From Academic to Personal: Addressing Asianness in Ontario Education

Abstract

This study explored the complexities of Asian Canadian experiences in educational spaces. In particular, I considered how various stereotypes and discourses of Asianness contribute to an environment in which Asian students are rendered both privileged and marginalized, seen and unseen, supported and excluded. Current research on Asian Canadians reveals a limited understanding of the intricacies of Asian experiences in educational settings. Moreover, attention to the particular needs of this group is often not considered in policies designed to address racial and ethnic equity in schools. Using an autobiographical approach, I explored and analyzed four personal vignettes to gain perspective into my experience of racial stereotypes, prejudices, and discrimination. I framed this project using Asian Critical Theory to discuss how my identity developed as a female Chinese Canadian student and teacher in Ontario. I used these stories, alongside theory and literature, to interrogate the relevance, applicability, and utility of equity and inclusive practices in teaching. Throughout, I ask how the racialized discourses and stereotypes around Asianness inform my identity as an Asian Canadian.