ABSTRACT
The task of writing a chapter on Asian Americans and education is a daunting one given the complex sociocultural histories and geopolitical arrangements within and across ethno-racial groups in the United States. Consequently, our objective is not to provide an exhaustive review of the literature, but to highlight the importance of an historical and contextually informed understanding of educational research centering Asian Americans and raise important questions for the problem of knowing and knowledge production. In highlighting the historical and contextual, we hope to uncover the socially constructed and arguably dangerous nature of the images of Asian America as one of two dual identities: model minority and forever foreigner. Second, our review of the relevant literature suggests three knowledge arenas that create both challenges and opportunities for those engaged in the pursuit of understanding Asian American experiences in U.S. schools. Broadly, we speak to (a) a limited extant body of knowledge, (b) control of knowledge and knowledge for control, and (c) a predisposition toward discursive forms of knowing. Finally, we draw out implications for leadership and leadership practices.
