ABSTRACT
My narrative delineates the transformative process of an art educator from an oppressed scholar who regurgitated Eurocentric and White art education theories as orthodox knowledge to a critical art education scholar who challenge and problematize dominant Western pedagogy. Specifically, I describe the three stages of my pedagogical development as a counternarrative from an international graduate student who was immersed in self-colonization, to early career art education professor who introduced ethnic minority visual culture into the art classroom and contributed to establish an NAEA issue group, Asian Art and Culture Interest Group, and finally critical Asian American art educator who develop Asian critical pedagogy (ACP) as a new lens to challenge White master pedagogy in the field of art education. My story ends with proposing six tenets of ACP, which is expected to strengthen the pedagogical identity of Asian American art educators and students.
