Week 2
In Kaozong
Mouavangsou’s Miseducation of the Hmong,
she talks about how the United States education system impacts Hmong students
and their communities. Like many other ethnic communities, the Hmong
communities recognizes that the path to success and financial security is
through education. However, as Kaozong Mouavangsou goes on to state, this
belief creates a divide within the Hmong community and as well as spaces of
divisions within the community (Mouavangsou, 2016). Being a person of Hmong
descent I agree with what Kaozong Mouavangsou states because even within my
Hmong community in my high school, there was a divide within our community. The
division was between those Hmong students who were more academically successful
than the other Hmong students who didn’t perform as well. Similarly to Kaozong
Mouavangou’s participant Hue, I also felt alienated from the Hmong community at
my high school due to how well I was doing in high school. Also similar to Hue,
after graduation, I lost touch with many of the Hmong students who attended my high
school. Hue’s experience and my experience goes to support Kaozong Mouavangsou’s
claim that the educational system that is meant to support the students can systematically
separate those students from their communities (Mouavangsou, 2016). Knowing how
the educational system can separate and detach Hmong students from their
culture, is it possible to expand this idea of the miseducation of the Hmong to
other cultures and ethnicities and if so, what might be some common threads students
can rally around in order to act as agents of social change to transform their
miseducation into their own education that takes into account of their
narratives and histories?
References
1. Mouavangsou, K. N. (2016). The Mis-Education of the Hmong in America (Doctoral dissertation, UNIVERSITY OF CALIFORNIA, DAVIS).
2. Ademuliyu Anthony. (2017, February 27) Miseducation, [Photograph] https://ynaija.com/opinion-miseducation-nigerians/
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