Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education.

Hsieh, Betina; Nguyen, Huong Tran

In this article, the authors push back against "unnatural invisibility" and stereotypes of Asian American women by introducing a culturally informed coalitional resistance framework. Drawing from elements of Community Cultural Wealth (CCW) and AsianCrit, we use the framework to discuss the evolving microaggressions we have faced in teacher education spaces and how we have survived through them. We examine marginalizing experiences each of us has faced along multiple axes of oppression across our careers, the forms of resistance we could (or chose not to) enact in specific contexts and moments, and how, through coalitional resistance, we are reclaiming our collective right to thrive and be recognized for our contributions as teacher educators. We conclude by offering implications of coalitional resistance for fellow teacher educators of color and those who wish to support them.

TEACHER educators; TEACHER education; MICROAGGRESSIONS; OPPRESSION; GROUP rights; AMERICAN women

Journal of Teacher Education, 2021, Vol 72, Issue 3, p355

0022-4871

Academic Journal

10.1177/0022487120960371