This piece is inspired by the life of my mother, Yaj Mim Hawj, sister, Npib, and father, Npuag Looj. I have yet to tell them but this is my way of thanking them for showing me what it means to love my language. I also want to thank the teachers who’ve been a part of my kwv txhiaj learning journey: Mai Na M. Lee, Bounthavy Kiatoukaysy Thao, and Caroline Paaj Zaub Thao-Vue.
这篇文章的灵感来自于我的母亲Yaj Mim Hawj，妹妹Npib和父亲Npuag Looj的生活。我还没有告诉他们，但这是我感谢他们向我展示了什么是热爱我的语言的方式。我还要感谢在我的kwv txhiaj学习过程中一直参与其中的老师们:Mai Na M. Lee、Bounthavy Kiatoukaysy Thao和Caroline Paaj Zaub Thao- vue。
{"title":"“My Own Kwv Txhiaj: Reflecting on Self Learning of a Hmong Oral Tradition”","authors":"Chong A. Moua","doi":"10.7771/2153-8999.1301","DOIUrl":"https://doi.org/10.7771/2153-8999.1301","url":null,"abstract":"This piece is inspired by the life of my mother, Yaj Mim Hawj, sister, Npib, and father, Npuag Looj. I have yet to tell them but this is my way of thanking them for showing me what it means to love my language. I also want to thank the teachers who’ve been a part of my kwv txhiaj learning journey: Mai Na M. Lee, Bounthavy Kiatoukaysy Thao, and Caroline Paaj Zaub Thao-Vue.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Refugees are often depicted in studies and popular media as helpless and in need of rescuing. In the song “Hmoob Zaj,” which was released on YouTube in 2019, Hmong rapper Shong Lee humanizes Hmong refugee experiences by sharing a story that has been “secreted” (M. Vang, 2021, p. 10) by the U.S. government. Through the public archiving of this story on YouTube, Lee presents what Espiritu (2014) calls an “oppositional narrative” (p. 163) that speaks back to the empire. He asserts a critical stance to challenge the dominant narrative, validate the experiential knowledge of Hmong people, contribute to Hmong collective remembering, and co-construct a Hmong diasporic collectivity that looks to the future without forgetting the past. Specifically, “Hmoob Zaj” is a testimony that reveals U.S. injustices in Southeast Asia and positions Hmong people as legitimate producers of knowledge not confined to the boundaries of Western ideals. This type of knowledge is essential to transforming the schooling process by (a) providing an inclusive, humanizing, and just understanding of Hmong history and (b) revealing the way dominant perspectives and ideals distort Hmong realities in order to uphold existing power relations.
{"title":"Hmong Narratives as Testimony","authors":"Pa N. Vue","doi":"10.7771/2153-8999.1303","DOIUrl":"https://doi.org/10.7771/2153-8999.1303","url":null,"abstract":"Refugees are often depicted in studies and popular media as helpless and in need of rescuing. In the song “Hmoob Zaj,” which was released on YouTube in 2019, Hmong rapper Shong Lee humanizes Hmong refugee experiences by sharing a story that has been “secreted” (M. Vang, 2021, p. 10) by the U.S. government. Through the public archiving of this story on YouTube, Lee presents what Espiritu (2014) calls an “oppositional narrative” (p. 163) that speaks back to the empire. He asserts a critical stance to challenge the dominant narrative, validate the experiential knowledge of Hmong people, contribute to Hmong collective remembering, and co-construct a Hmong diasporic collectivity that looks to the future without forgetting the past. Specifically, “Hmoob Zaj” is a testimony that reveals U.S. injustices in Southeast Asia and positions Hmong people as legitimate producers of knowledge not confined to the boundaries of Western ideals. This type of knowledge is essential to transforming the schooling process by (a) providing an inclusive, humanizing, and just understanding of Hmong history and (b) revealing the way dominant perspectives and ideals distort Hmong realities in order to uphold existing power relations.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neoliberalism impacts the implementation of diversity in higher education, consequently this affects the place and meaning of diversity as it relates to Hmong students. Within the neoliberal university, diversity is increasingly co-opted to stand for institutional inclusivity and implemented to silence critiques about the academic industrial complex. I consider and examine the interplay between “neoliberal diversity” and Hmong students’ experiences at the University of California, Merced (UC Merced). I use critical refugee scholar Yên Lê Espiritu’s (2014) refugee framework and Indigenous scholar Glen Coulthard’s (2014) self-recognition model to examine the Hmong Student Association. The data for this study is from a larger project that involves historical analysis, archival research, and interviews. My preliminary findings suggest that Hmong students problematize UC Merced’s diversity. I argue that Hmong students’ presence and actions force an interrogation of “neoliberal diversity” at the neoliberal university and they redefine recognition for themselves by creating belonging and building community and solidarity through their actions. This article counters the deficit discourse of Hmong students in education studies in that it reveals Hmong students have agency in creating their own belonging and lived experiences on campus.
新自由主义影响了高等教育多样性的实施，从而影响了与苗族学生有关的多样性的地位和意义。在新自由主义大学里，多样性越来越多地被用来代表机构的包容性，并被用来压制对学术产业综合体的批评。我考虑和研究“新自由主义多样性”和苗族学生在加州大学默塞德分校(UC默塞德)的经历之间的相互作用。我使用关键的难民学者Yên Lê Espiritu(2014)的难民框架和土著学者Glen Coulthard(2014)的自我识别模型来研究苗族学生协会。本研究的数据来自一个更大的项目，包括历史分析、档案研究和访谈。我的初步调查结果表明，苗族学生对加州大学默塞德分校的多样性提出了质疑。我认为苗族学生的存在和行动迫使新自由主义大学对“新自由主义多样性”进行质疑，他们通过自己的行动创造归属感，建立社区和团结，重新定义了对自己的认可。本文对苗族学生在教育研究中的缺失话语进行了反击，揭示了苗族学生在创造自己的归属感和校园生活体验方面具有能动性。
{"title":"“Neoliberal Diversity” at the University of California, Merced: Hmong Students Creating Belonging and Building Community","authors":"May Kao Xiong","doi":"10.7771/2153-8999.1306","DOIUrl":"https://doi.org/10.7771/2153-8999.1306","url":null,"abstract":"Neoliberalism impacts the implementation of diversity in higher education, consequently this affects the place and meaning of diversity as it relates to Hmong students. Within the neoliberal university, diversity is increasingly co-opted to stand for institutional inclusivity and implemented to silence critiques about the academic industrial complex. I consider and examine the interplay between “neoliberal diversity” and Hmong students’ experiences at the University of California, Merced (UC Merced). I use critical refugee scholar Yên Lê Espiritu’s (2014) refugee framework and Indigenous scholar Glen Coulthard’s (2014) self-recognition model to examine the Hmong Student Association. The data for this study is from a larger project that involves historical analysis, archival research, and interviews. My preliminary findings suggest that Hmong students problematize UC Merced’s diversity. I argue that Hmong students’ presence and actions force an interrogation of “neoliberal diversity” at the neoliberal university and they redefine recognition for themselves by creating belonging and building community and solidarity through their actions. This article counters the deficit discourse of Hmong students in education studies in that it reveals Hmong students have agency in creating their own belonging and lived experiences on campus.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paj Xyeem reflects a time period when I was processing my educational experience. It expresses my emotions of being invisibilized—existing without being seen or heard—in U.S. academic spaces. This invisibility is the ways in which my belonging in intellectual spaces were challenged and denied. Paj Xyeem, which is translated to grade, captures moments when I was made invisible in classrooms that operated on White Supremacist ideology. In this writing, I highlight the problematic processes of classroom policies and teaching pedagogies that centered Whiteness. Additionally, this poem captures instances when I was given a majoritarian narrative (Solórzano & Yosso, 2002) to replace mine; my stories and lived experiences were deemed an outlier, making my knowledge less significant and therefore erasable. I trace how I relived the feelings of being made inferior and my fear of breaking the silence. Yet, I also pay attention to how I resisted being invisiblized. When I was afraid to speak, I spoke in silence through writing. The process of writing this poem entirely in Hmong was how I re-centered myself. I made myself visible by writing for me in my native language. Thus, Paj Xyeem is a byproduct of my fear and resistance.
{"title":"Paj Xyeem","authors":"Mao S. Lee","doi":"10.7771/2153-8999.1302","DOIUrl":"https://doi.org/10.7771/2153-8999.1302","url":null,"abstract":"Paj Xyeem reflects a time period when I was processing my educational experience. It expresses my emotions of being invisibilized—existing without being seen or heard—in U.S. academic spaces. This invisibility is the ways in which my belonging in intellectual spaces were challenged and denied. Paj Xyeem, which is translated to grade, captures moments when I was made invisible in classrooms that operated on White Supremacist ideology. In this writing, I highlight the problematic processes of classroom policies and teaching pedagogies that centered Whiteness. Additionally, this poem captures instances when I was given a majoritarian narrative (Solórzano & Yosso, 2002) to replace mine; my stories and lived experiences were deemed an outlier, making my knowledge less significant and therefore erasable. I trace how I relived the feelings of being made inferior and my fear of breaking the silence. Yet, I also pay attention to how I resisted being invisiblized. When I was afraid to speak, I spoke in silence through writing. The process of writing this poem entirely in Hmong was how I re-centered myself. I made myself visible by writing for me in my native language. Thus, Paj Xyeem is a byproduct of my fear and resistance.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the intersecting field of HMoob (Hmong/Mong) Studies/Hmong American Studies, Southeast Asian American Studies, and Education Studies grow, there is also an increased desire to learn, read, and produce scholarship by HMoob people. Throughout our graduate journeys and as early career scholars and educators at the intersections of Critical HMoob Studies and Education Studies, we—Choua and Kaozong—have yearned for scholarship on HMoob that is not just about representation but includes research that recognizes HMoob strengths and assets. Specifically, we craved scholarly knowledge that employed HMoob assets to interrogate racist, colonial discourses and decenter whiteness. This special issue centers HMoob (Hmong/Mong) epistemologies and ontologies in HMoob American education research to produce “new narratives and imaginaries” (Vue & Mouavangsou, 2021, p. 273). We aim to provide empirical, theoretical, epistemological, ontological, and methodological HMoob-centered approaches in scholarship and curriculum building. While there are existing scholarships that aim to understand and advocate for HMoob American education, we call for a critical analysis of this genealogy. HMoob scholarship, especially those that seek social justice change, should not be grounded nor should it produce deficit and/or damage-centered discourses on the communities it is advocating for.
{"title":"Toward HMoob-centered Inquiries: Reclaiming HMoob American Educational Scholarship and Curriculum","authors":"Choua P. Xiong, Kaozong N. Mouavangsou","doi":"10.7771/2153-8999.1300","DOIUrl":"https://doi.org/10.7771/2153-8999.1300","url":null,"abstract":"As the intersecting field of HMoob (Hmong/Mong) Studies/Hmong American Studies, Southeast Asian American Studies, and Education Studies grow, there is also an increased desire to learn, read, and produce scholarship by HMoob people. Throughout our graduate journeys and as early career scholars and educators at the intersections of Critical HMoob Studies and Education Studies, we—Choua and Kaozong—have yearned for scholarship on HMoob that is not just about representation but includes research that recognizes HMoob strengths and assets. Specifically, we craved scholarly knowledge that employed HMoob assets to interrogate racist, colonial discourses and decenter whiteness. This special issue centers HMoob (Hmong/Mong) epistemologies and ontologies in HMoob American education research to produce “new narratives and imaginaries” (Vue & Mouavangsou, 2021, p. 273). We aim to provide empirical, theoretical, epistemological, ontological, and methodological HMoob-centered approaches in scholarship and curriculum building. While there are existing scholarships that aim to understand and advocate for HMoob American education, we call for a critical analysis of this genealogy. HMoob scholarship, especially those that seek social justice change, should not be grounded nor should it produce deficit and/or damage-centered discourses on the communities it is advocating for.","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136236517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Johanna M. Tigert, P. Uy, A. A. Armstrong, F. Coston, Elias Nader
{"title":"“I’m here, I can help”: Supporting Southeast Asian American Community College Students","authors":"Johanna M. Tigert, P. Uy, A. A. Armstrong, F. Coston, Elias Nader","doi":"10.7771/2153-8999.1273","DOIUrl":"https://doi.org/10.7771/2153-8999.1273","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49571407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Transtrauma: Conceptualizing the Lived Experiences of Vietnamese American Youth","authors":"Khanh P Le","doi":"10.7771/2153-8999.1261","DOIUrl":"https://doi.org/10.7771/2153-8999.1261","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42989776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Notes to my Dad","authors":"Karen Vang","doi":"10.7771/2153-8999.1269","DOIUrl":"https://doi.org/10.7771/2153-8999.1269","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46660935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Afterparties Stories by Anthony Veasna So","authors":"Allan Zheng","doi":"10.7771/2153-8999.1280","DOIUrl":"https://doi.org/10.7771/2153-8999.1280","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46783989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reviews of The Shared Room and The Most Beautiful Thing","authors":"Bao Diep","doi":"10.7771/2153-8999.1281","DOIUrl":"https://doi.org/10.7771/2153-8999.1281","url":null,"abstract":"","PeriodicalId":36613,"journal":{"name":"Journal of Southeast Asian American Education and Advancement","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43254313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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