featuring Asian Americans and Pacific Islanders (AAPI) experiences (AAPI-PBs), supporting their understanding of Asian American communities and preparing them to lead critical conversations with their students.
This qualitative study analyzes participants’ interpretations and responses during AAPI-PB discussions informed by AsianCrit and Culturally Sustaining Pedagogy.
The findings of this study demonstrate how, guided by AsianCrit tenets, teachers began to approach AAPI-PBs with a critical lens and how the professional learning community created space to deepen their understanding of the complexity and unique struggles of AAPI communities.
This study introduced AsianCrit theory to teachers who were previously unfamiliar, providing them with a novel critical lens to approach and analyze AAPI-PBs and revise their thinking about classroom implications; this supports the value of professional learning connecting critical theories of particular identity groups to practice. The findings of this study suggest the need for ongoing support to disrupt pervasive stereotypes.
This study bridges the gap between theory and practice by helping teachers recognize the multiple instructional opportunities embedded in AAPI-PBs through deepening their own knowledge of AAPI experiences. This study also encourages teachers to apply this critical lens to literature representing other marginalized groups.
This paper offers a unique focus on teachers’ understandings of AsianCrit, drawing insights from participants with varied teaching experiences across rural, suburban and urban settings in three states in the USA.
