1. What do you know and what have you learned about Asian Canadian contributions and challenges facing Asian Canadians?
Prior to reading this article, there were already some things I knew about Asian Canadian contributions and challenges. I knew about the Canadian Pacific Railway and the Chinese Exclusion Act but most of this came through my own research. It was not a topic covered in my Canadian History courses as a student. A book I remember reading in elementary school that really opened my eyes to this time period in Canada was the historical fictional diary of Mei-Ling Chin, as part of the “Dear Canada” series. This novel sticks out in my mind because it was written from the perspective of a young girl around the age I was reading it, describing the events of the Chinese Head Tax and Exclusion Act.
2. How does new learning on Asian Canadians impact you as an educator?
Every bit of new learning on Asian Canadians always has an impact on me, both as an educator, and personally. As someone of this background, I recognize that a lot of what I learn is through my own individual research, not told to me by any one institution or through family. I think the emotional weight of having to learn about it alone and having few people I can speak to about it is something I always have to carry. It is important for me to carve out time to reflect on my biases, teaching practices, and consider how I am representing my students. My personal identity and how I relate (or don’t) to my culture is not necessarily how my students perceive the culture. Therefore, it is always crucial that I am not making assumptions, including their voices in my curriculum, and celebrating their achievements, as much as we are presenting the ongoing challenges.
3. Why is learning about Asian Canadians a complex and on-going task?
Learning about Asian Canadians is a complex and on-going task because I think many of us experienced a curriculum where Asian Canadian contributions and challenges were either omitted or minimized. The research, curriculum development, and commitment falls on us to ensure this does not happen for the next generation. In doing so, we can provide a safe community space for our students, and perhaps seek to understand our own personal and cultural biases better.
Queen Street West, March 2024
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