Associate Professor Xia Li Discusses the Importance of AAPI Curriculum to Help Change Social Norms
May 19, 2022
A Path Forward to Unity and Diversity—AAPI History in School Curriculum
On May 5, Brooklyn College’s School of Education and the Brooklyn College Asian/Asian American Faculty and Staff Association hosted an event that examined the inclusion and visibility of Asian American and Pacific Islander (AAPI) history, heritage, and experiences in New York City public schools and communities.
The event, “A Path Forward to Unity and Diversity: AAPI History in School Curriculum,” featured Senator John Liu, who has introduced Senate Bill (S6359A), which requires New York State public elementary and high schools to provide instruction in Asian American history and civic impact. Panelists shared the latest legislative initiatives, Department of Education (DOE) missions and efforts, community movements, and personal experiences.
Associate Professor of Early Childhood Education and Art Education Xia Li, who helped to organize the event, talked about the importance of the event and what she hopes comes from it and similar dialogues on AAPI and the education system.
What was the inspiration behind the event? What were your biggest takeaways?
The ongoing anti-Asian hate and crime since the pandemic and the long-term invisibility of the AAPI history and heritage in schools and many aspects of society impelled me and my colleagues to organize this lecture. We felt that we had to do something toward making a positive change.
My biggest takeaway was learning that changes are under way: the DOE is working on creating an AAPI curriculum that will be announced soon; young students participated and were inspired; and the audience was diverse and showed great support. The hope is that this event will educate more people about the importance of this and related efforts.
Asian Americans and Pacific Islanders are the fastest-growing populations in America over the past decade. Given the increase of anti-Asian violence, how do you think the education system in general can help stem this troubling tide?
Education is the best antidote for racism. Our education system represents the values and beliefs that a society embraces and orients. The inclusion of AAPI history and heritage in school curriculum can send a strong message to future generations and the current society. AAPI history is American history, and the AAPI community is part of the U.S. AAPI people are equal and valuable members of Americans. For various reasons, the education system has acquiesced the invisibility of AAPI history and heritage, but schools must turn the tide and lead the change in promoting the inclusion, visibility, and prominence of AAPI individuals and community.
Knowledge can change people’s perspectives. As Senator Liu said at the event, discrimination and hate are inflicted more easily upon people we do not know. Learning about AAPI history and heritage can make Asian-American children proud of their heritage and help them stand up strongly to discrimination and hate. It can also make the children who are not of Asian descent better understand and respect the racial and ethnic background and identity of their Asian-American peers.
To borrow a sentiment from John Dewey: Our classrooms are not only a place to study social change, but also a place to spark social change.
At the event, Mikayla Lin, a student from Stuyvesant High School, made an impressive presentation. Her classmates and peers stayed after the event and ardently asked what they could do to promote AAPI history and heritage in their schools. The stories of how the AAPI community and individuals fought against discrimination and made contributions to the U.S. will surely inspire the young generations.
How are you addressing these issues in the classroom?
We need to encourage the reading of AAPI books. On Lunar New Year Day, I, along with Early Childhood Associate Professor Lulu Song, a parent, and a student sent a letter to the New York City superintendents to call on teachers to humanize Asian-American children and their experiences by reading books about them. When you hold up a book celebrating Asian Americans, it means the world to Asian-American students. It means inclusion. They will feel recognized, valued, and included in our diverse school communities.
I believe teachers can:
• Enrich class or school libraries by including more AAPI books and encourage parents to share these books with their children.
• Recommend good Asian-American books to the DOE.
• Invite Asian-American authors and experts into classes.
• Promote AAPI images. AAPI students rarely see themselves in mainstream media and prominent national or local events. School principals and teachers can include Asian-American role models, historical figures, writers, artists, scientists, and contemporary leaders in the school context, including but not limited to curriculum, classroom walls, library books, lesson slides, and performances. This will make AAPI students feel more belonged and valued as equal members of the U.S. family.
• Be mindful. I recommend the practice of “emerging curriculum”—teach whenever and wherever teachable moments take place. Only when you are mindful can you be sensitive to and capitalize on the many opportunities that could potentially promote the inclusion and prominence of AAPI students. The main point is that teachers are powerful agents of social change.
How have your lessons changed over the past 10 years in relation to these issues? What are you doing differently to help overcome these challenges?
My teaching approaches have evolved as I became more mindful about my own identify and about my students’ racial and ethnic backgrounds and experiences.
I encourage my students to attend AAPI events. These interactions can help change the stereotypes of Asian Americans.
Last semester, one non-Asian student did a math storytelling on “The Seven Chinese Sisters,” because she learned that May was AAPI Heritage Month and wanted to celebrate it by reading a book featuring Asian Americans. That was a nice teaching moment.
I also explicitly teach how culturally responsive practice can be applied in early childhood math education, which is my teaching and research area. I learn together with my students what “mathematical identity” and “ensure shared power” mean for early math teaching. In 2021, I invited an adjunct faculty, Shequana Wright-Chung, to give a talk on equity and early math. I also invited a Ph.D. student from the CUNY Graduate Center to give a talk on math teaching and identity.
In general, I really try to be more mindful. Small actions, such as learning a few greeting words in different languages or asking students how they celebrate their holidays (e.g., Eid, Rosh Hashanah) make students feel like they belong and included. I also greatly acknowledge my students’ projects and lessons that reflect the experiences of the children they teach.
