Benji Chang | Teachers College, Columbia University (original) (raw)

PAPERS by Benji Chang

Martin, G., & Chang, B. (2022). Intersectionality: Scaling intersectional praxis. In A. Maisuria (Ed.), The encyclopaedia of Marxism & education (pp. 341-354). Brill. https://doi.org/10.1163/9789004505612\_021, 2022

Taking inspiration from intersectional theory and a broad range of disciplines and contexts inclu... more Taking inspiration from intersectional theory and a broad range of disciplines and contexts including Geography and Ethnic Studies, this entry will explore how socio-spatial biases have contributed to the devaluing of everyday, relational and intersectional approaches that are central to the scaling of educational praxes. In this context, the plural form of praxes is privileged because it shines a spotlight on the varied forms and goals of critical education (e.g., critical hip-hop pedagogy, popular education, theatre of the oppressed, youth participatory action research), from the everyday and mundane to the grand and spectacular and their relational and scaled intersections. Since its inception, intersectional theory and practice have instigated new forms of analysis and activity that offer to renew and reassert the relevance of Marxist inspired educational praxes.

Please cite as: Chang, B. (2022). Editor's Introduction: Histories of Chinese American communities and collective resistance to systemic racism. Gum Saan Journal, 44(1), 1-5., 2022

This paper introduces the special issue of Gum Saan Journal on challenging ongoing racism and whi... more This paper introduces the special issue of Gum Saan Journal on challenging ongoing racism and white supremacy in the US, which includes articles on both historical and current issues. The articles' diverse authors include Asian American Movement veterans, teachers, grassroots organizers, non-profit administration, and others across generations. This paper also briefly explores the diversity of Chinese diaspora in the US (e.g., Southeast Asia, mainland China), histories of Chinese American activism, and the need to challenge anti-Black racism and other forms of ahistorical and disinformed beliefs and practices within Chinese and Asian American communities.

Chang, B., Baimaganbetova, S., Yang, M., Cheung, I., Pun, C., & Yip, B. (2021). The Project for Critical Research, Pedagogy & Praxis: An educational pipeline model for social justice teacher education in times of division and authoritarianism. , 2021

Please cite as: Chang, B., Baimaganbetova, S., Yang, M., Cheung, I., Pun, C., & Yip, B. (2021). T... more Please cite as: Chang, B., Baimaganbetova, S., Yang, M., Cheung, I., Pun, C., & Yip, B. (2021). The Project for Critical Research, Pedagogy & Praxis: An educational pipeline model for social justice teacher education in times of division and authoritarianism. In B. S. Faircloth, L. M. Gonzalez, & K. Ramos (Eds.), Resisting barriers to belonging: Conceptual critique and critical applications (pp. 225-249). Rowman & Littlefield.

(*Note: This is a co-authored paper with undergraduate, Master's, and PhD students involved with PCRP).
For several decades, Hong Kong has been known as one of the world’s great metropolises, a global finance center, and the gateway to much of Asia. In 2014 and 2019, Hong Kong caught the world’s imagination via massive long-term protests for democracy and socioeconomic justice while under de facto rule by mainland China. Following both waves of social movements, heightened sociopolitical repression was brought down upon students, other activists, and mainstream society. Under such conditions, it is understandable that students and teachers struggled to develop a sense of agency, belonging, and community. It is within these contexts that the Project for Critical Research, Pedagogy and Praxis (PCRP) emerged from 2015-2020. Co-written by student and teacher members of PCRP, this chapter discusses PCRP’s efforts at building an educational pipeline from the undergraduate to Ph.D. level, across university campuses and K-12 school communities.

Utilizing sociocultural learning and critical pedagogy, including Chang’s notions of recognition, solidarity and collaboration, this pipeline’s focus was on developing more engaging and rigorous teacher education praxes at research universities, linking pre-/in-service teachers, teacher educators, and researchers. Particularly concerned with equity issues, the PCRP pipeline was based at a research-intensive campus that also largely serves working-class students, or those who are the first in their family to attend college. Adapting social justice-oriented theories originally developed in the Global North, this chapter presents insights to teacher education and educational pipeline work in Asia, and how they can be sustained as spaces of greater agency, belonging, and community abroad.

Chang, B. (2020). From ‘Illmatic’ to ‘Kung Flu’: Black and Asian solidarity, activism, and pedagogies in the Covid-19 era. Postdigital Science and Education, 2(3), 741–756. https://doi.org/10.1007/s42438-020-00183-8 , Aug 2020

Trending social media has indicated that there are currently two pandemics: Covid-19 and racism. ... more Trending social media has indicated that there are currently two pandemics: Covid-19 and racism. While this typology and terminology can be critiqued, it is rather clear that the virus and White supremacy are key concerns of social movements in various parts of the world, particularly in nation states that experienced European colonisation and imperialism. The wake of Covid-19 has perhaps brought greater attention and support to #BlackLivesMatter-oriented protest movements, including by those labelled people of colour (POC) or ‘minorities’ in the North American context, such as Latinx and Asian communities. But with the amplified protest movement have come deeper calls for systemic change, from policy to ideology to everyday practice. Some of these critiques have been directed at the privilege, positionality, and participation of Asian communities not only with #BLM-oriented activism, but also in education and general society. This paper seeks to contribute to this critical discourse through a brief discussion of historical solidarity between Black and Asian activists and social movements, and how these practices might help inform activism within North America as well as other protest movements. Going beyond one-dimensional ‘but we experience racism too’ discourse of Asian communities that has recently increased due to anti-Asian hate crimes and scapegoating regarding ‘The Chinese Flu’, this paper explores some of the ways that historical Black-Asian solidarity can inform more intersectional and transnational analyses and pedagogies of Asian students, educators, and activists.

Chang, B. (2021). Critical literacy in Hong Kong and mainland China. In J. Z. Pandya, R. A. Mora, J. Alford, N. A. Golden, & R. S. de Roock (Eds.), The critical literacies handbook (pp. 262-272). Routledge. https://doi.org/10.4324/9781003023425-30 , 2021

(*updated version) This chapter focuses on the development of critical literacy scholarship and p... more (*updated version) This chapter focuses on the development of critical literacy scholarship and practices in Hong Kong over the past 30 years, against the backdrop of increasing influence and control by the People's Republic of China. The chapter begins with an overview of relevant social, political, and economic developments in the Hong Kong city-state's history, and intersections of those developments with its schooling system and academia. Key issues of educational equity and social justice are highlighted, followed by a breakdown of significant works in critical literacy research literature, methodologies, and pedagogies at the primary, secondary, and university level. This chapter also tackles elements of the ongoing protest movement and possibilities for more transformative research and praxis, including through application of intersectional and transnational approaches.

Chang, B. (2019). Two more takes on the critical: Intersectional and interdisciplinary scholarship grounded in family histories and the Asia-Pacific. Curriculum Inquiry, 49(2), 156-172. https://doi.org/10.1080/03626784.2019.1595537, 2019

This article engages various works of Allan Luke that innovatively use his personal and family na... more This article engages various works of Allan Luke that innovatively use his personal and family narratives within his intersectional, interdisciplinary, and transnational engagements of education and social science research. The article looks at some of the contributions that Luke's work makes to the literature, particularly within the context of those who come from minoritized backgrounds, and from Chinese and Asian diasporic communities around the Pacific Rim.

https://doi.org/10.1080/03626784.2019.1595537

Chang, B., & Salas, S. (2020). Disrupting method: Critical pedagogies & TESOL. In J. Shin & P. Vinogradova (Eds.), Contemporary foundations for teaching English as an additional Language: Pedagogical approaches & classroom applications (pp. 15-22). Routledge. https://doi.org/10.4324/97804293986, 2020

In the late 1990s, prominent strands of engaged scholarship for TESOL shifted its focus from cogn... more In the late 1990s, prominent strands of engaged scholarship for TESOL shifted its focus from cognitive theories of second language learning to critically conscious paradigms interrogating the social contexts of schooling. Committed to the potential of Freirean "humanizing" pedagogies, grounded relationships of dignity, care, and teacher-activism, subsequent scholarship has leveraged critical pedagogies for social change in and outside the language classroom. In this chapter, we outline shared concepts of critical pedagogies in TESOL, examples of their intersections with English language teaching, and the tension therein. We conclude with a discussion of future directions for the field. Resources for further exploration are applied linguistics provided.

Chang, B. (2020). Foreword. Gum Saan Journal, 42, 1-3., 2020

"World War II (1939-45) changed the lives of many individual Chinese Americans and it was a water... more "World War II (1939-45) changed the lives of many individual Chinese Americans and it was a watershed moment for the greater community. Due to major social, political, and economic changes related to the war, some young people of color were able to alter the restricted life paths that were typically structured for minoritized groups in the US. Chinese and other Asian Americans who participated in the war effort were able to capitalize on their participation and build opportunities that were not typically available to their parents or previous generations, including as university graduates, white-collar professionals, and home owners. Their efforts also helped the Chinese American community to break some stereotypes including those related to patriotism, educational achievement, leadership, and gendered roles..."

Chang, B., & McLaren, P. (2018). Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong. Policy Futures in Education, 16(6), 781–803. https://doi.org/10.1177/1478210318767735 , 2018

From the Americas to Asia, neoliberal policy restructuring continues to present major challenges ... more From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized " shadow education, " and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student suicides. Like in the USA, neoliberalization of teacher education in Hong Kong has proffered dilemmas of standardized curricula, evaluation, and licensure, often under the guise of " 21st century skills and technology. " Both regions also face perpetual threats of being under-or de-funded, based on " data-driven " decision-making and leadership that are supposedly more accountable and efficient. Unsurprisingly, neoliberal policies and practices have often exacerbated inequities in teaching and learning, especially for communities labelled as minority or working-class. Within traditions of critical pedagogy, this article's authors engage in a discussion on how educators and students are navigating the neoliberal behemoth and developing more inclusive spaces across local contexts of language, class, and culture. Based on the authors' research in the Americas and Greater China, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between " East " and " West. " The article draws from the first author Benji Chang’s action research projects with pre-and in-service teachers in the region, which examines how they are critiquing and challenging dominant discourses of neoliberalism (e.g., positivism, standardization, and market-economy), and what brings hope. Given Hong Kong’s history of colonization with Europe and the USA, and the ever-expanding dominance of mainland China, this article makes a contribution to international scholarship concerned with teacher education and social justice.

Chang, B. (2017). Building a higher education pipeline: sociocultural and critical approaches to ‘internationalisation’ in teaching and research. The Hong Kong Teachers’ Centre Journal, 16(1), 1-25. , 2017

This article discusses the use of critical and sociocultural approaches to more dynamically 'inte... more This article discusses the use of critical and sociocultural approaches to more dynamically 'internationalise' higher education in the Hong Kong Special Administrative Region of China. The article explores the integration of critical pedagogy and sociocultural learning theory in developing more engaging and rigorous education practices for tertiary institutions that are looking to steer their campuses towards international standards in education for the shorter and longer term. This article's specific context is a program that helps develop diverse undergraduates to be more effective teachers and researchers and be concerned with addressing social justice issues in their work and everyday lives. Through what can be called an educational pipeline that begins with undergraduates and branches off into teaching, postgraduate studies, and research, this article discusses sustainable contributions that can be made to 'internationalisation' when the pipeline is grounded in pedagogies and methodologies which help to develop educational equity and a more humanising education.

Chang, B., Pinkerton, K., & Ripp, P. (2018). The Students’ Right to Read (3rd ed.). Urbana, IL: National Council of Teachers of English., 2018

Co-authored with Kim Pinkerton and Pernille Ripp, The Students’ Right to Read provides resources ... more Co-authored with Kim Pinkerton and Pernille Ripp, The Students’ Right to Read provides resources that can be used to help discuss and ensure students’ free access to all texts. The genesis of the Students’ Right to Read was an original Council statement, “Request for Reconsideration of a Work,” prepared by the Committee on the Right to Read of the National Council of Teachers of English and revised by Ken Donelson. The current Students’ Right to Read statement represents an updated second edition that builds on the work of Council members dedicated to ensuring students the freedom to choose to read any text and opposing “efforts of individuals or groups to limit the freedom of choice of others.” Supported through references from text challenges and links to resources, this statement discusses the history and dangers of text censorship which highlight the breadth and significance of the Students’ Right to Read. The statement then culminates in processes that can be followed with different stakeholders when students’ reading rights are infringed.

Chang, B. (2018). Issues of educational equity, curriculum, and pedagogy in Hong Kong. In K. J. Kennedy & J. C.-K. Lee (Eds.), The Routledge handbook on schools and schooling in Asia (pp. 110-122). Routledge. https://doi.org/10.4324/9781315694382-10, 2018

In an effort to address some of the issues of justice and equity within the Hong Kong Special Adm... more In an effort to address some of the issues of justice and equity within the Hong Kong Special Administrative Region of China (SAR), this chapter looks at developments with curriculum and pedagogy in the SAR with an emphasis on the years after the ‘handover’ of Hong Kong from the United Kingdom (UK) to mainland China in 1997. Not meant to be an exhaustive study, this chapter focuses on specific issues identified in discussions with a diverse group of tertiary students in Hong Kong who are studying to be teachers in the SAR. Utilizing an analysis informed by critical education scholarship, this chapter’s
analysis of curricular and pedagogical issues puts forth implications that are of relevance to international contexts connected to Asia and China, as well as educational issues of diversity, social change, and equity.

Chang, B. (2017). Asian Americans and education. In G. W. Noblit (Ed.), The Oxford research encyclopedia of education (pp. 1-39). Oxford University. https://doi.org/10.1093/acrefore/9780190264093.013.102, 2017

(full version) A review article on the state of educational research concerning communities that ... more (full version) A review article on the state of educational research concerning communities that are included under the Asian American umbrella category.

Abstract and Contents
The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community.

In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase.

Contents:
I. Introduction
II. Demographics and Naming of Asian America (Key Demographics, History and Politics of Naming)
III. Key Tensions within Education (Existing Conceptualizations, Intersectionality and Transnationalism)
IV. Moving Forward (Current Issues, Next Steps and Pedagogies)
V. Further Reading

Chang, B. (2018). Social Justice. In J. I. Liontas (Ed.), The TESOL encyclopedia of English Language Teaching (pp. 1-6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0137, Jan 2018

This article concerns issues of social justice within TESOL internationally, and approaches to bu... more This article concerns issues of social justice within TESOL internationally, and approaches to building social justice within the TESOL field. Given the broad nature of TESOL and social justice education, there are many different areas that can be discussed both in theory and practice. This article focuses more on the context of schooling, teachers, students, and classrooms, and issues of pedagogy beyond just the US. More specifically, it discusses approaches of critical pedagogy, feminist theory, poststructuralism, sociocultural learning, action research, critical literacy, New Literacy Studies, recognition, collaboration, and solidarity.

Chang, B. (2015). In the service of self-determination: teacher education, service-learning, and community reorganizing. Theory Into Practice, 54(1), 29-38. https://doi.org/10.1080/00405841.2015.977659, 2015

Influenced by Third World Liberation social movements in the United States and abroad, this artic... more Influenced by Third World Liberation social movements in the United States and abroad, this article applies a serve-the-people concept to service-learning in education. Rooted in pedagogies more traditionally associated with ethnic studies and community organizing, and informed by sociocultural and critical frameworks in education, this article offers insights from school community spaces that serve K–12 youth from different urban working-class neighborhoods. Transformative opportunities for grassroots collaboration, learning, agency, and community reorganizing are explored with implications for students, teachers, teacher educators, and community workers concerned with social justice.

Luke, A., & Chang, B. (2007). Foreword. In K. Kumashiro & B. Ngo (Eds.), Six lenses for anti-oppressive education: Partial stories, improbable conversations (pp. IX-XIV). New York: Peter Lang., 2007

"Significant work is being done across a host of educational sites to achieve recognitive justice... more "Significant work is being done across a host of educational sites to achieve recognitive justice. This volume provides a practicable, substantial starting point for teachers to begin shaping and reshaping their own practice. Encouraged by this, our response is to begin documenting on whether, how, when and in what contexts curriculum and pedagogy based on principles of recognitive justice translates into different formations of cultural, economic and social capital. Our concern is with how a critical educational experience can lead to materially better educational outcomes, broadly defined, and the opening and expanding of life chances and pathways, and improved economic and cultural conditions for marginalized learners."

Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360. doi: http://dx.doi.org/10.1016/j.linged.2013.03.005, 2013

Keywords: Community engagement, Literacy, Language practices, Counter-narratives, Critical race t... more Keywords: Community engagement, Literacy, Language practices, Counter-narratives, Critical race theory, Sociocultural learning, multiethnic families

In this article, the author utilizes critical and sociocultural approaches to race, language
and culture to examine the intersectional experiences of a multiethnic and ‘mixed race’
cohort of students in an inner-city, working-class neighborhood between their elementary
and high school years. This article examines the students’ experiences in a nine-year
educational process focused on critical pedagogy, sociocultural learning, and community
engagement in and out of classrooms. More specifically, the article looks at interview, participant observation, and narrative data with a Latina/o and Asian American male student, and an Asian American female student, and how they made sense of their experiences over time with regards to issues of race, pedagogy, literacy, and agency.

Chang, B. (2013). Larry Itliong. In E. Park & X. Zhao (Eds.), Asian Americans: An encyclopedia of social, cultural, and political history (pp. 577-578). Santa Barbara, CA: ABC-CLIO., 2013

Larry Dulay Itliong was a farmworker and union organizer who was instrumental in the founding and... more Larry Dulay Itliong was a farmworker and union organizer who was instrumental in the founding and development of the United Farm Workers (UFW) in California, and was also a significant figure in the struggle for labor and civil rights for Asian Americans, immigrants, and workers in the United States.

Chang, B. (2015). Chinatown gangs in the United States. In J. H. X. Lee (Ed.), Chinese Americans: The history and culture of a people (pp. 155-157). Santa Barbara: ABC-CLIO., Nov 30, 2015

Chinatown gangs of the U.S. have a varied and sensationalized history within the American discour... more Chinatown gangs of the U.S. have a varied and sensationalized history within the American discourse. From sinister portrayals as the Chinese ‘Yellow Peril,’ to hyper-violent refugees from Southeast Asia, Chinatown gangs have been popularly featured in literature, television, film, and newsprint for more than half a century. Reflective of demographics in Chinatowns across the country, Chinatown gangs appear to continually grow in their diversity beyond Southern Chinese immigrants, also including those that are U.S.-born, from Taiwan, and from Southeast Asia. Robust understandings of the gangs continue to be elusive and what is known often focuses on longstanding Southern Chinese communities in San Francisco and New York. Studies and documentation of Chinatown gangs vary, from small youth street ‘crews’ to transnational crime syndicates with origins in the revolutionary Triad organizations during the Qing Dynasty.

Chang, B. (2014). “Upset the Set-Up” A path towards self-determination rooted in conscious hip-hop, Pin@y, and panethnic communities. In M. R. Villegas, K. Kandi & R. N. Labrador (Eds.), Empire of funk: Hip-Hop and representation in Filipina/o America (pp. 55-62). San Diego: Cognella., Jan 2014

Beginning in the early 1990s, this article describes the influences of the California Pilipinx Am... more Beginning in the early 1990s, this article describes the influences of the California Pilipinx American hip-hop scenes on the author’s development as a youth and son of immigrants from China, Hong Kong, Vietnam and Taiwan, and as a hip-hop artist, organizer, educator, and scholar. This essay highlights a few historical moments and lessons learned for doing youth, cultural, and educational work towards self-determination in communities of color.

Please cite as: Chang, B. (2022). Editor's Introduction: Histories of Chinese American communities and collective resistance to systemic racism. Gum Saan Journal, 44(1), 1-5., 2022

https://doi.org/10.1080/03626784.2019.1595537

Chang, B. (2020). Foreword. Gum Saan Journal, 42, 1-3., 2020

Chang, B., Pinkerton, K., & Ripp, P. (2018). The Students’ Right to Read (3rd ed.). Urbana, IL: National Council of Teachers of English., 2018

Luke, A., & Chang, B. (2007). Foreword. In K. Kumashiro & B. Ngo (Eds.), Six lenses for anti-oppressive education: Partial stories, improbable conversations (pp. IX-XIV). New York: Peter Lang., 2007

Chang, B. (2013). Larry Itliong. In E. Park & X. Zhao (Eds.), Asian Americans: An encyclopedia of social, cultural, and political history (pp. 577-578). Santa Barbara, CA: ABC-CLIO., 2013

Chang, B. (2015). Chinatown gangs in the United States. In J. H. X. Lee (Ed.), Chinese Americans: The history and culture of a people (pp. 155-157). Santa Barbara: ABC-CLIO., Nov 30, 2015

The Institute for Educational Theories, Faculty of Education, Beijing Normal University (BNU), China, 2017

Hosted by the Institute for Educational Theories at Beijing Normal University (BNU), this present... more Hosted by the Institute for Educational Theories at Beijing Normal University (BNU), this presentation for the Faculty of Education discusses the application of pop culture into classroom teaching applications within official schooling institutional settings, particularly those in Greater China (mainland China, Hong Kong, Macao, Taiwan). The presentation brings together a conceptual framework based in cultural studies, culturally relevant pedagogy, sociocultural learning, and literacy studies and discusses applications with diverse Chinese communities and 'ethnic minority' communities as well.

A second presentation discusses "Diverse Approaches to Culture Towards Transformative Education," mainly through explicitly critical approaches to funds of knowledge as a school-based pedagogy, and teacher/classroom research methodology. This presentation is for a group of recognized veteran teachers of Uyghur students from the Xinjiang region of western China.

The International Conference on Multi-perspectives in Education (Manila, Philippines), 2021

This paper focuses on issues of educational equity and social justice in the US as well as Southe... more This paper focuses on issues of educational equity and social justice in the US as well as Southeast and East Asia. The paper utilizes an interdisciplinary framework based on cultural studies, ethnic studies, critical education, sociocultural learning, and new literacy studies. The paper discusses the application of social justice-oriented classroom pedagogies and research methodologies with Asian American populations, and how such approaches have been taken up in East/Southeast Asia, in contexts such as Greater China and the Philippines. An overview of teaching and community-based research since 2000, the paper concludes by discussing lessons learned over this time period, particularly with regards to issues of globalization, neoliberalism, and grassroots community engagement/advocacy/activism by teachers, students and families.

(*Please Note: Portions of this talk are derived from: [1] Chang, B. (2017). Building a higher e... more (*Please Note: Portions of this talk are derived from:
[1] Chang, B. (2017). Building a higher education pipeline: sociocultural and critical approaches to ‘internationalisation’ in teaching and research. The Hong Kong Teachers’ Centre Journal, 16(1), 1-25.
[2] Chang, B., & McLaren, P. (2018). Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong. Policy Futures in Education, 16(6), 781–803. https://doi.org/10.1177/1478210318767735

Unfettered capitalism has reached the academy, bringing creeping privatisation and the rising influence of major donors, and opening the door to quests for ‘financial surplus’, ‘market share’, ‘customer satisfaction’, ‘driving down costs’, and ‘internationalisation’. The consequences for working conditions - including impossible workloads, unreasonable expectations, ever more precarity, individualising of resulting health issues, and yet more damage to groups already suffering discrimination - destabilise the foundations for academic freedom in numerous ways. How are these issues working out in different institutions and different world regions? What responses may help to defend academic freedom from the primacy of the profit motive?

Speakers:
Yvette Taylor (University of Strathclyde, Glasgow), Benji Chang (University of North Carolina, Greensboro), Liz Morrish (York St. John University), Ivan Franceschini (Australian National University)

Moderators:
Ting-Fai Yu (Monash University, Malaysia), Naomi Standen (University of Birmingham)

The Academic Freedom Space (AFS) is a platform that seeks to create spaces in which to formulate theory and action in response to infringements on intellectual and academic expression. From 25 to 28 August 2021, there are 5 online sessions to choose from, featuring invited speakers from or on different regions who will share their views and experiences to spark open audience discussions.

The AFS sessions are organised during ICAS12 (the 12th International Convention of Asia Scholars in Kyoto, Japan), but participation is open to anyone who is interested. The ICAS is an initiative of the International Institute of Asian Studies (IIAS) at Leiden University, Netherlands.

AFS 2021: https://www.iias.asia/events/academic-freedom-space2021
ICAS 12: https://www.eventscribe.net/2021/ICAS12
International Institute of Asian Studies (IIAS): https://www.iias.asia/

Dismantling Anti-Blackness in Education seminar series, School of Education, Indiana University School of Education (IUPUI), Mar 18, 2021

(*Please note: Resource List now attached; Much of this talk can be found within the papers "Fro... more (*Please note: Resource List now attached; Much of this talk can be found within the papers "From ‘Illmatic’ to ‘Kung Flu’: Black and Asian solidarity, activism, and pedagogies in the Covid-19 era" and "Asian Americans and Education.' which are free to download on this Academia page)

The Indiana University School of Education at IUPUI is committed to dismantling institutional racism in education. This specific focus on anti-Blackness draws attention to the theoretical framing which explores society’s inability to recognize the humanity of Black people.

This series of 6 webinars will focus on gaining a better understanding of how anti-Blackness manifests in education and school spaces and provide strategies and resources for dismantling it. Post-webinar discussions moderated by faculty in the School of Education offer participants an opportunity to dialogue with others about key ideas from the webinars.

(*Please Note: Portions of this paper will be published as: Chang, B., Baimaganbetova, S., Yang,... more (*Please Note: Portions of this paper will be published as:
Chang, B., Baimaganbetova, S., Yang, M., Cheung, I., Pun, C., & Yip, B. (2021). The Project for Critical Research, Pedagogy & Praxis: An Asian educational pipeline model for social justice teacher education in times of division and authoritarianism. In B. S. Faircloth, L. M. Gonzalez, & K. Ramos (Eds.), Belonging: Conceptual critique, critical applications (pp. xx-xx). New York: Rowman & Littlefield.)

The BILD (Belonging, Identity, Language, & Diversity) Research Group is a McGill University-based collective of Education graduate students, alumni, and faculty members who do critical sociolinguistics research. We meet biweekly to discuss emerging scholarship, run a blog, co-present, co-author, and deliver workshops. The BILD Speaker Series is one of our latest projects.

This paper interrogates dominant racialised narratives concerning students of Chinese and 'ethnic minority' descent in Hong Kong, particularly those constructed around the 'Model Minority' or 'Chinese Learner' and their seemingly automatic propensity for high achievement. These essentialising narratives have influenced various educational inequities and children being 'left behind' in education systems from North America to Greater China, whether through ill-informed curricula, misallocation of resources, and other elements of pedagogy and policy. With a framework rooted in ethnic studies, critical pedagogy, and sociocultural learning, this paper examines how teachers and secondary/university students of diverse backgrounds make sense of educational achievement and agency, including key struggles they face and how they engage them. The paper contributes to a more robust understanding of the diverse Chinese, South Asian, and Southeast Asian communities in schools, especially as national identities and socioeconomic trajectories become more porous in 'The Asian Century' and "Asia's World City" of Hong Kong.

Gongju National University of Education Conference Proceedings, Aug 2019

(*Please Note: Portions of this presentation are available in the following publications - [ 1... more (*Please Note: Portions of this presentation are available in the following publications -
[ 1 ] Chang, B. (2017). Building a higher education pipeline: sociocultural and critical approaches to ‘internationalisation’ in teaching and research. The Hong Kong Teachers’ Centre Journal, 16(1), 1-25.;
[ 2 ] Chang, B., Baimaganbetova, S., Yang, M., Cheung, I., Pun, C., & Yip, B. (2021). The Project for Critical Research, Pedagogy & Praxis: An Asian educational pipeline model for social justice teacher education in times of division and authoritarianism. In B. S. Faircloth, L. M. Gonzalez, & K. Ramos (Eds.), Belonging: Conceptual critique, critical applications (pp. xx-xx). New York: Rowman & Littlefield.)

This paper discusses the integration of principles of sociocultural learning, critical pedagogy, and community engagement in developing more engaging and rigorous elementary teacher education practices for institutions that are striving to advance their ‘international standards’ in education for the shorter and longer term. The context is a program in Hong Kong that helps develop diverse undergraduates, often the first in their family to attend university, to be more effective teachers and researchers and be concerned with addressing issues of equity in their work and everyday lives. This presentation discusses what can be called an “educational pipeline” that begins with early undergraduates and then branches off into teaching practica, postgraduate studies, and school-based research projects. In examining this process, the paper discusses more sustainable contributions that can be made to ‘internationalization’ when the pipeline is grounded in methodologies which help to reframe what is considered teacher and student knowledge, and promote a teacher education praxis towards greater social equity and a more humanizing education.

(*Please note: Actual session time is 10:35am-12:05pm) Chair: Nicholas Daniel Hartlep (Illinois ... more (*Please note: Actual session time is 10:35am-12:05pm)
Chair: Nicholas Daniel Hartlep (Illinois State University)
Discussant: Robert T. Teranishi (New York University)
Participants: Benji Chang (Teachers College, Columbia University), Dina C. Maramba (Binghamton University - SUNY), John D. Palmer (Colgate University), Valerie Ooka Pang (San Diego State University), Yoon K. Pak (University of Illinois at Urbana-Champaign), Daryl Maeda (University of Colorado - Boulder)

(*Please note: Actual presentation time is 3-4:15pm.) "Panel Two — Remembering Vincent Chin:... more (*Please note: Actual presentation time is 3-4:15pm.)

"Panel Two — Remembering Vincent Chin: The Importance of Asian American Political Activism
The 1960s and 1970s saw the emergence of the Asian American civil rights movement, in which Asian Americans mobilized to assert their identity and to fight against discrimination directed towards them in the United States. The brutal attack on Vincent Chin in 1982 further galvanized the formation of an Asian American movement that cut across divisions of nationality. Among other things, activists fought for the development of ethnic studies programs in universities and for representation in American politics. Standing on the foundation of these past gains, Asian Americans today continue to push for their voices to be heard in the political arena. This panel seeks to address current issues facing Asian American activists and the importance of Asian American political empowerment.

Confirmed Speakers:
John Albert, Board Member, Taking Our Seat
Dr. Benji Chang, Postdoctoral Fellow, Teachers College Columbia University
James Hong, Civic Participation Coordinator, MinKwon Center for Community Action
Bethany Li, Staff Attorney, Asian American Legal Defense and Education Fund
Gurpal Singh, Executive Director, SEVA NY

This program is approved in accordance with the requirements of the CLE Board for a maximum of 1.5 credit hours, in which 1.5 credit hours can be applied towards the Areas of Professional Practice requirement. This program is suitable for transitional and non-transitional New York attorneys."

(*Please note: Actual presentation time is 3-4:30pm.)

Sponsors: Rutgers Graduate School of Education Student Affairs Committee, GSE Learning & Teaching... more Sponsors: Rutgers Graduate School of Education Student Affairs Committee, GSE Learning & Teaching Department, GSE Urban Teaching Fellows, and the Department of Asian Languages and Culture.

Dr. Benji Chang, Postdoctoral Fellow at Teachers College, Columbia University, has been active in inner-city schools for the past eleven years as a teacher, artist, community organizer, and researcher. Dr. Chang’s research interests focus on Asian American youth and families, Chinese and Southeast Asian diaspora, curriculum and instruction, literacy, race and ethnicity, teacher education, urban public policy, and youth and popular cultural Studies. His research methodology is informed by critical and sociocultural theory, and often takes the form of action research studies with marginalized youth, parents, and community organizations. Dr. Chang has been recognized and published by entities such as the National Council of Teachers of English and Rethinking Schools. He was recently awarded the 2012 Distinguished Community Advocacy Award by the American Educational Research Association (Critical Educators for Social Justice group).

(*Please note: the actual presentation time is 5:15-5:35pm.) Every year, the Asian American ... more (*Please note: the actual presentation time is 5:15-5:35pm.)

Every year, the Asian American Alliance (AAA) at Columbia University hosts the Crossroads leadership conference. All high school students are encouraged to apply. Delegates will work closely with student leaders at Columbia University. We hope to provide delegates with information, history, leadership skills, and a network of peers from which they can benefit from to become the next of generation of leaders.

Chair: Nicholas Daniel Hartlep (University of Wisconsin - Milwaukee), Participant: Robert T. Tera... more Chair: Nicholas Daniel Hartlep (University of Wisconsin - Milwaukee), Participant: Robert T. Teranishi (New York University), Participant: Dina C. Maramba (Binghamton University - SUNY), Participant: Stacey J. Lee (University of Wisconsin - Madison), Participant: Kevin K. Kumashiro (University of Illinois at Chicago), Participant: Yoon K. Pak (University of Illinois at Urbana-Champaign), Participant: Gilbert C. Park (Ball State University), Participant: Benji Chang (Teachers College, Columbia University);

Prima facie Asian American students are believed to be doing extremely well in terms of their levels of academic achievement and attainment despite research that indicates otherwise. In addition to Asian’s supposed extraordinary educational accomplishments, they are believed to exhibit uniformly high expectations and come from families that value education. The panelists in this session help to interrogate these impressions by sharing their knowledge and expertise with attendees, namely the importance of understanding that the Asian American population is bimodal, and extremely heterogeneous. Thus, in order to avoid ecological fallacious beliefs, the purpose of this panel is to examine the model minority stereotype through critical discussions regarding the many different subgroups of this population.

Against the backdrop of ‘The Asian Century,’ this paper interrogates dominant racialised narrativ... more Against the backdrop of ‘The Asian Century,’ this paper interrogates dominant racialised narratives concerning students of Chinese descent, particularly those constructed around the ‘Model Minority’ or ‘Chinese Learner’ and their seemingly automatic propensity for high achievement. These essentialising narratives have promoted various educational inequities and children being ‘left behind’ in education
systems from North America to Greater China, whether through misinformed curricula, under-allocation of resources, or other elements of pedagogy and policy. With a framework rooted in critical pedagogy, sociocultural learning, and cultural studies, this paper considers action research data from New York, Los Angeles and Hong Kong to examine how students of Chinese heritage make sense of their educational achievement and agency, including key struggles they face and how they engage them. The paper contributes to a more robust understanding of some of the many diverse Chinese communities in schools, especially as national identities and
socioeconomic trajectories become more porous for mainland Chinese and those labelled transnational, overseas, migrant, diasporic, or ethnic Chinese.

The Department of Educational Administration presents the Urban Education Specialization Speakers... more The Department of Educational Administration presents the Urban Education Specialization Speakers’ Series Coming Full Circle: The Implications of Education Research in Out-of-School Contexts for Urban Schools and Students Wednesday, February 15, 2012 4:00-5:30 pm, 252 Erickson Hall (Reception to follow). The series features three presentations from post-doctoral fellows and faculty members from across the country.

(*Please Note: Portions of this paper have been/will be published in the following: [ 1 ] Chang,... more (*Please Note: Portions of this paper have been/will be published in the following:
[ 1 ] Chang, B. (2017). Building a higher education pipeline: sociocultural and critical approaches to ‘internationalisation’ in teaching and research. The Hong Kong Teachers’ Centre Journal, 16(1), 1-25.;
[ 2 ] Chang, B., & McLaren, P. (2018). Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong. Policy Futures in Education, 16(6), 781–803. doi:https://doi.org/10.1177/1478210318767735;
[ 3 ] Chang, B., Baimaganbetova, S., Yang, M., Cheung, I., Pun, C., & Yip, B. (2021). The Project for Critical Research, Pedagogy & Praxis: An Asian educational pipeline model for social justice teacher education in times of division and authoritarianism. In B. S. Faircloth, L. M. Gonzalez, & K. Ramos (Eds.), Belonging: Conceptual critique, critical applications (pp. xx-xx). New York: Rowman & Littlefield.)

This seminar will discuss the practical application of social justice-oriented theories of teaching, learning, and community engagement towards the development of greater educational equity in Hong Kong. Based on 10-plus years of efforts in New York and Los Angeles, and 5 years in Hong Kong, this seminar draws upon critical theories of education, sociocultural theories of learning, and social movement theory to present a more dynamic, rigorous, and sustainable approach to social change through teaching and schools. The seminar will draw connections between individual classroom teaching, school-community engagement, and teacher education to illustrate how more transformative and humanizing forms of pedagogy can be promoted. Specific concepts of student resistance, asset-based pedagogies, community organizing, and educational pipelines will be explored, and their potential for challenging interlocking oppressions of gender, class, race, and sexual orientation, among others.

The Institute of Urban & Minority Education (IUME) at Teachers College, Columbia University Th... more The Institute of Urban & Minority Education (IUME) at Teachers College, Columbia University

This colloquium will focus on the development of literacies with K-12 students in urban schools and working-class communities of color. This work is based on eleven years of critical and sociocultural approaches to teaching, organizing, and research with a multilingual and multiethnic cohort of students and families. The colloquium will explore transformative intersections of classrooms, community spaces, and family cultural practices towards a pedagogy of humanization and liberation.

Presented to the Programme on Curriculum and Instruction at Capital Normal University in Beijing,... more Presented to the Programme on Curriculum and Instruction at Capital Normal University in Beijing, China, chaired by Dr. Yuzhen Xu.

This seminar will discuss social justice approaches to teaching and community organizing in the i... more This seminar will discuss social justice approaches to teaching and community organizing in the inner-city, which are rooted in conscious hip-hop as well as sociocultural and critical theory. Based on longitudinal K-12 efforts with Asian, Latino, Black, and ‘mixed race’ youth, transformative intersections and collaborations of schools, families, neighborhoods, and community organizations will be explored. The focus will be on emancipatory pedagogies towards multiple literacies development and educational equity for students from immigrant, minority, and working-class backgrounds. Special implications for the long-term sustainability of academic achievement, youth activism, and community engagement will also be explored.

Lin, A., Chang, B., Han, H., Koh, A., & Soto Pineda, C. E. (2017). Migration flows, individual trajectories, and dwelling at home with ‘others.’ Inter-Asia Cultural Studies Society Conference, Seoul, Korea., 2017

This panel puts together papers by transnational researchers on the historical conditions of migr... more This panel puts together papers by transnational researchers on the historical conditions of migrant flows, and individual trajectories of migrants and their children and their worlding practices. In many of these scenarios, migrants and their children have to learn to dwell with ‘others’ while at the same time they have to learn to deal with being positioned as ‘others’. As Goh (2014) put it, the ‘tragedy of multiculturalism’ in many countries lies in their legal, political integration of immigrants without sociocultural integration. State-defined and capital-driven multiculturalism and multilingualism often operate (implicitly) with hierarchies of languages and ethnicities. How can a non-elite multilingual transnationalism provide alternatives to language and ethnic hierarchies embedded in global capital-driven multiculturalism? What kinds of research and critical cultural projects are needed to contribute to the possibility of creating a kind of “worlding practice”—a form of non-elite, non-state-defined, non-capital-governed multiculturalism which embraces “practices that infuse our arbitrary cultural lives with new things from cultural others in ambiguously and open-ended poetic ways to enable us to dwell and be at home with the complexity of the world” (Goh, 2014, p. viii)?

In this panel, education researchers join hands with critical cultural studies scholars and linguistic ethnographers of migrant youth (Pérez-Milans, 2016) to present on how migrants and their children navigate their paths and invent their worlding practices trying to dwell at home with others.

Canadian Ethnic Studies Association 25th Biennial Conference, 2018

While the US and mainland China are recognized as economic superpowers in popular discourse, both... more While the US and mainland China are recognized as economic superpowers in popular discourse, both are also heavily critiqued for institutionalized inequities (e.g. healthcare, human rights). Inequities are also prevalent in education, spanning the wake of the US’s much-assailed No Child Left Behind national policy (2001), to China’s millions of ‘Left-Behind Children’ in rural areas. Utilizing a framework of critical theory and ethnic studies, this paper examines issues of equity for students and teachers of the Chinese diaspora in the US educational system, particularly those from low-income backgrounds. This paper more closely considers the diverse range of US Chinese communities including multi-generational residents, Southeast Asian refugees, ‘mixed-race’ families, and recent highly-privileged masses from Greater China. In addressing such diversity against dominant essentializing tropes of research, policy, and pedagogy, this paper draws implications for mobilizing ethnic studies and education work to further address inequities around North America and the Pacific.

"(*Please note that actual time is 1:15pm-2:45pm) This session uses Tony Tiongson’s recently p... more "(*Please note that actual time is 1:15pm-2:45pm)

This session uses Tony Tiongson’s recently published book, "Filipinos Represent: DJs, Racial Authenticity, and the Hip-Hop Nation" (University of Minnesota Press, 2013), as a springboard for examining the dynamics of U.S. racial formations and discourses around culture, power, and representation in the post-civil rights era in Asian America. Presenters will discuss the various ways contemporary racial discourse, particularly in hip hop, address race, cultural ownership, and authenticity.

The roundtable will attempt to address several questions, which will include the following:

Given the perceived black normativity in hip hop, how do Asian
Americans fit in the broader culture, especially since they seem to dominate in specific hip-hop elements (e.g. DJing, as documented in Filipinos Represent) but are largely invisible in others?

How can hip-hop help us to understand contemporary Asian American racial discourses, particularly around multiculturalism and deracialization?

In what ways can hip hop help us to critically think about race and culture in a sustained way?

How can contemporary hip hop racial politics point to the academic possibilities of comparative race studies and the potential of on-the-ground community coalitional work?"

*Please Note: Portions of this presentation have been published in the following papers available... more *Please Note: Portions of this presentation have been published in the following papers available on this site -
[ 1 ] Chang, B. (2013). Chinatown gangs in the United States. In E. Park & X. Zhao (Eds.), Asian Americans: An encyclopedia of social, cultural, and political history (1st ed., pp. 222-223). Santa Barbara, CA: ABC-CLIO.;
[ 2 ] Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360. doi:http://dx.doi.org/10.1016/j.linged.2013.03.005;
[ 3 ] Chang, B. (2015). In the service of self-determination: teacher education, service-learning, and community reorganizing. Theory Into Practice, 54(1), 29-38. doi:https://doi.org/10.1080/00405841.2015.977659;

(*Please note the actual presentation time is 8:30am-9:45am)
If researchers and practitioners in literacy, language, and English education are truly interested in what is culturally responsive in context, education research should consider examining regional and local conditions more critically. Location matters. This presentation considers the role of place and urban public space in research in the English language arts. Urban landscapes feature symbols from the past and contemporary times, and contribute to the formation of literate and linguistics identities, as well as literants’ sense of community and belonging. As taken for granted as the geographic, cultural, and economic distinctions of cities are, there are broader implications for researchers, teachers, and policymakers.

Panelists will describe their research in cities across the U.S. with diverse populations with a specific contextual focus on place, public space, and the ways that participants and co-researchers are positioned within the larger space of the metropole. This presentation is intended to be generative, sparking conversations between the panel and the audience about the ways that place and public space enable, constrain, and/or contribute to literant agency, self-efficacy, and liberation."

*Please Note: Portions of this presentation have been published in the following papers available... more *Please Note: Portions of this presentation have been published in the following papers available on this site -
[ 1 ] Chang, B., & Martínez, R. A. (2009). In the majority: Challenges, resources, and strategies for educating immigrant students and students of color in LAUSD. University of California, Los Angeles, Center for Campus-Community Partnerships.;
[ 2 ] Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360. doi:http://dx.doi.org/10.1016/j.linged.2013.03.005;
[ 3 ] Chang, B. (2015). In the service of self-determination: teacher education, service-learning, and community reorganizing. Theory Into Practice, 54(1), 29-38. doi:https://doi.org/10.1080/00405841.2015.977659;

(*Please note that the actual symposium time is 9:45am-11:15am.)

(*Please note actual meeting time is 8:15am-9:45am). This symposium argues for grounding socia... more (*Please note actual meeting time is 8:15am-9:45am).

This symposium argues for grounding social justice education in the experiences and realities of working-class communities of color. Using ethnography, discourse analysis, and participatory action research, the authors explore pedagogies and methodologies that are counter-hegemonic, humanizing, and sustainable. The three papers build on each other to explore the voices of Asian, Black, Latina/o and White students, teachers, and researchers in K-12 schools, teacher preparation programs and community organizations. Paper topics include challenging norms around whiteness, identity, language ideology, literacy, community engagement, and ‘authentic’ social justice pedagogies. The papers’ consistent findings emphasize: 1) teaching and research that nuances, honors and builds upon the practices of marginalized communities, and 2) mobilizing power amongst its constituents to challenge institutions in sustainable ways."

Co-presented with Professors Marcelle Haddix (Syracuse) and Ramón A. Martínez (University of Texas, Austin)."

*Please note: Portions of this presentation have been published in the following papers available... more *Please note: Portions of this presentation have been published in the following papers available on this site -
[ 1 ] Chang, B., & Martínez, R. A. (2009). In the majority: Challenges, resources, and strategies for educating immigrant students and students of color in LAUSD. University of California, Los Angeles, Center for Campus-Community Partnerships;
[ 2 ] Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360. doi:http://dx.doi.org/10.1016/j.linged.2013.03.005;
[ 3 ] Chang, B. (2014). “Upset the Set-Up” A path towards self-determination rooted in conscious hip-hop, Pilipina/o, and panethnic communities. In M. R. Villegas, K. Kandi, & R. N. Labrador (Eds.), Empire of funk: Hip-Hop and representation in Filipina/o America (pp. 55-62). San Diego: Cognella;
[ 4 ] Chang, B. (2015). In the service of self-determination: teacher education, service-learning, and community reorganizing. Theory Into Practice, 54(1), 29-38. doi:https://doi.org/10.1080/00405841.2015.977659;

(*Please note actual session time is 4:30-6pm)

*Please note: Portions of this presentation have been published in the following papers available... more *Please note: Portions of this presentation have been published in the following papers available on this site -
Chang, B. (2015). In the service of self-determination: teacher education, service-learning, and community reorganizing. Theory Into Practice, 54(1), 29-38. doi:https://doi.org/10.1080/00405841.2015.977659;

(*Please note the actual time of this presentation is 12:40 - 1:50pm)

In the era of fast capitalism and the knowledge society (New London Group, 1996; Kellner, 2006), ... more In the era of fast capitalism and the knowledge society (New London Group, 1996; Kellner, 2006), teachers and their preparation programs continue to be bombarded by a push to further divide, compartmentalize, and engage their students based on standardized units of measure over short time increments (Gallego, Rueda, & Moll, 2005). This study stimulates the dialogue on improving teacher education policy by examining the long-term pedagogy and learning of a cohort of multiethnic students and teacher(s). This group utilized critical CHAT approaches to challenge several hegemonic tenets found in major teacher preparation programs in California (Chaiklin, 2003; Rueda, Monzó, & Arzubiaga, 2003), and was able to develop numerous transformative outcomes for their communities.

*Please note: Portions of this presentation have been published in the following papers available... more *Please note: Portions of this presentation have been published in the following papers available on this site -
[ 1 ] Chang, B., & Lee, J. H. (2012). "Community-based?" Asian American students, parents, and teachers in the shifting Chinatowns of New York and Los Angeles. Asian American & Pacific Islander Nexus Policy Journal, 10(2), 99-117. doi:https://doi.org/10.36650/nexus10.2_99-117_ChangEtAl;
[ 2 ] Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360. doi:http://dx.doi.org/10.1016/j.linged.2013.03.005;

Session Summary: Over the years, the U.S. literacy research community has moved
toward more nuanced and complex treatments of racial, cultural, and linguistic
differences (García, Willis & Harris, 1998; Kinloch, 2011). This session will engage the
literacy research community in a continued and necessary “conversation” about valuing the multiple voices and literacies from diverse racial, cultural, and linguistic backgrounds in urban schools and communities. The purpose of this session is to generate dialogue among LRA members about productive ways to promote multiple voices and literacies in different social and cultural contexts.

The Ethnicity, Race, and Multilingualism Committee of LRA proposes this alternative
format session, bringing together papers by literacy and language scholars of color
which examine discourse(s) around race and identity across contexts and public
constituencies within literacy research, including student, teacher, and community
literacies. The diversity of theoretical and methodological approaches represented in this session reflects the complex and multifaceted nature of race and identity in literacy research. Yet, these papers share a commitment to interrogating and dismantling racist ideologies, policies, and practices shaping the literacy experiences of students of color from working-class, urban communities.

The session will have four segments:
1. An introduction describing the unifying rationale and organizational framework (5
minutes).
2. 3 roundtables, with 3 research papers at each roundtable (three 15-minute segments; an
announcement delineates the split to facilitate participants’ movement among tables) (45
minutes).
3. A single discussant will summarize studies and issues raised at roundtables and suggest
implications for literacy research and practice (10 minutes).
4. All presenters will then participate in a panel discussion, moderated by the session
chair and followed by Q&A (30 minutes).