Leveraging Identities and Bridging Communities: Counternarratives of Asian (American) Teachers in Urban Schools.

This study investigates how Asian (American) teachers in urban schools serving predominantly Black and Latinx students navigate their racial identities and incorporate their experiences into teaching practices. Using the Asian Critical Theory (AsianCrit) framework, the research reveals that these educators often experience alienation within a society where whiteness is normative, prompting them to integrate Asian (American) cultures into their pedagogy to increase visibility and foster solidarity with students and families of color. Participants leverage shared experiences of racialization and marginalization to create culturally responsive learning environments that affirm students’ identities and promote cross-racial coalitional praxis. The study highlights the need for teacher education and policy to support Asian (American) teachers in critically engaging with their racial identities and advancing educational equity in diverse urban contexts.