U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that...

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Bibliographic Details
Published in:Journal of teacher education 2021-03, Vol.72 (2), p.209-222
Main Author: Chávez-Moreno, Laura C.
Format: Article
Language:English
Subjects:
Acculturation
Advantaged
Critical Theory
Educational Experience
Emigration and immigration
English (Second Language)
Foreign Policy
Immigrant students
Immigrants
Imperialism
Intercultural education
Methods
Mexican Americans
Multicultural Education
Multiculturalism
Noncitizens
Pedagogy
Power Structure
Second Language Learning
Social aspects
Social Justice
Teacher centers
Teacher education
Teacher Education Programs
Teacher Improvement
Teachers
Teaching Methods
Training
United States History
White supremacy movements
Whites
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Summary:U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremacy. Next, she relates her own immigrant counternarrative to expose masternarratives that operate against immigrants. By sharing her journey toward understanding imperialism and her own positionality, she also contributes an immigrant perspective to the field. Third, the author introduces the concept of imperial privilege, inviting the field to recognize and challenge masternarratives. The author concludes by inviting readers to historicize U.S. imperialism in their research and practice, and thus embrace more humanizing narratives. While the argument focuses on the United States, it also applies broadly to other high-income imperialist countries.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487120919928