These essays argue that recentring Asia necessitates a revision not only of notions of Asia but also of the centre itself. On the one hand, recentring Asia asserts the centrality of overlooked Asian histories, encounters and identities to world history, culture and geopolitics. On the other hand, recentring provides a way to address and rethink the concept of the centre, a term critical to Asian Studies, area studies and, more broadly, to the study of globalization, postcolonialism, diaspora, modernism and modernity. Drawing on new approaches in these fields,
Recentring Asia asks the reader to rethink the centre not as a single site towards which all is oriented, but as a zone of encounter, exchange and contestation.
This chapter reports findings from a larger Noyce study on the internship experiences that supported STEM undergraduate students’ transition to elementary teaching at a public university in the Rocky Mountain region—a rural, high-need context. The central research question addressed in this chapter is how can pre-professional mentoring and Noyce internship programs be used to support STEM majors to become equity-minded STEM educators? An underlying assumption embedded in this question is that teachers who espouse equity as a guiding principle for teaching will be more committed to teaching in high-need contexts, a requirement for participation in the Noyce scholarship program. This chapter reports on training experiences provided to Noyce scholars at various stages of commitment to the two- to three-year program. The identity development of a mentor and three interns were explicated as a cross-case study of this Noyce scholars’ program. The patterns of support that improved self-efficacy and cultivated equitable STEM teacher identity development may be used as a model for STEM teacher preparation programs in other high-need communities.