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ERIC Number: EJ1263528
Record Type: Journal
Publication Date: 2020
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0013-1849
EISSN: N/A
Kuv Yog Hmoob (I Am Hmong)
Thao, Ger
Educational Perspectives, v52 n1 p42-48 2020
The Hmong people are an ethnic group from Southeast Asia. Hmong Americans came to this country as refugees from Laos. Serving as the fabric of the Hmong community, the "1.5 generation" is the unique generation of those born in Laos or Thai refugee camps and transported to America in their childhood. They represent the link between their parents, who lived through the war and are fluent in Hmong, and their children or younger family members, who were born in America and are fluent in English. They successfully made the transition from immigrants to active citizens. They are the community advocates that are trying to bridge the Hmong communities they live in with the mainstream. This generation are the mentors and role models that pave the way for future and younger generations of Hmong Americans to follow. Ger Thao is of the 1.5 generation and and presents her story herein. As a doctoral student and educator who strives to teach and engage in anti-bias, multicultural/multilingual, and social justice education, she uses the Teaching Tolerance (Southern Poverty Law Center, 1991) Social Justice Standards as a framework to walk the reader through her journey from immigrant to scholar. The standards are divided into four domains: Identity, Diversity, Justice, and Action. These are based on Louise Derman-Sparks' (Derman-Sparks, Edwards, & NAEYC, 2010) four goals for anti-bias education in early childhood: Identity, Diversity, Justice, and Activism.
College of Education, University of Hawaii at Manoa. Wist Annex 2 Room 131, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-8002; e-mail: coe@hawaii.edu; Web site: https://coe.hawaii.edu/research/coe-publications-reports
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A