ABSTRACT

This text offers a hermeneutic phenomenological exploration of the lived experiences of Filipinx American teachers in U.S. schools, classrooms, and colleges.

By drawing on one-on-one dialogues, group discussion, and reflective writing, the text identifies racial, cultural, and linguistic barriers that members of this minority group have faced in their training and practice as educators. The text questions the underrepresentation of Filipinx Americans among U.S. teaching staff and identifies causes both within the Filipino community and via external factors, including the absence of Filipino culture in curricula, as well as a lack of peer support in the development of Asian American teacher identities. This timely volume highlights the need to expand diversity teacher education to create a more racially diverse and inclusive workforce.

Offering rich insight into the experiences of Filipinx American teachers, this volume will be of interest to students, scholars, and researchers drawn to studies of multicultural education, as well as teacher education.

1. Philosophic and Historical Foundations for the Study of Being a Filipinx American Teacher 2. Being Seen as a Filipinx American Teacher 3. The Absence of Filipinx American Teachers 4. Breaking the Silence as a Filipinx American Teacher 5. Revealing Pedagogical Insights: The Filipinx American Teacher Within – A Voice Emerging Outward