• Why Asian Americans hate hearing “Where are you from?”

    This has been a good week for sometimes contentious but bracing conversations on Facebook. The latest one started when I posted a link to an excellent Forbes article by Ruchika Tulshyan titled “‘Where Are You From?’ And Other Big Networking Racial Faux Pas”

    The article raises the oft-aired complaint by Asian Americans that asking “Where are you from?” (sometimes linked to the even more irritating “You speak English so well…”) is a social, racial no-no.

    I certainly can’t argue with that. I’ve written plenty about this very topic. I once criticized Martha Stewart for pulling the “Where are you from?” card, and in the post also included the conversation from my book, “Being Japanese American” that so many Asian American are all too familiar with, which starts with “You speak English so well” and veers off into “where are you from?” territory.

    The Forbes piece quotes a South Asian news producer making a point that many Asian Americans should learn by heart and recite whenever we’re asked the question:

    “I’m American – just like our president is American, just like the actress, Mindy Kaling is American, just like Abraham Lincoln is American. I am also American. I think once people realize that being American doesn’t mean being white, then we can move the conversation forward and we can have a better dialogue about race.” says Shefali Kulkarni, digital producer at PRI’s The World.

    Tulshyan offers these suggestions for more appropriate ways to learn about someone’s ethnic heritage (I generally ask people “What’s your ethnic heritage?”):

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  • Norway government recognizes multicultural education advantages

    A mere 4.7% of teachers in primary schools are immigrants or born to immigrant parents, 2012 data from Statistics Norway shows. The new bi-Partite coalition intends to improve this teacher percentage.

    The figures also reveal 40% of the students have a mother tongue other than Norwegian or Sami.
    Joke Dewilde, at eastern Norway’s Hedmark University College teacher education faculty, states a higher number of bilingual teachers will be good for students, and good for Norway.

    “Norway is part of a global world and getting more teachers with a different background to a Norwegian one will be reflected in tuition. In turn, it will be easier for students from different backgrounds to find their place,” she told Aftenposten-run website osloby.no.

    Neither SSB nor the Ministry of Education have a list of teachers’ backgrounds, but the government intends to increase the proportion of teachers from minority groups.
    “We need talented people with diverse backgrounds in the teaching profession, and we want a teacher capable of reflecting society and students in the classroom. The school system currently has 11 per cent of pupils from immigrant backgrounds. This therefore makes intercultural competence important in schools,” said the Conservatives’ (H) Deputy Minister of Education, Birgitte Jordahl.

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