Post-Pandemic Solidarity Through Social Justice Pedagogy in America and Beyond: An AsianCrit Autoethnographic Account of Race, Justice, and Education

Post-Pandemic Solidarity Through Social Justice Pedagogy in America and Beyond: An AsianCrit Autoethnographic Account of Race, Justice, and Education

Australia’s colonial past and subsequent formation of a post/neo-colonial White nation has meant that racial-colonial logics are uniquely embedded in two well-defined but related intellectual and public dialogues – one around the cleavage between Indigenous and non-Indigenous peoples; the other around multiculturalism, cultural diversity and immigration policy (Curthoys, 2000). In the Australian education context, there is a growing body of Critical Race Theory (CRT) work that has been done to interrogate the political dimensions of inequity for Indigenous student populations (Ford, 2013; Vass, 2014, 2015); however, less progress has been made around the role of critical / social justice pedagogies in redressing these inequities, and even less progress has been made in terms of solidarity with Indigenous Australians from the perspective of other racial minorities. In light of this, in this essay I use Asian CRT (Iftikar & Museus, 2018) to present an autoethnographic account – which is “research, writing, story and method that connect the autobiographical and personal to the cultural, social and political… (and) feature concrete action, emotion, embodiment, self-consciousness, and introspection portrayed in dialogue, scenes, characterisation, and plot” (Ellis, 2004, p. xix) – of a migrant ‘Asian’ Australian high school teacher’s racial performativity and my attempts at seeking solidarity through social justice pedagogy centred around discussions of the COVID-19 pandemic and ‘Black Lives Matter’ movements within a series of White Australian high school classrooms.

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