Tag Archive for: Education

On July 27, 2025, the 1882 Foundation hosted a “Talk Story” event at its Washington, D.C. office to discuss the curatorial process behind Generations: Stories of Asian Americans in Richmond, an exhibition that opened earlier that month at The Valentine museum in Richmond, Virginia. Approximately 20 people attended the exhibition’s opening reception online and in-person, reflecting strong community interest. The panel conversation featured Ting-Yi Oei (Education Director, 1882 Foundation), Meg Hughes (Director of Collections and Exhibitions, The Valentine), Rosario Igaras (Asian American Society of Central Virginia), and Dave Pearson (photographer for the exhibition). The panelists discussed how the exhibition was created collaboratively, without a traditional curator, and with heavy involvement from community members, making it both a grassroots and museum-level storytelling project.

The exhibit features 32 photographic portraits of Asian Americans in the Richmond area, each accompanied by a first-person narrative and a meaningful object representing family, heritage, or memory. Participants were recruited through community outreach efforts—particularly during the annual Asian American Celebration hosted by AASOCV—and were encouraged to share personal, multigenerational stories that might otherwise be overlooked. Objects featured in the portraits included a Korean hanbok gifted to a Korean American adoptee, a family calendar page marking a birth during the Chinese Communist takeover, and a chef’s cleaver used to represent culinary lineage and identity. Some portraits feature families spanning generations, while others portray individuals navigating personal journeys of cultural connection, migration, or belonging.

Pearson emphasized that although he was not traditionally a portrait photographer, his approach prioritized storytelling over formality, often working with participants to select meaningful settings and poses that reflected their lives. He described photo shoots as spontaneous and collaborative—often involving humor, creative location choices, and sensitivity to each subject’s comfort level. Hughes explained that the exhibit design intentionally allowed the portraits to speak to one another thematically, highlighting shared cultural objects like instruments, clothing, and heirlooms while revealing deeper patterns of adaptation, identity, and intergenerational memory.

The exhibition’s title, Generations, reflects both the presence of multiple age groups and the idea of cultural transmission over time. Stories of resilience, immigration, adaptation, and reclaiming identity echoed throughout the discussion. Rosario noted the significance of representing diverse national origins—including Filipino, Korean, Chinese, and Vietnamese Americans—and how the exhibition fostered pride, visibility, and emotional connection within the Richmond Asian American community. Panelists also discussed design elements, including a logo by Korean American designer Emily Park, and the inclusion of maps and data visualizations contextualizing demographic growth in Richmond’s Asian American population since 2000.

Looking ahead, the panelists expressed enthusiasm for the exhibition’s future. In addition to running at The Valentine through Memorial Day 2026, it will be transformed into a digital exhibition to broaden access and longevity. Plans are underway for related public programming focused on intergenerational storytelling, school visits, and potential future iterations of the exhibition in other cities. The event closed with a thoughtful Q&A session, during which audience members asked about multigenerational representation, favorite portraits, the photography selection process, and the potential for touring the exhibit beyond Richmond. Panelists emphasized that community storytelling is both a tool for belonging and a source of joy—and affirmed that Generations is ultimately an invitation to listen, reflect, and celebrate shared humanity.

Written by Sraavya Chintalapati, 2025 Summer Intern, University of Texas, Austin ’24

On February 9, 2025, the 1882 Foundation continued its tradition of hosting monthly Talk Story series with a presentation on new lesson plans regarding Washington D.C.’s Chinatown. The presentation was led by the Foundation’s Education Director, Ting-Yi Oei, and there were about 20 people in attendance, in-person and via Zoom. 

These lesson plans stem from a series of videos made in conjunction with HumanitiesDC, filmmaker Penny Lee, and the 1882 Foundation, that focus on documenting the oral histories of people who grew up in D.C.’s Chinatown. The session began with a short “pop-quiz” to test the participants’ prior knowledge of Chinatown. Ting-Yi then launched into a mock lesson to imitate how these lesson plans could be implemented, guiding the audience through various activities, such as a roundtable discussion about childhood and memories and how that compares with the stories from Flashback. Having various generations in the audience allowed for an interesting discussion as to how communities have changed over time, mostly due to the rise of the internet. 

The Flashback: Chinatown DC series were shown to be used as a launching point to connect to several different topics in school curriculums, whether it be immigration, local history, community building, this catalog of oral histories gives space to learn more about the Asian American community while also keeping in line with state curriculum. This was the first introduction of the lesson plans to the public. Ting-Yi and the Foundation intend to spread these lesson plans as a resource for teachers in the DMV area. 

On December 4, 2024, 1882 hosted its Intern Talk Story project, a required assignment for every intern cohort. Interns present the work they have done during their internship, showcasing their individual contributions.

For Fall 2024, 1882 had four interns present their work. Anika Tsai, a student at Georgetown University, presented first. Anika completed a dual internship with 1882 and the U.S. Forest Service. Her project involved conducting interviews with Asian Americans to explore their perceptions of the label “Asian American” and its meaning to them. Focusing on conservation, Anika aimed to understand which places Gen Z Asian Americans believe should be preserved and how.

Next, Izzy Liu, Estella Ye, and Jenny Gong, three interns from the UCDC program, presented their work together. They interviewed Miao Yu, the new owner of JF Books in Dupont Circle, DC. Their presentation began with a brief history of Chinese exclusion laws in America, followed by an exploration of the types of businesses that originally founded DC’s Chinatown. They concluded with a six-minute interview with Miao, filmed and edited by Estella.

The event was attended by a total of 25 people, both online and in person. We would like to thank everyone who attended, and express our gratitude to the interns for their hard work over the past few months!

 

Summary
Mamie Tape Fights to go to School, written by Traci Huahn and illustrated by Michelle Jing Chan, takes readers through the journey of how access to education became a right to children in the United States, including Chinese children. Based on a true story, Mamie Tape was on her way to her first day at Spring Valley Primary School in San Francisco. An all-white school in their neighborhood. When they arrived on the steps of the school, the principal flat out denied them, claiming that their “kind” was not welcome. A strange concept for Mamie, as she played with the children in her neighborhood just like anyone else, but wasn’t allowed to learn with them? Though the neighborhood did have a school for Chinese students at some point, it was in the basement of a church and shut down by the time Mamie was old enough to attend. It was an effort to prevent the Chinese community from receiving an education, and therefore making roots in the United States. Mamie’s community fought with and for her though. With neighbors to tutor and play with her, Mamie barely skipped a beat while her lawyers fought for her right to do those things in a classroom with her peers.. After back and forths with courts, the California
Supreme Court finally decided that all children, including those of Chinese descent, have the right to attend school. But even with the Court’s decision and a mandatory vaccination from a non-Chinese doctor, the principal still denied Mamie admission. The school board opened a
school for Chinese children (again) across town and above a grocery store; a stark contrast to Spring Valley Primary School. Though this was not the ideal Mamie and her family had in mind, it was a win for the community and would later set precedents for other cases fighting to end segregated schools. On April 13, 1885, The Chinese Primary School opened and Mamie and her little brother Frank became the
first to attend. This school would later be renamed to the Oriental School in 1906 to encompass
the education of Korean and Japanese children until the abolishment of racially segregated schools in California in 1947.

Significance
The decision to educate Mamie to any degree was a shock to both American and Chinese cultures. On the one hand, the school physically and legally restricted access to education. On the other, Chinese culture (especially at the time) did not generally believe that women should be
educated. The decision made in Tape v. Hurley (1885) was one of the earliest steps in the Civil Rights Movement and directly challenging the public education system. Just a few years prior, in 1882, the Chinese Exclusion act was signed into law under the Arthur administration. This policy prohibited the immigration of Chinese laborers, restricted status to only those who were able to get certified by the Chinese government, and permanently prevented Chinese immigrants from becoming citizens. Tape v. Hurley would later be used in decisions for cases like Brown v. Board of Education (1954), another landmark case in working towards a desegregated society.

By Izzy Liu, Fall 2024 Intern

Join 1882 Foundation for the first installment of our traveling seminars. Seminars feature short documentary film screenings, expert speakers, discussions of key historical themes, and lesson plans for educators. The first session is geared towards teachers and the second session towards the general public (though all are welcome to attend either). The seminars will shed light on the Chinese American experience, what it means to be American, and why that story and that of all Asian Americans must be told.

FIRST SESSION: Recruited, Excluded, and (sort of) Included: the Asian American Experience seen through short films
Aug. 29, 12:30 to 3:30 PM
Arlington County Teachers Workshop
Arlington Traditional School
855 N. Edison St.
Arlington, VA 22206

Chinese came to America looking for “Gold Mountain” in the 1850s and then to build the Transcontinental Railroad. But in 1882 and for 60 years after, Chinese Americans and later all Asians were not allowed into the U.S. and denied citizenship if already here. Fitting into American life was especially difficult given this legacy of exclusion. Teachers will explore this history and view two contemporary short films. “Through Chinatown’s Eyes: April 1968” is about the Washington, DC riots following Martin Luther King’s assassination and its impact on Chinatown. “Finding Cleveland” follows a young Los Angeles man seeking his Chinese roots and unexpectedly finds himself tracing the path of his father and grandfather to Cleveland, Miss. in the heart of the Jim Crow south. A panel discussion will follow with filmmakers Lisa Mao and Larissa Lim and noted scholars Janelle Wong (University of Maryland) and Krystyn Moon (University of Mary Washington). Teachers will also receive lessons addressing the history of exclusion and issues of identity raised by the films.

Speakers/Panelists: Janelle Wong (U. of Maryland), Krystyn Moon (U. of Mary Washington), Larissa Lam (filmmaker of Finding Cleveland), Lisa Mao (filmmaker of Through Chinatown’s Eyes: April 1968)

SECOND SESSION: Recruited, Excluded, and (sort of) Included: the Asian American Experience seen through short films
Aug. 29, 7:00 to 9:00 PM
Open to the Community
Kenmore Middle School
200 S. Carlin Springs Rd.
Arlington, VA 22204

In the evening, we will be showing the same two films but with a different perspective: how do changing communities such as Arlington build on the strengths of their individual communities (Asian, Latino, Black, and White). The idea here is to for people to understand how important it is for all the communities to get to know each other and their history. Panelists include Samir Meghelli, (Curator, Smithsonian Anacostia Community Museum), Marya McQuirter (DC 1968 Project) and Larissa Lam

Again, the seminars will need to be tailored to each venue, but this may give you a few ideas. The films I would like to use in Norfolk are Finding Samuel Lowe and Finding Cleveland. “Finding Samuel Lowe” is longer – by Paula Madison runs 40 minutes but is excellent. We showed it in DC at our annual 1882 Symposium. It’s about three African American siblings, one of them Paula, who grew up in Harlem with their Chinese/Jamaican mother. They follow a trail to Jamaica, Toronto, and then to China to learn about their Chinese grandfather. At the critical juncture of venturing off to China, Paula’s husband asks her, “What do you expect? You know you’re Black?” She laughs and says, “I know I’m Black! I expect that because I am their family and they are my family, we’ll be family… I know that I am a Lowe, and they will want me as much as I want them.”


Our events are free and open to all. For questions, or to get involved, please contact Ting-Yi Oei at tyoei66@gmail.com.

 

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Meeting in Los Angeles over the course of two days, members of the Chinese American Citizens Alliance (CACA)  Education Committee drafted plans to produce a curriculum in 2017 around five key themes in Chinese American history.

  • Immigration
  • Building of the American Nation (Contributions)
    • Western expansion
    • Imperialism
  • 14th Amendment (Wong Kim Ark)
  • Civil rights – Exclusion laws
    • Women’s rights
    • Asian American movement of the 60’s
  • Culture and Identity

Recognizing that a lot of material exists already, the committee is setting its task to gather the best and most relevant lesson plans and resources to explain the unique role and contributions of Chinese Americans in American history.

Within each of the themes lie many stories of Chinese Americans. Currently the K-12 curriculum is lacking representation of Chinese American and Asian American experiences. Yet the national and state standards being taught can easily be addressed – and should be addressed – by introducing personal narratives, court cases, photos that shed light on the themes we’ve chosen.

The Chinese Exclusion Acts should be a focal point for making it clear that the U.S. has not always lived up to its ideals as represented in the Declaration of Independence and the Constitution. One of our goals is to make clear what the Acts were about and the legacy they left.

The Supreme Court case of Wong Kim Ark should be highlighted in any U.S. History curriculum as the landmark case that it is for determining birthright citizenship (14th Amendment) in this country, Similarly, the more complete story of immigration should include the lives of Chinese Americans: not just that they helped build the Transcontinental Railroad, but what did their work entail? How did they live? Could they have any kind of family life? From these kinds of questions one can learn more than just immigration. The discussion can now move forward to related questions about labor, women’s rights, and cultural change.

We are determined to find the places in the curriculum that need attention and give the Chinese American story a proper place in the history of the American nation. Please add your thoughts and ideas to the discussion

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