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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 11 of 11
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
“Neoliberal Diversity” At The University Of California, Merced: Hmong Students Creating Belonging And Building Community, May Kao Xiong
“Neoliberal Diversity” At The University Of California, Merced: Hmong Students Creating Belonging And Building Community, May Kao Xiong
Journal of Southeast Asian American Education and Advancement
Neoliberalism impacts the implementation of diversity in higher education, consequently this affects the place and meaning of diversity as it relates to Hmong students. Within the neoliberal university, diversity is increasingly co-opted to stand for institutional inclusivity and implemented to silence critiques about the academic industrial complex. I consider and examine the interplay between “neoliberal diversity” and Hmong students’ experiences at the University of California, Merced (UC Merced). I use critical refugee scholar Yên Lê Espiritu’s (2014) refugee framework and Indigenous scholar Glen Coulthard’s (2014) self-recognition model to examine the Hmong Student Association. The data for this study is from …
Sib Hlub Sib Pab As Cultural Capital: Community Cultural Wealth, Radical Love, And A Hmoob Language Teacher’S Determination, Ariana Yang
Journal of Southeast Asian American Education and Advancement
This theoretical article examines a form of cultural capital, sib hlub sib pab as capital, that emerged out of my dissertation research with HMoob American teachers. Drawing on the structure of Yosso’s (2005) theory of community cultural wealth (CCW) and literature on radical love (Freire, 1970; hooks, 2003, 2006), this article outlines an alternative form of cultural capital: sib hlub sib pab as capital, which encompasses an obligation to community and relationality rooted in radical love. Although this is a primarily theoretical article, I provide an excerpt from an interview with a HMoob language teacher and her struggles with building …
Hmoob Eldership As Pedagogy: Reclaiming Hmoob Knowledge As Hmoob Education, Thong Vang
Hmoob Eldership As Pedagogy: Reclaiming Hmoob Knowledge As Hmoob Education, Thong Vang
Journal of Southeast Asian American Education and Advancement
For centuries non-HMoob people and scholars have sought to label and define who HMoob people are, but this paper reclaims and repositions HMoob people as agentic and reinforces our people’s power to define themselves as we have for centuries. This paper also addresses problematic discourse about HMoob people and HMoob education, such as “peb HMoob tsis muaj kev kawm”1 or “peb tsis muaj kev txawj hab kev ntse le lwm paab lwm pawg.”2 Departing from such deficit discourse, this paper explores HMoob eldership as pedagogy as one way that HMoob people have valid knowledge systems. HMoob eldership as pedagogy examines …
Hmong Narratives As Testimony, Pa N. Vue
Hmong Narratives As Testimony, Pa N. Vue
Journal of Southeast Asian American Education and Advancement
Refugees are often depicted in studies and popular media as helpless and in need of rescuing. In the song “Hmoob Zaj,” which was released on YouTube in 2019, Hmong rapper Shong Lee humanizes Hmong refugee experiences by sharing a story that has been “secreted” (M. Vang, 2021, p. 10) by the U.S. government. Through the public archiving of this story on YouTube, Lee presents what Espiritu (2014) calls an “oppositional narrative” (p. 163) that speaks back to the empire. He asserts a critical stance to challenge the dominant narrative, validate the experiential knowledge of Hmong people, contribute to Hmong collective …
Paj Xyeem, Mao S. Lee
Paj Xyeem, Mao S. Lee
Journal of Southeast Asian American Education and Advancement
Paj Xyeem reflects a time period when I was processing my educational experience. It expresses my emotions of being invisibilized—existing without being seen or heard—in U.S. academic spaces. This invisibility is the ways in which my belonging in intellectual spaces were challenged and denied. Paj Xyeem, which is translated to grade, captures moments when I was made invisible in classrooms that operated on White Supremacist ideology. In this writing, I highlight the problematic processes of classroom policies and teaching pedagogies that centered Whiteness. Additionally, this poem captures instances when I was given a majoritarian narrative (Solórzano & Yosso, 2002) to …
“My Own Kwv Txhiaj: Reflecting On Self Learning Of A Hmong Oral Tradition”, Chong A. Moua
“My Own Kwv Txhiaj: Reflecting On Self Learning Of A Hmong Oral Tradition”, Chong A. Moua
Journal of Southeast Asian American Education and Advancement
This piece is inspired by the life of my mother, Yaj Mim Hawj, sister, Npib, and father, Npuag Looj. I have yet to tell them but this is my way of thanking them for showing me what it means to love my language. I also want to thank the teachers who’ve been a part of my kwv txhiaj learning journey: Mai Na M. Lee, Bounthavy Kiatoukaysy Thao, and Caroline Paaj Zaub Thao-Vue.
Toward Hmoob-Centered Inquiries: Reclaiming Hmoob American Educational Scholarship And Curriculum, Choua P. Xiong, Kaozong N. Mouavangsou
Toward Hmoob-Centered Inquiries: Reclaiming Hmoob American Educational Scholarship And Curriculum, Choua P. Xiong, Kaozong N. Mouavangsou
Journal of Southeast Asian American Education and Advancement
As the intersecting field of HMoob (Hmong/Mong) Studies/Hmong American Studies, Southeast Asian American Studies, and Education Studies grow, there is also an increased desire to learn, read, and produce scholarship by HMoob people. Throughout our graduate journeys and as early career scholars and educators at the intersections of Critical HMoob Studies and Education Studies, we—Choua and Kaozong—have yearned for scholarship on HMoob that is not just about representation but includes research that recognizes HMoob strengths and assets. Specifically, we craved scholarly knowledge that employed HMoob assets to interrogate racist, colonial discourses and decenter whiteness. This special issue centers HMoob (Hmong/Mong) …
“I’M Here, I Can Help”: Supporting Southeast Asian American Community College Students, Johanna M. Tigert, Phitsamay S. Uy, Argyro A. Armstrong, Francine Coston, Elias Nader
“I’M Here, I Can Help”: Supporting Southeast Asian American Community College Students, Johanna M. Tigert, Phitsamay S. Uy, Argyro A. Armstrong, Francine Coston, Elias Nader
Journal of Southeast Asian American Education and Advancement
This study examined the experiences of Asian American students with one community college’s student services: Writing Center, Financial Aid Center, and Asian American Student Center (AASC). Data included survey responses, focus group interviews, and individual student interviews. Chi square tests were conducted to see if there were significant differences in participants’ responses based on ethnicity (Cambodian/Khmer vs. other), gender, and age (traditionally vs. non-traditionally aged). Focus group and individual interview data were analyzed thematically. Results showed that about half of the students had accessed the Writing Center and the AASC, while over 85% accessed the Financial Aid Center. There were …
Transtrauma: Conceptualizing The Lived Experiences Of Vietnamese American Youth, Khánh Lê
Transtrauma: Conceptualizing The Lived Experiences Of Vietnamese American Youth, Khánh Lê
Journal of Southeast Asian American Education and Advancement
Drawing on empirical data from qualitative research I conducted with eight Vietnamese American youth in the Fall of 2020, this paper forwards transtrauma, a new framework for conceptualizing and understanding the lived experiences of Vietnamese American youth. The concept of transtrauma goes beyond the pathologizing of individual trauma, to examine how structures of domination inflict and extend trauma in marginalized communities, such as that of Vietnamese American communities. Transtrauma transcends the overt and linear focus on trauma as a single experience and the examination of how institutionalized violence by nation states shapes the experiences of Vietnamese Americans. This conceptualization …
Reviews Of The Shared Room And The Most Beautiful Thing, Bao Diep
Reviews Of The Shared Room And The Most Beautiful Thing, Bao Diep
Journal of Southeast Asian American Education and Advancement
Grief and Loss are often seen as taboo subjects to discuss openly in many cultures. However, grief is universal, perpetual, and complex. Grief can take many forms and depend on the nature of the attachment between the survivor and the dead (people, animals, living things). When Loss happens, the survivor’s attachment will influence the shape and level of grief. Kao Kalia Yang (2020) has brought the topic of attachment, grief and loss to her children’s books, The Shared Room and The Most Beautiful Things, to initiate this difficult conversation.
Review Of Afterparties Stories By Anthony Veasna So, Allan Zheng
Review Of Afterparties Stories By Anthony Veasna So, Allan Zheng
Journal of Southeast Asian American Education and Advancement
You’re Khmer, right?” Tevy, one of So’s characters from “Three Women of Chuck’s Donuts,” asks a customer (So, 2021, p. 21). Khmer is commonly seen as an ethnic identity and distinct from the broader national identity of Cambodian. Therefore, what does it mean to be Khmer, or generally as I will write in this review, Cambodian American? In his short story collection Afterparties (2021), Anthony Veasna So explores this question in Afterparties (2021) through a rich collage of stories featuring sisters in a donut shop, a cynical high school literature teacher, a reluctant son at the temple to tver bon, …