American Counter-Stories and Complicity (under formal contract with
Information Age Publishers); Edited by Nicholas D. Hartlep, Ph.D.
(Illinois State University) and Brad J. Porfilio (Lewis University)
The purpose of this edited volume is to highlight compelling
counter-stories (Solórzano & Yosso, 2002) and innovative cultural work
generated by the organic intellectuals who study how this social
phenomenon impacts day-to-day developments across contexts in the
United States and across the globe. The vast majority of studies on
the model minority stereotype in education have not done an adequate
job at pushing back against the myth. Moreover, the majority of the
writings on the model minority stereotype deal with the “concept” of
the myth rather than the “consequences” of the myth (e.g., suicide,
violence, psychopathological difficulties, etc.). In order to
elucidate the insights, practices, and pedagogies surrounding the
model minority stereotype, this book will be highly original. We
recognize three important publications recently published that broaden
our readers’ understanding of the model minority stereotype (Hartlep,
In-Press-a; Lee, 2002; Sakamoto, Takei, & Woo, 2012), and will
encourage chapter contributors to think “outside the box” when
developing their chapters.
This edited volume highlights the model minority stereotype by moving
past current paradigms of heterogeneity of the Asian American
population, bimodal distribution, interdisciplinary approaches, and
disaggregation (e.g., see Li & Wang, 2008). We are not aware of any
comprehensive attempt within the field of education in general and the
subfield of Asian American Studies inparticular that engages how the
model minority can be used to critique asymmetrical relationships both
within and beyond educational institutions. Therefore, each chapter
will not only demystify the model minority stereotype but willalso
advocate better understanding in order to resist how the myth
maintains oppression in society and schools.
This collaborative project is of importance to scholars,
practitioners, researchers, practicing teachers, and youth who are
interested in social justice education. Furthermore, this volume will
make a significant contribution to the current fields of multicultural
education, religious/spiritual education, and Asian American Studies.
Finally, this project will highlight cutting edge paradigms related to
the sociology of the model minority stereotype. This work is
incredibly important.
Book’s Structure:
We will include approximately 12-15 chapters of approximately
6000-8000 words each, plus an introduction, a preface and afterword,
biographies, and an index.
Part I. These chapters (1-5) entail an exploration of the model
minority stereotype through counter-stories.
Part II. These chapters (6-10) explore how the model minority is a
transnational phenomenon, despite it being ubiquitous with the United
States of America.
Part III. These chapters (11-15) involve examples of Asian American
complicity in perpetuating the model minority stereotype.
Audience:
The general audience includes students and educators of: (1)
education, sociology, political science, cultural studies; (2) Asian
American Studies; and (3) interdisciplinary studies. We also expect
the book to draw interest from community practitioners, policymakers,
and those concerned with central themes of cultural production, social
justice, race, and education. It should be noted that this volume is
not only interdisciplinary but also international in scope: The model
minority stereotype has been widely written about in the United
States, including Canada, but as well as in New Zealand (Chung &
Walkey, 1988; Hannis, 2009; Ip & Pang, 2005), China (Fang, 2008,
2009a, 2009b, 2010a, 2010b), and Korea (Ha, 2011). Thus, it is our
expectation that contributing chapter authors will share this volume
with their respective networks, classrooms, and communities.
Here are possible chapters that may be included in Killing the Model
Minority Stereotype: Asian American Counter-stories and Complicity. We
are interested in chapters that will…
* Unveil how the model minority stereotype is employed by the dominant
powerbrokers to increase their wealth and power, while simultaneously
oppressing minoritized groups across the globe (e.g., see Sakamoto,
Takei, & Woo, 2012);
* Capture how the model minority stereotype impacts social dynamics;
* Help to de-reify false myths (e.g., meritocracy, bootstrap, and
openness of social and economic institutions) that block the public
from understanding why the model minority stereotype is oppressive to
people of color;
* Provide new research paradigms to help capture more fully the breath
of identities occupied by Asian Americans; and
* Detail concrete forms of resistance generated by Asian Americans for
the purposes of highlighting how the model minority perpetuates
injustice.
------------------------------
Interested students, scholars, researchers, educators, activists and
community practitioners should email the editors at
nicholashartlep@gmail.com and Porfilio16@aol.com by June 15, 2013 with
the following:
1) Names, positions, mailing addresses, fax and phone numbers, and
e-mail addresses of authors;
2) Title of proposed chapter;
3) Description, of no more than 300 words, of chapter, including type
of research, approach, context, connection to the book, and other
pertinent information;
4) Biographies of authors of no more than 200 words;
5) Acknowledgement of the requirement to formulate five questions for
reflection at the end of the chapter.
Nicholas D. Hartlep, Ph.D.
Assistant Professor
Dept. of Educational Administration and Foundations
Illinois State University
Campus Box 5900
Normal, IL 61790-5900
Brad J. Porfilio
Assistant Professor
Dept. of Educational Leadership
Lewis University
One University Parkway
Romeoville, IL 60446
Works Referenced
Chung, R. C., & Walkey, F. H. (1988). From Undesirable Immigrant to
Model Minority: The Success Story of Chinese in New Zealand.
Immigrants & Minorities, 7(3), 308-313.
Fang, G. (2008). What it Means to Be a Model Minority: Voices of
Ethnic Koreans in Northeast China. Asian Ethnicity, 9(1), 55-67.
Fang, G. (2009a). Challenges of Discourses on “Model Minority” and
“South Korean Wind” for Ethnic Koreans’ Schooling in Northeast China.
Diaspora, Indigenous, and Minority Education, 3(2), 119-130.
Fang, G. (2009b). Model Minority, Self-Perception and Schooling:
Multiple Voices of Korean Students in China. Asia Pacific Journal of
Education, 29(1), 17-27.
Fang, G. (2009b). Researching Korean Children’s Schooling Experience
Behind the Model Minority Stereotype in China: An Ethnographic
Approach. In C. Kwok-Bun, K. S. Agnes, C. Yin-Wah, & C. Wai-Wan
(Eds.), Social Stratification in Chinese Societies (pp. 225-245).
Leiden, Netherlands: Brill.
Fang, G. (2010a). A Comparative Analysis of the Meaning of Model
Minority among Ethnic Koreans in China and the United States.
Comparative Education, 46(2), 207-222.
Fang, G. (2010b). Becoming a Model Minority: Schooling Experiences of
Ethnic Koreans in China. Lanham, MD: Rowan & Littlefield.
Ha, J. (2011, Winter). A Striking Similarity: The Stereotyping of
Asian Americans in the US.
Media and the Stereotyping of Foreigners in the Korean Media.
Situations: Cultural Studies in the Asian Context, 5, 102-107.
Hannis, G. (2009). From Yellow Peril to Model Minority? A Comparative
Analysis of a Newspaper’s Depiction of the Chinese in New Zealand at
the 20th and 21st Centuries. Asia Pacific Media Educator, 19, 85-98.
Hartlep, N. D. (In-Press-a). Black Mormonism as an Example of Model
Minority Discourse. In M. Brooks & Arnold (Eds.), Critical
Perspectives on Spirituality, Religion, and African American
Education. Charlotte, NC: Information Age Publishing.
Hartlep, N. D. (In-Press-b). The Model Minority Stereotype:
Demystifying Asian American
Success. Charlotte, NC: Information Age Publishing.
Ip, M., & Pang, D. (2005). New Zealand Chinese Identity: Sojourners,
Model Minority and Multiple Identities. In M. Ip & D. Pang (Eds.), New
Zealand Identities: Departures and Destinations (pp. 174-190).
Victoria, New Zealand: Victoria University Press.
Kim, C. J. (1999). The Racial Triangulation of Asian Americans.
Politics & Society, 27(1), 105- 138.
Lee, J. K. (2002). Where the Talented Tenth Meets the Model Minority:
The Price of Privilege in “Philadelphia Fire” and Lee’s “Native
Speaker.” NOVEL: A Forum on Ficution, 35(2/3), 231-257.
Lee, S. J. (2009). Unraveling the “Model Minority” Stereotype:
Listening to Asian American Youth (2nd ed.). New York, NY: Teachers
College Press.
Li, G., & Wang, L. (Eds.) (2008). Model Minority Myth Revisited: An
Interdisciplinary Approach to Demystifying Asian American Educational
Experiences. Charlotte, NC: Information Age Publishing.
Petersen, W. (1966, January 6). Success Story: Japanese American
Style. New York: Times Magazine, 20-21, 33, 36, 38, 40.
Sakamoto, A., Takei, I., & Woo, H. (2012). The Myth of the Model
Minority Myth. Sociological Spectrum, 32(4), 309-321.
Solórzano, D., & Yosso, T. J. (2002). Critical Race Methodology:
Counter-Storytelling as an Analytical Framework for Education
Research. Qualitative Inquiry, 8(1), 23-44
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