Nation of Immigrants 1 What Contemporary Asian American Artists Teach Us about the Complicated Nature of 21st Century Americans’

Multilayered, Transcultural, and Hybridized Identities and Art Practices: Implications for an Intercultural and Social Justice Oriented Approach to Teaching Art

Elizabeth M. Delacruz edelacru@illinois.edu July 1, 2009

Working draft for a chapter in a book titled Teaching Asian Art, edited by my former student Sheng Kuan Chung at the University of Houston, and to be published by the National Art Education. Association In this chapter, I consider notions of cultural heritage, ethnic diversity, and family life in the United States, and explore the difficult task of teaching art wisely, sensitively, with great regard for the grand multicultural experiment that is America. Adapting ideas inspired by contemporary Asian American artists, I offer suggestions for an intercultural and social justice oriented approach to teaching art. My experience as an art educator long committed to multicultural education and, more recently, as a Caucasian mother of two adopted Chinese-born daughters informs my views.

The Changing Face of American Families The U.S. population is growing older and more diverse. Soon no one ethnic or racial

Nation of Immigrants 2 group will make up more than 50% of the population. 1 U.S. family configurations are changing as well. People now marry older, or don't marry, some have many children, and others have none or few (Center for Public Education, 2007). More children now live with single parents (26%), unmarried parents (3%), or in a family with at least one foreign-born parent (22%). 2 Parents may be described as biological, stepparents, adoptive, gay, straight, male and female. Children’s primary caregivers may also be foster parents, grandparents, or other family members. U.S. families may consist of foreign-born immigrants and may be multigenerational blends of immigrants, both documented and undocumented, or include refugees or individuals holding dual citizenships. 3 New immigrants currently comprise over 12 percent of the U.S. population, and their children comprise over 20 percent of children living in the U.S. Children with immigrant parents are now the fastest growing segment of the nation’s child population, and by 2010 the children of new immigrants will represent at least a quarter of all children in the U.S. (Urban Institute, 2006). Included in the mix of evolving family structures are adoptive and transracial families. In recent years, approximately 50,000 children have been domestically adopted in the U.S. each year, and about 2.5 percent of all U.S. children under 18 are adopted (Census Bureau, 2000). Transracial families are families in which individuals of different races live together, either

1

According to The Center for Public Education (2007) the ethnic/racial composition of United States Public Schools & Districts in 2007 was White: 55.0%, Black: 16.6%, Hispanic: 21.1%, Asian/Pacific Islander: 4.6%, American Indian/Alaska Native: 1.2%
2

See the Forum on Children and the Family at http://www.childstats.gov/americaschildren/famsoc.asp
3

Also of interest is the finding that “in 2002, 4.7 million children lived apart from their mother, up from 3.7 million in 1997. Despite their growing numbers, nonresident mothers and their children have remained largely under the radar” (Sousa & Sorensen, ¶ 1, 2006).

South Korea. Ethnicity. children of Hispanic ethnicity experienced the highest rate of transracial/transethnic adoption. from foreign countries (Lee. the proportion of Black children who were adopted transracially from foster care rose from 17. over 330. ethnic identity confusion..S. 2008).S. Culture. that it doubles to 40% (Shiao & Tuan. has significantly increased in recent years. They are lonely and isolated from school peers (Kirova.. and a sense of 4 National data on domestic transracial adoptions are currently difficult to accurately tabulate. Kennedy’s “A Nation of Immigrants”. 1997). Studies of immigrant children reveal that these children face culture shock. About 20 % of international adoptions are from Asian countries. 2006). & Gunnar. and include both domestic 4 and international transracial adoptions. Studies indicate that domestic public transracial adoptions range widely by year. in part to the high percentage of private adoptions.S. and the majority adopted from China. have fallen to 17. Little is known about the children prior to their arrival in the U.1 % in 2003.. (Lee. 6 John F. and Cultural History We live in a nation of immigrants. International adoptions in the U. 2008). and acculturation difficulties (James. and over the past 16 years there has been a 180% increase in the number of international adoptions in the U. 5 Over the past three decades. 2006). with approximately 90% of children adopted from 20 countries.2 % in 1996 to 20. and for children under the age of two. Currently. et al. (Child Welfare League of America. and in part due to inadequate Census Bureau data collecting procedures. along with new regulations and international reactions to baby-trafficking (Smolin. 38 % in 2001 (Evan B. written in 1958 by Kennedy at the request of the Anti-Defamation League was republished in 2008 with a foreword by Edward Kennedy.S. 2009). state. Grotevant.000 children have been adopted in the U. The prevalence of transracial families in the U. Donaldson Adoption Institute.Nation of Immigrants 3 through interracial marriage or cohabitation. 2010). Russia. integration. and they struggle for acceptance. 2001).S. et al.S.438 in 2008 with the decline is attributed in part to the adoption of the 1993 Hague Convention on Intercountry Adoption in 2007 by the U. Hellerstedt. For example. and Guatemala (Lee. 6 but growing up as a new immigrant or as a member of any minority group in America is anything but easy. children are adopted annually from over 100 countries. . they are subjected to prejudice and racism (Le. with the bulk of this increase attributed to international adoptions. 2006). and the races of children and adults. 2007). 5 Engaging Multi-cultural Education: Reconceptualizing Race.

describe her or his cultural heritage. For example. For the child whose family does not conform to a mythologized nuclear family configuration consisting of a happily married. father. and grandfathers. heterosexual biological mother. or nearly impossible to complete. dangerous. for the minority student whose family lineages and heritages are in flux. dad. schools is the “cultural heritage” assignment and its variants in which the child is asked to create a family tree. and places of birth (Lee. home countries. 2001). race. these assignments may be confusing. schools instead dramatize some children’s sense of inadequacy and family circumstances over which these children have no control and spotlight their inability to recreate desired cultural narratives. white. what may work well for some has the opposite effect on other children.gov/PressRelease/www/releases/archives/children/011507. for adopted children or recent immigrants or second generation children whose families are not intact.html .S. or the immigrant child uncertain about her or his parents’ legal status in this country. and ethnicity. and share baby pictures and information about her or his (biologically implied) mom. a common teacher practice found throughout U. The family configurations and lives of children inhabiting our classrooms have profound implications for education. humiliating. Studies of transracial and international adoptions concur that transracial children do need to feel connected to their birth culture. Internationally adopted children encounter even more difficulties–they undergo a deeply felt grieving process as they attempt to reconcile their loss of connection to biological mothers. et al.census. 7 for children living in blended or foster families or with single parents. 2006). In the multicultural classroom. and that these are lifetime learnings 7 According the US Census bureau in 2004 only about 58% of children under the age of 18 live with their married biological mother and father. Whereas the goals of such lessons are to celebrate family connections and showcase children’s multicultural identities. and their children.. invasive. grandmothers.Nation of Immigrants 4 belonging (Kirova. See http://www.

community members. a longing for something forever unattainable (Yngvesson. presumes a transparent and deterministic relationship between the child's place of origin and what he or she should now be (Jerng. the border-crosser who now lives in the U. or worse yet. These are problematic assumptions needing further scrutiny. anthropologists. 2000. nation of birth. 2000). exported then to the rest of the world. 2006). 1998). except as a reconstructed afterthought. In light of the fact that we do want to engage cultural diversity in the classroom. Although phenotypic 8 For a very useful and concise historical analysis of the emergence of the ideology of race in Western thought and social practices see Smedley (1998). and cultural history. 2003). 8 Currently. created by European immigrants in America during the colonial era to justify their enslavement of Africans and genocide of Native American populations. and psychologists dispute the validity of such beliefs. Anthropologists and biologists agree that race is a social construct. committed parents. Rather. it is useful to first reexamine more generally some problematic conceptions about race. and maintained to the present to explain differences and social inequities between groups of people (Brace.. the variability in human abilities is attributable to culture (O’Neill. ethnicity. At the same time. cited in the references. governmental policies. in that conceptualizing a child’s “original culture” something inherent in the immigrant. Framing the transnationally adopted child’s cultural past in a reincarnated narrative comprised of historical sentiment is to impose something on the child that she or he has never experienced and cannot know. and educators capable of attending to these needs. and selfidentification.S.Nation of Immigrants 5 requiring knowledgeable. Smedley. individuals are classified into racial groups by virtue of their discernable physical characteristics. it is important to consider the paradox of such attempts. . Human variations in appearance and abilities are now attributed to race even though scientists.

un. Asian Americans are currently comprised of 43 distinct ethnic groups who speak 100 different languages and dialects and maintain a diverse array of cultural beliefs and practices 9 Critical theorists further argue that that the classification of people into racial types continues today in order to perpetuate White privilege and Western hegemony in the world.Nation of Immigrants 6 differences in humans do have a genetic basis. and it suffers from similar misunderstandings in popular usage as race (Abizadeh. Southern Asia. 9 Ethnicity is also a socially constructed means of classifying people into groups (O’Neill. sovereign states. As Smedley observes. 1986). religious practices. engaging the construct of ethnicity in order to affiliate with. and both maintaining selected traditions and creating their own unique cultural practices. the notion of a generalized Asian ethnic identity is misleading insofar as people of predominantly Asian heritage. or regions of the world are residents of 50 countries. intermarrying with nonAsians. or geopolitical dependencies/colonies. 10 This is a United Nations statistic and includes countries and recognized sovereign states of Central Asia. they changed their customs. and other material cultural productions along with place of residence. and intermarried with people in other parts of the ancient world. Ethnic affiliation has long been the source of both communitarian cohesiveness and intense conflict both within and across nation states. backgrounds. and maintain their group’s shared ways of life. . adopting. 2006). interacted. Individuals and groups of people self-identify as being a part of an ethnic group. manner of dress. As individuals migrated. traded. See http://unstats. 691). and purported race. “People of the ancient world seemed to have understood that cultural characteristics were external and acquired forms of behavior” (p. distinguish. and acquiring membership in a different group. 11 Similarly. Eastern Asia.. beliefs and identities by adapting. Cultural practices that become symbols of one’s ethnicity include language. physical appearance. in the U. food. how those traits are perceived and subjected to preferential treatment depends on the social context of the individual or group (Appiah. 10 and Asian people are now migrating and living all over the world.htm#asia 11 Anthropologist Audrey Smedley (1998) also observes that until modern times one’s ethnicity was actually quite fluid and malleable. art forms. 2001).S. For example. South Eastern Asia.org/unsd/methods/m49/m49regin. and Southern Asia.

and values that have been learned within one’s primary social group. stories. events. and much of this information is readily available to anyone with a networked computer. are now complicated by the fact that this is now a search for understandings of the many ethnic variations and glocal cultural hybridizations that are invented and maintained by individuals and groups from Asian backgrounds who live throughout the world. practices. and one’s multiple cultural. people. Efforts to identify particular cultural practices. beliefs. arrangements. ethnicity. and events to remember and reify. history is created to select certain individuals. and competing beliefs. and values created by ethnic groups to foster a sense of communal identity and cohesiveness through a variety of social interactions. beliefs.Nation of Immigrants 7 (Kramer. practices. for example. Lee. ethnic. cultural anthropologists. One’s cultural history is comprised of those particular customs. and cultural identity broached in this chapter in scholarly journals. art exhibitions. and racial identities are set forth within a context of intersubjective. Like culture. books. and others study and talk about. and websites. and social arrangements. language usages. communications. 2002). places. Anthropologists describe culture as those shared beliefs. or material culture productions that characterize Asian or Asian American communities. Of particular interest to this chapter are the insights shared by Asian- . race. and artifacts. and complicated facets of identity. films. and which the individual then commemorates. & Chung. behaviors. Cultural practices and histories are dynamic. Teaching Multicultural Art to Multicultural Children: Looking for Insights There is a vibrant and growing body of discourse about the issues of family life. Kwong. shifting. and something that historians. fluid. practices.

12 Themes that pervade their stories. & Shin. or by White mainstream Americans. “Culture Keeping” in America. transcultural. and studies include their own cultural identity quests. and gender issues that undergird the transfer of babies from underdeveloped nations to overdeveloped nations. neocolonial power imbalances. In recent years. and others analyze the impact and inequities of racism. white privilege.000 since the post-Korean War period (Huus. Some observe that they have never felt fully accepted here by their ethnic group of origin. 2006). Transnational Asian children now speak out. and globalization (Trenka. Three practices thought to be important in the social. Insights derived from these individuals suggest contemporary approaches to multicultural art lesson planning that take into account the complicated nature of 21st century Americans’ multilayered. (mostly Caucasian) families are now sharing their perspectives. political. and the artworks and statements of Asian American immigrants who are artists. by the Asian American community. and the economic. Parents of internationally adopted children have developed varying ways of negotiating these complicated considerations. These contemporary stories reframe old controversies as a debate that encompasses questions of individual and cultural identity. human rights. emotional. Oparah.Nation of Immigrants 8 American adoptees who are now adults. memoirs. and cultural development of internationally adopted children living in transracial families include cultural socialization. internationally adopted Asian children who were raised in transracial. who total nearly 140. enculturation. . and 12 The greatest number of individuals writing as adults about their experiences are currently Korean adoptees. and hybridized cultural identities and art practices. reproductive justice. studies of parents who are attempting to cultivate cultural and ethnic connections for their internationally transracially adopted Asian children. Some attempt to reconcile their sense of personal isolation and loss. 2004). creative expressions.

support groups. 2006). deserving of equal treatment. clothing. and that one’s race doesn’t matter. and the extent to which the child internalizes these messages and acquires the skills to become a competent member of an ethnic group (Lee. and a burgeoning market of formal and cottage industries has emerged to support this effort. Enculturation refers to the practice of promoting ethnicityspecific experiences that encourage the development of a positive ethnic identity. .Nation of Immigrants 9 racialization. Huus (2004) has similarly found the latest wave of US adoptive parents of Chinese children to be less “color blind” 13 than their predecessors. The task of culture keeping. videos. 2006). Cultural socialization refers to the ways parents transmit cultural values and customs to the child.. in this context refers to the belief that all people are equally valuable. culture camps. et al. more engaged in making stronger connections to Chinese culture and people. Jacobson observes. is largely taken up by white middle class female adoptive parents. Ethnic books. and a plethora of related offerings are now widely available. travel tours to home countries. language lessons. et al. toys. 2006). In transnational and transracial adoptive families. more prone to seeking out ethnically diverse 13 The term “color blind”. and transracial adoptive parents must make explicit efforts at cultural socialization (Lee.. Racialization refers to the practice of teaching about race-specific issues that help children develop coping skills to protect them from racism and discrimination (Lee. Jacobson (2008) has found culture keeping a common practice in the contemporary international adoption community. manuals. Although transracial adoptive parental enculturation and racialization endeavors vary from family to family. fairs. cultural socialization it is not as natural a process as it is for same-ethnicity families. This belief and its accompanying social and familial practices have been harshly criticized by some Korean adoptees who are now adults. workshops. adoptive parents currently are more concerned about the cultural identities of their transnationally adopted children than previously. et al.

Bovey Lee. ethnic. Contemporary Asian American artists have much to offer in terms of understanding culture and race and being Asian in America. Ben Sakoguchi. Immigrant and adopted children face complex problems that are compounded in schools. David Diao. Avani Patel. He lived briefly in Montreal. Flo Oy Wong. Particularly relevant are the works of artists such as Kathy Change. pursued art training in . and attended the University of British Columbia. Asian American artists. Hanh Phi Pham. Ann Phong. L. to name a few. What these and all children need are thoughtfully and compassionately developed assignments that acknowledge the varied family and cultural experiences of children.Nation of Immigrants 10 communities and friendships. Implications for teaching are clear. Wong. Asian American artists have spent considerable time and effort thinking about their racial and ethnic identities. and sketch briefly how the study of these artists informs a contemporary inter-cultural and social justice oriented art curriculum. Martin Wong. Roger Shimomura. Tseng Kwong Chi was born in Hong Kong in 1950.S. These artists’ biographies. Mel Chin. and their art works demonstrate how we might accomplish such a task. I highlight the work of five artists below. cultural. and artworks are accessible to teachers and students on the Internet. Anna X. Linda Nishio. emigrated with his family to Vancouver. artistic statements. Hung Liu. and less tolerant of school practices textbooks that omit or misrepresent Chinese and Chinese American culture and history. and their condition of being transnational. Tseng Kwong Chi. for teachers to teach about cultural diversity with current knowledge about the many U. and racial configurations that ground the lives of the children that now populate our classrooms. Cynthia Tom. family. cultural histories. and Xu Zhen. that is. Yong Soon Min. Canada in 1966 at age 16. Lu Chusheng. revealed his homosexuality to his parents at that time. Natalie Pham.

com/exhibitions/2008-04-03_tseng-kwong-chi/press-release/ and at http://www.org/tsengkwongchi. communities. Students might use any medium for these explorations. social status. ethnicity. at http://www. or even ordinary experiences with school mates. 15 working individually or collaboratively. and contemplative but ambiguous examinations of his own cultural identity. “The Expeditionary Series”. parody. how these constructs and values change under varying circumstances.htm. moved to New York City in 1978. n.). Chi’s playful and ironic self-portraits posed in a Mao suit in front of American iconic landmarks are humorous parodies of American culture. how we treat one another in societies. d. trips to theme parks.Nation of Immigrants 11 Paris. traveled extensively throughout the world. border-crossings. and identities. and his documentary photographs of Keith Haring’s work (Schlegel. where he was active in the art scene until his death in 1990 of complications from AIDS.munatseng.paulkasmingallery. 14 See information about Tseng Kwong Chi at http://www. or. Students could also create documentary photographs posing new interpretations of popular cultural icons. 14 Inspired by expansive interpretations of Chi’s photographs. and settled in New York City. how cultural sites and practices are valued. Interpreting each others’ art could invite discussions about how one’s identity is constructed and situated within multi-layered contexts. local sites of cultural significance. student self-portraits could similarly investigate or question through satire.creativephotography. critical commentaries about China’s repressive regime. .org/education/educatorsGuides/tkc 15 See Kirova’s and Emme’s (2008) research project with adolescent immigrant children in Canada who created heir own photo documentaries with added narratives (fotonovellas) of playground encounters with peers in order to facilitate a dialogue about intercultural communication among children in culturally diverse school. and classrooms based on assumptions about race. family vacations. Tseng Kwong Chi is known for his “East Meets West” photographs. schools. or humor their own cultural experiences. or family backgrounds.

stories and poems about the AsianAmerican experience. temporary living installations in the school or the community. children. Although Indian culture is the starting point for Patel’s art. titled “America’s Chinatown Voices”. in collaboration with Vietnamese American artist Nathalie Pham. this installation provided a site where community people.html . Running May 09. exotic colors. and other New Yorkers could express themselves. 17 Patel’s vibrant abstract imagery invites comparison between the tapestries of India with contemporary international avant-garde abstract style. 2009 until August 08. It included dozens of painted panels consisting of artworks. and provides beautiful examples for student studio explorations of the visually rich rhythmic patterns and symbols in their own lives. India in 1976.16 Patel “fell in love with pattern of dress.google. and invite other children and adults from the community to 16 17 See Patel’s work at http://picasaweb. Her drawings and paintings are colorful. placed in local sites. and introduces site-specific installation as an art form. ¶ 1).com/avani1art/Gallery#5052951088908619122 The installation “America’s Chinatown Voices” images and writings may be viewed at http://www. Her recent work. biomorphic abstractions. Patel’s and Pham’s community installation project showcases direct engagement with their larger community.com/index. the spectacle of both theater and cinema”. consists of an installation on the fences encircling Columbus Park. she now explores the boundaries between Eastern and Western influences. in the heart of New York City’s Chinatown.nycmetropoles. Students could similarly engage themes of telling ones own stories. rhythmic. and now lives in Brooklyn. earned a BA from the University of Pennsylvania and an MFA from Temple University. the sound of music. 2009. artists. which she now understands as “all fluidly interconnected. effectively symbolizing the rhythm of daily life” (2003.Nation of Immigrants 12 Avani Patel was born in Bombay.

and they may incorporate found materials as a way to symbolically connect personal artifacts and histories with larger cultural and global issues. Sakoguchi’s orange crate label paintings fashioned after the colorful labels pasted on the ends of wooden citrus crates he used to see in his family grocery store. invite sustained interpretation. documents. histories. they returned to San Bernardino and reopened their small grocery business. and satiric acrylic on canvas paintings explore varied themes including quirky cultural practices. Ben Sakoguchi was born in California in 1938. images recorded by military and internee photographers. and MFA degree from UCLA and then taught in the Art Department at Pasadena City College until his retirement in 1997. students could investigate and depict similar historical events that raise issues of social justice. including Ben. humorous images. shared locally and online.com/ . After Sakoguchi. words and all. childhood recollections. painted in the vivid. colorful. Completed over many years.bensakoguchi. teaching credentials. his family. densely packed style of old advertisements. students could commemorate quirky or 18 See Sakoguchi’s work at http://www. and social injustices. His “The Disasters of War” series is a modern portrayal of war. inspired in part by Goya’s series with the same name. After the war. Documentation of these living installations could culminate in multimedia oral histories and productions about the community.Nation of Immigrants 13 participate. Because of their Japanese ancestry. firsthand accounts that exemplified social and political attitudes during the time of his internment. historical inquiry. or human rights violations. hypocrisies. these small. 18 Sakoguchi’s poignant. racial prejudice. Sakoguchi earned his BA degree. war. and appreciation. Alternatively. was incarcerated in a Japanese internment camp in Arizona during World War II. His most well-known works include "Postcards from Camp" a multi-painting series that included family photos.

). immigrated with her family to the US in 1960. poems. issues-oriented art making in the classroom. scholar. installation. interrogates the colonial history of Korean female subjectivity (Min. S. and advertisements (after Sakoguchi’s “The Unauthorized History of Base Ball” Series). and Min’s artworks may be carefully selected as inspiration for contemporary. and the role of the artist and the arts as agents of social change” 19 Her 1991 installation piece. media.Nation of Immigrants 14 beloved cultural practices of interest. 2009 from: http://www. Min’s multimedia works are replete with difficult meanings. referencing the “bad women” of Korea who serviced the service men who were killing their husbands (Kim. Min’s art “engages issues of representation and cultural identity. and lecturer.html 20 Artist’s Statement about “decolonization”. curator. n. and confrontational questions.cla.purdue. and an enlarged black-and-white photograph of her mother and other Korean women on a U. adapting styles from popular culture. and earned her BFA and MFA from Berkeley during the tumultuous Vietnam War era in this country. thematic. as a signifier of ethnicity to raise questions about how immigration has affected Asian American women and their families (Jensen. Retrieved June 3. performance. Min is professor of studio art at the University of California in Irvine and lives in Los Angeles. Yong Soon Min was born in 1953 in Korea. histories.edu/WAAW/Jensen/Yong. Internationally respected as a multimedia.d. subject of course to teachers’ comfort levels and students’ willingness to engage these difficult histories and 19 This quote is taken from Min’s university Website at http://studioart. 1997).edu/faculty/residentfaculty/yongsoonmin. 20 using Asian clothing and textiles. diaries. particularly Korean traditional dress. the intersection of history and memory.arts.uci. Army base standing in front of an American-made car. and activist artist. 1996). and oppositional pairs of words that Min considers to be colonizing.html . “deCOLONIZATlON”. juxtaposing a tree branch of knowledge amongst letters.

S. She graduated from UCLA Berkley. “Thus our life of deception in America started in 1933” (n. Flo Oy (Florence) Wong is second generation Chinese-American. Her father’s family members were poverty-stricken peasants who farmed. Pluralistic Approaches to Art Criticism. using her family’s photographically captured moments-in-time as restaurateurs in Chinatown to portray her immigrant family and her community as neither exotic nor mysterious but as “ordinary working class people who struggled internally and externally during the timeframe of Chinese resettlement in America” (Wong. In 1911 her grandmother. recognizing the limitations of village life in China. Wong writes. sent her father to America into the care of two male relatives. and taught elementary school after marrying. her work poses provocative questions about a great many issues of interest to art education. utilizing what she calls a hybridized East-West art form. ¶ 3). Wong’s family was a traditional one where Chinese was their first language and English their second. 1991). reinforced by 1924 National Origins Act and upheld by the US Supreme Court. Wong. Wong’s 28 drawings provide not only a model for student portrayals of their own family life. In 1933 her mother emigrated as an adult and became her father's second wife. Because of the 1882 Chinese Exclusion Law. shares several questions worthy of asking of students in contemporary classrooms: Why . Wong considers herself a late blooming artist who now serves as a role model to newer generations of Chinese immigrants. as her father's sister.. d.Nation of Immigrants 15 questions. and who grew up in Oakland’s Chinatown. born in Oakland California in 1938. Wong’s Oakland Chinatown series of pencil drawings captures her family life. In her chapter for the book. To circumvent the law her mother entered the U. her mother entered and remained the United States as an illegal immigrant. an art teacher herself. earned her teaching credentials.

and social justice in America and in the world.Nation of Immigrants 16 did she invest such a great amount of time to develop this particular narrative story? How did her choice of pencil impact the aesthetic quality and potential meanings of the work? What does fact that so many females are depicted mean? How does this work convey cross-cultural influences? Multi-culture as Curriculum Content Taken together. the vibrant and varied artworks of contemporary Asian American artists creatively engage the cultural heritage and aesthetic traditions of their homelands. investigations into sexism and racism in America and abroad. speculations about the exoticizing of culture. playful. gender. cultural hegemony. race. what it means for all of us to have multiple and hybridized cultural identities. and. research into the devastating impact of war. Regarding controversial topics. All are topics worthy of consideration in any classroom. and ironic visualizations and explorations utilizing iconic and everyday imagery from both high and low culture. Some of the strategies I suggest seem straightforward and simple to implement. colonialism. consideration of the appalling conditions and treatment of women and children worldwide. war. subtle. and belonging. art teachers and others will have to decide how and when these kinds of . and raise difficult questions about issues of identity. colorful depictions of selected aspects of their vivid visual experience of contemporary life. power. simply or not so simply. Engagement in art classrooms could include examinations and visual expressions that consider what it means to be both American and multicultural in the 21st century. immigration. citizenship. Students’ visual investigations may also be fun. offer heartfelt explorations of place. Looking to Asian American activist artists provides entry points and models for such inquiries in the classroom. and globalization. and they may engage others in collaborative communal dialogues about living in America.

teachers should also know that parents. We’re all in this together. scholars. artists. to support their effort.Nation of Immigrants 17 issues are best addressed in the curriculum. . and citizens of many diverse backgrounds are available in communities throughout the U. Regardless of the approach chosen. cultural workers.S.

Vanderbilt University Press. (1986). Jr. Brace. (1997).msn.cwla. (2000). race.org/wgbh/nova/first/brace. and the negotiation of family difference. http://www. 98-102. (2006). Chicago: University of Chicago Press. and difference (pp. http://ndas.purdue. J. All-American. and a possible humanity.accessmylibrary. (Ed.org/include/pdf/InterntlAdoption_Final_IB. 21–37). 2009 from: http://www. K.Nation of Immigrants 18 References Abizadeh. K.com/coms2/summary_0286-31331749_ITM . CWLA Fact Sheet and Relevant Research: Children of Color at a Glance. Nashville. 67(3). Journal of School Health. Gates.cwla. The National Data Analysis System Brief: International Adoption: Trends and Issues. 2004.org/research_info/specialtopic1a. Race. D. L. Appiah. A.msnbc. writing.asp Huus. James. 23-34. L. In H. http://ndas. (2001). Coping with a new society: The unique psychosocial problems of immigrant youth. M. NOVA Online: Mystery of the First Americans.cla. Recognizing the transracial adoptee: adoption life stories and Chang-rae Lee's A Gesture Life. (2008).pbs. culture and growing up. 33(1). Adoptive parents grapple with race. M.com/id/4588066/ Jacobson. Women on the Pacific Rim. http://www.edu/waaw/jensen/WPR. with one foot in China. (2007).html Child Welfare League of America. international adoption. S. http://www.pdf Child Welfare League of America. Retrieved May 25. Culture keeping: White mothers. World Order. The uncompleted argument: Du Bois and the illusion of race. Jensen. The Society for the Study of the Multi-Ethnics Literature of the United States. (2004). (1997). (2008).). C. N. Does Race Exist? An antagonist's perspective. Ethnicity.html Jerng.

R. 22(3). 227–231. Fotonovela as a Research Tool in Image-Based Participatory Research with Immigrant Children. Kwong. & Chung. J. Nature of ethnicity. A. Feminist Studies. http://ndas. E. I. Lee.shtml Lee. H.. National Data Analysis System.palomar. . 1023-1066. M.Nation of Immigrants 19 Kirova. H. http://ejournals. Cultural socialization in families with internationally adopted children.htm Shiao. 260-268. (1996).ca/index. (2001). demographics. L. Hellerstedt. http://tixe. 571580. 2009 from http://anthro. 113(4). 35-57. Cultural factors influencing the mental health of Asian Americans. (2003).cwla.munatseng.ualberta. R. Kirova. E. H.j-3. "Bad Women": Asian American visual artists Hanh Thi Pham.. (2007). 176(4). M. Korean Adoptees and the Social Context of Ethnic Exploration. Grotevant. Retrieved http://www. Kramer. A. Gunnar. (2006). Retrieved June 3. K.. D.htm Patel. A.org/include/pdf/InterntlAdoption_Final_IB.org/index.asian-nation. Childhood Education. D. d. C. J. 7(2)..php/IJQM/article/viewFile/1475/1360 Kim. 573-602. Western Journal of Medicine. E. (2006).edu/ethnicity/ethnic_2. (2002). Improbable pilgrim: The photographs of Tseng Kwong Chi. Loneliness in immigrant children: Implications for classroom practice. M. & Emme.pdf O’Neill. 77(5). Artist’s statement. H. Asian-Nation: Asian American history. (2008).org/tsengkwongchi. (n. A. (2008). 20(4)..).org/archive/exhibits/2003-11-04_avanipatel/ Schlegel.. Hung Liu. & Tuan. Le. American Journal of Sociology. (2009).library. and issues. L. M. N. and Yong Soon Min. Journal of Family Psychology. W. http://www.. International Journal of Qualitative Methods. International Adoption: Trends and Issues..

kjJXJ5MPIwE/b. A. J. G. Yngvesson. Bowling Green. Article draft to be published in the University of Louisville Law Review. B-69. S. (2006).centerforpubliceducation. (2006). 2009 from http://works. There’s more to being Chinese in America than Chop Suey: Narrative drawing as criticism in Oakland Chinatown. http://www.bepress. (Eds. United States Census Bureau. Wong. 690-702.urban.ABC7/Schoo l_demographics_What_is_the_racial_and_ethnic_makeup_of_our_schools. loss of bearings. D.org/site/c.: Bowling Green Press. The Urban Institute Series B. & Shin. (1998). "Race" and the construction of human identity. (2006). (2003). Children of immigrants: Facts and figures. J. B. MA. http://darkwing. L. C.pdf Trenka. Oparah.pdf The Center for Public Education.3523701/k. The economic reality of nonresident mothers and their children. Child Laundering and the Hague Convention on Intercountry Adoption: The Future and Past of Intercountry Adoption. American Anthropologist.com/david_smolin/7/ Sousa. Smolin. F.Nation of Immigrants 20 Smedley. (2010). Y. In K.. E.). Blandy. http://www.org/UploadedPDF/311342_B-69.. and the mythology of roots. No.uoregon.edu/~adoption/archive/Census2000AC.& Sorensen. School demographics: What is the racial and ethnic makeup of our schools? http://www.htm The Urban Institute. OH. Cambridge. May 2006. (2007). J.pdf). (2000).urban. "Going home”: Adoption. Retrieved June 3. . Outsiders within: Writing on transracial adoption. Congdon & D. (1991). Pluralistic approaches to art criticism. 100(3).: South End Press.org/UploadedPDF/900955_Children_of_Immigrants.

Nation of Immigrants 21 Social Text. 21(1). . 7-27.

Sign up to vote on this title
UsefulNot useful