I found the section “Theme 6: Pathologizing Cultural Values/Communication Styles” particularly interesting because of the reference to graded verbal participation in educational settings. Over the years it definitely has come to my attention that the fixation is almost uniquely American, but I largely focused my critique on its inherently ableist nature; I never recognized it as a microaggression to individuals whose cultures may, as the reading says, “emphasize the value of silence.” It definitely makes you rethink classroom structures and the amount of conformity that is currently made necessary for success.

Re: “Racial Microaggressions and the Asian American Experience”

One thought on “Re: “Racial Microaggressions and the Asian American Experience”

  • August 29, 2019 at 6:57 am

    That part stood out to me as well. It reminded me in part of when I researched writing center methods for ELL students last semester, and a particular article pointed out that traditionally American pedagogical methods didn’t work as planned for Chinese graduate students on the West Coast, because they were more likely to expect the peer tutor to exercise a certain level of authority that shouldn’t be argued with.

    Those two case studies make me think both about the fact that cultural differences are overlooked in pedagogy in the first place, but even moreso, the fact that when they’re pointed out, they’re so often discussed in the context of people of non-American cultures being expected to adjust to them, rather than the idea that instructors have a responsibility to keep different cultural practices in mind.

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