Interrogating Identity and Social Contexts through "Critical Family History"

Autor/inn/en	Lee, John; Sleeter, Christine; Kumashiro, Kevin
Titel	Interrogating Identity and Social Contexts through "Critical Family History"
Quelle	In: Multicultural Perspectives, 17 (2015) 1, S.28-32 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2015.994426
Schlagwörter	Self Concept; Family Characteristics; Genealogy; Cultural Background; Undergraduate Students; Asian Americans; Power Structure; Advantaged; Racial Discrimination; Policy Analysis; Social Influences; Political Influences; Economic Factors; Correlation; Sociocultural Patterns; Stereotypes; Racial Bias; Immigrants; United States History; Course Descriptions + Suchen Sie Ihr Suchwort? Selbstkonzept; Ahnenforschung; Genealogie; Asian immigrant; United States; Asiatischer Einwanderer; USA; Racial bias; Rassismus; Politikfeldanalyse; Sozialer Einfluss; Political influence; Politischer Einfluss; Ökonomischer Faktor; Korrelation; Soziokulturelle Theorie; Klischee; Racial discrimination; Immigrant; Immigrantin; Immigranten; Kursstrukturplan
Abstract	Tracing one's family genealogy is a complex process that requires situating a family's narratives within a historical context. This article reviews the use of critical family history research in an undergraduate Asian American studies course to examine not only the diversity and experiences of Asian Americans but also the unspoken narratives that lead to the creation of a single story. We are told single stories that often neglect the sociocultural factors--the historical reality--of our past. Our family histories are constructed historically and are embedded in social, political, and economic processes and relationships. This article argues that we need to complicate what we know about our past and examine policies and cultural practices that lead to a racialized system of power and privilege, racialized policies, and racialized oppression and progression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01