Everyday epistemic refusals: towards Asian American elsewheres

This article explores the everyday epistemic refusals of Asian American educational leaders. It draws on three qualitative case studies to elucidate the ways in which Asian American leaders disinvest from certain norms and relations that legitimate and maintain power structures. The article significantly contributes to a conception of epistemic refusal in education by attending to the micro-moments where educators reject, reframe, and refocus hegemonic narratives. Ultimately, it suggests that the epistemic refusals of Asian American leaders provide a glimpse into aspirational elsewheres of Asian American education.