Asian War Children’s Literature in U.S. Preservice Teachers’ Learning: Disrupting American Exceptionalism Master Narrative

JANG Soo Bin

The Journal of Social Studies Education in Asia

[PISSN] 24341797

[NCID] AA12857878

This action research examines the pedagogical impact of challenging the narrative of American exceptionalism through children’s literature in a U.S. teacher-preparation program. It explores how American preservice teachers engage with the United States’ complex military history in Asia, a topic often underrepresented in educational curricula. Through a three-week unit titled “Unlearning American Exceptionalism,” preservice teachers analyzed Asian-war children’s literature, revealing cognitive and emotional dissonance with the ingrained national ethos. The study’s findings suggest a shift in the preservice teachers’ perspectives, from accepting to critically questioning historical narratives, emphasizing the need for empathetic engagement and ethical reflection in teaching. The process culminated in a final assignment in which participants shared their insights with the community, emphasizing the role of educators in fostering critical consciousness. This research underscores the importance of integrating difficult history and challenging dominant narratives within social studies education, advocating for a holistic pedagogical approach to prepare future educators for an interconnected world.

American exceptionalism

Asian War

Difficult history

eng

The International Social Studies Assosiation

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