The Stakes of Textual Border-Crossing: Hualing Nieh’s Mulberry and Peach in Sinocentric, Asian American, and Feminist Critical Practices

Orientations ◽  
2020 ◽  
pp. 130-152
Author(s):  
Ann E. Lopez ◽  
Elsie L. Olan

This chapter examines critical practices and agency of teachers as they wrestle with issues of diversity in the teaching and learning process. Using a framework of transcultural education and culturally responsive teaching it draws on research conducted in Southern Ontario, Canada and Central Florida, areas with large and growing diverse populations. We posit that schools are sites of social learning and cultural border crossing, where dominant discourses must be disrupted and the lived experiences of diverse students brought into the center of the teaching and learning process. Through the use of narratives and critical reflection teachers critically examined ways to develop agency and take action to create change. The findings highlighted in this chapter have significance for experienced and novice teachers, teacher educators and faculties of education and school leaders who are seeking to address issues of diversity and equity in critical ways.


2019 ◽  
Vol 17 (3) ◽  
pp. 238-265
Author(s):  
Chloe Sun

Compared to Eurocentric biblical interpretations, Asian and Asian American hermeneutics is a relatively late phenomenon. Yet in the past three decades it has gradually emerged as one of the critical interpretations in contemporary scholarship. The common themes shared among Asian and Asian American hermeneutics revolve around the issues and intersections of identity, race, gender, class, liberation, and how one’s social location shapes the ways in which one interprets scripture. As regards Asian and Asian American hermeneutics related to the Hebrew Bible, the book of Exodus has received particularly broad attention due to its migration and liberation motifs. In addition, border-crossing characters and characters with hybrid identities, such as Moses, Ruth, Hagar, Daniel, and Esther, become key subjects for theological reflection. Methodologies are centered on ethnographical, feminist, postcolonial, intercontextual, and culturally specific perspectives such as Dalit and Minjung theologies, as well as LGBTQ readings. As Asian and Asian American hermeneutics related to the Hebrew Bible continues to flourish, the future of this particular way of reading scripture will likely include intersectional and integrational approaches and reception history, and will contribute to the broad interpretive spectrums of the twenty-first century.


Author(s):  
Ann E. Lopez ◽  
Elsie L. Olan

This chapter examines critical practices and agency of teachers as they wrestle with issues of diversity in the teaching and learning process. Using a framework of transcultural education and culturally responsive teaching it draws on research conducted in Southern Ontario, Canada and Central Florida, areas with large and growing diverse populations. We posit that schools are sites of social learning and cultural border crossing, where dominant discourses must be disrupted and the lived experiences of diverse students brought into the center of the teaching and learning process. Through the use of narratives and critical reflection teachers critically examined ways to develop agency and take action to create change. The findings highlighted in this chapter have significance for experienced and novice teachers, teacher educators and faculties of education and school leaders who are seeking to address issues of diversity and equity in critical ways.


2013 ◽  
Vol 4 (4) ◽  
pp. 285-319
Author(s):  
Christine J. Yeh ◽  
Hyung-Chol Yoo ◽  
Ynez N. Lizarraga

2017 ◽  
Vol 8 (4) ◽  
pp. 296-307 ◽  
Author(s):  
Stephanie N. Wong ◽  
Brian TaeHyuk Keum ◽  
Daniel Caffarel ◽  
Ranjana Srinivasan ◽  
Negar Morshedian ◽  
...  

2017 ◽  
Vol 8 (3) ◽  
pp. 209-223
Author(s):  
Elizabeth Davies-Mercier ◽  
Michelle W. Woodbridge ◽  
W. Carl Sumi ◽  
S. Patrick Thornton ◽  
Katrina D. Roundfield ◽  
...  

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