Benjamin "Benji" Chang
Associate Professor of Equity Education, School of Education
International & Global Studies, Faculty of Arts & Sciences
The University of North Carolina at Greensboro
Dr. Benjamin "Benji" Chang's work focuses on social justice-oriented approaches to the areas of educational equity, curriculum and instruction, literacy, teacher education, and community engagement. Working at the intersections of sociology of education, cultural studies/ethnic studies, sociocultural learning, and literacy studies, Dr. Chang's scholarship focuses on marginalised populations such as working-class, 'minority' and immigrant communities, as well as comparative and international contexts of Chinese and Asian diaspora. Two central themes throughout his work are agency and sustainability, as they relate to education for social justice.
A former elementary school teacher, NGO worker, and hip hop artist, Dr. Chang has lectured and collaborated widely at research universities around the Pacific Rim, including as Visiting Scholar at Beijing Normal University (China), McGill University (Canada), the Queensland University of Technology (Brisbane, Australia), and East China Normal University (Shanghai, China). He has made numerous peer-reviewed presentations at international meetings such as the American Educational Research Association (AERA), Literacy Research Association (LRA), Inter-Asia Cultural Studies (IACS), and the Sociolinguistics Symposium conferences. Dr. Chang serves on the Editorial Boards of Teachers College Record, Policy Futures in Education, The High School Journal, Gum Saan Journal, and the Asian Journal on Perspectives in Education. He is also Co-Editor of Critical Inquiry in Language Studies (CILS).
Dr. Chang's work has received awards and fellowships in the areas of pedagogy, literacy, and ethnic studies. Recently UNCG recognised him with "Teaching Excellence & Innovation" and "Faculty Excellence in Research & Creative Activity" distinctions. In previous years he was recognised by EdUHK through the "Quality Publication" and "Top 10% of Teaching" distinctions, as well as "Outstanding Teaching Performance" for 5 consecutive years (2015-2019), as determined by colleagues and students. Amongst these various scholarly endeavours, Dr. Chang coordinates The Project for Critical Research on Pedagogy & Praxis (PCRP), a research team of international and diverse students from the undergraduate to Ph.D. level.
ORCID ID: https://orcid.org/0000-0002-4054-8738
Forthcoming Papers:
1: "Asian American Children" - with Valerie Ooka Pang (San Diego State), et al.
2: "Diversity, Equity & Inclusion in the New South: DEI Course Pedagogies with BIPOC and white Teacher Education Students" - with J'nai Adams (Duke)
3: "The Asian American Teaching Method? Language Education, Social Justice Issues, and Disrupting the 'Oppressed' vs. 'Model' Minority Binary
4: "Literacy Education with Asian American Communities"
5: "English Language Teaching (ELT) in Kazakhstan" - with Shynar Baimaganbetova (EdUHK)
6: "From ‘Model Minority’ to ‘Chinese Learner’: Issues of Culture, Language, and Educational Equity with Students of Chinese Heritage in the US"
Postdoctoral Fellow
Department of Curriculum & Teaching
Institute of Urban & Minority Education (IUME)
Teachers College, Columbia University, New York
Ph.D.
Urban Schooling, Graduate School of Education & Information Studies
University of California, Los Angeles
M.Ed. & Teaching Credential
Graduate School of Education & Information Studies
University of California, Los Angeles
B.A.
Psychology
Teacher Education Minor
University of California, San Diego
Associate Professor of Equity Education, School of Education
International & Global Studies, Faculty of Arts & Sciences
The University of North Carolina at Greensboro
Dr. Benjamin "Benji" Chang's work focuses on social justice-oriented approaches to the areas of educational equity, curriculum and instruction, literacy, teacher education, and community engagement. Working at the intersections of sociology of education, cultural studies/ethnic studies, sociocultural learning, and literacy studies, Dr. Chang's scholarship focuses on marginalised populations such as working-class, 'minority' and immigrant communities, as well as comparative and international contexts of Chinese and Asian diaspora. Two central themes throughout his work are agency and sustainability, as they relate to education for social justice.
A former elementary school teacher, NGO worker, and hip hop artist, Dr. Chang has lectured and collaborated widely at research universities around the Pacific Rim, including as Visiting Scholar at Beijing Normal University (China), McGill University (Canada), the Queensland University of Technology (Brisbane, Australia), and East China Normal University (Shanghai, China). He has made numerous peer-reviewed presentations at international meetings such as the American Educational Research Association (AERA), Literacy Research Association (LRA), Inter-Asia Cultural Studies (IACS), and the Sociolinguistics Symposium conferences. Dr. Chang serves on the Editorial Boards of Teachers College Record, Policy Futures in Education, The High School Journal, Gum Saan Journal, and the Asian Journal on Perspectives in Education. He is also Co-Editor of Critical Inquiry in Language Studies (CILS).
Dr. Chang's work has received awards and fellowships in the areas of pedagogy, literacy, and ethnic studies. Recently UNCG recognised him with "Teaching Excellence & Innovation" and "Faculty Excellence in Research & Creative Activity" distinctions. In previous years he was recognised by EdUHK through the "Quality Publication" and "Top 10% of Teaching" distinctions, as well as "Outstanding Teaching Performance" for 5 consecutive years (2015-2019), as determined by colleagues and students. Amongst these various scholarly endeavours, Dr. Chang coordinates The Project for Critical Research on Pedagogy & Praxis (PCRP), a research team of international and diverse students from the undergraduate to Ph.D. level.
ORCID ID: https://orcid.org/0000-0002-4054-8738
Forthcoming Papers:
1: "Asian American Children" - with Valerie Ooka Pang (San Diego State), et al.
2: "Diversity, Equity & Inclusion in the New South: DEI Course Pedagogies with BIPOC and white Teacher Education Students" - with J'nai Adams (Duke)
3: "The Asian American Teaching Method? Language Education, Social Justice Issues, and Disrupting the 'Oppressed' vs. 'Model' Minority Binary
4: "Literacy Education with Asian American Communities"
5: "English Language Teaching (ELT) in Kazakhstan" - with Shynar Baimaganbetova (EdUHK)
6: "From ‘Model Minority’ to ‘Chinese Learner’: Issues of Culture, Language, and Educational Equity with Students of Chinese Heritage in the US"
Postdoctoral Fellow
Department of Curriculum & Teaching
Institute of Urban & Minority Education (IUME)
Teachers College, Columbia University, New York
Ph.D.
Urban Schooling, Graduate School of Education & Information Studies
University of California, Los Angeles
M.Ed. & Teaching Credential
Graduate School of Education & Information Studies
University of California, Los Angeles
B.A.
Psychology
Teacher Education Minor
University of California, San Diego
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PAPERS by Benji Chang
(*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.
https://doi.org/10.1080/03626784.2019.1595537
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.
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
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.
(*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.
https://doi.org/10.1080/03626784.2019.1595537
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.
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
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.
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.
[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/
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.
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.
[ 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.
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)
"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."
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).
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.
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.
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.
[ 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.
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.
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.
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?"
[ 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."
[ 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.)
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)."
[ 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)
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)
[ 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).