BY THE OPTIMIST DAILY EDITORIAL TEAM

California launched the nation’s first Southeast Asian Studies Model Curriculum, allowing students to learn about the rich histories and accomplishments of Hmong, Vietnamese, and Cambodian Americans. While the lessons are not required, K-12 instructors throughout the state now have access to a vast database of lesson plans that explore the nuances of refugee experiences and cultural resilience.

“It’s really important to center the people who experienced those histories and cultures,” says Marika Manos, history and social sciences manager for the Orange County Department of Education.

This program, the first of its kind in the country, has already sparked interest among educators, intellectuals, and community members.

A missing chapter: addressing gaps in history education

For many Southeast Asian Americans, the traditional history curriculum in schools has been a glaring omission. Stories about war and genocide frequently dominate the narrative, obscuring refugee populations’ larger cultural legacy and resilience.

Savannah Thy, a Cambodian American student, recalls that the only thing she ever learned about Cambodia was the Khmer Rouge. “There’s so much more to our culture than just that piece of history.”

The new curriculum addresses this imbalance by including stories of refugees’ journeys, the struggles they faced in rebuilding their lives, and the thriving communities they created in the U.S.

Khatharya Um, a professor of ethnic studies at UC Berkeley, emphasizes the importance of this context. “Most Americans have little understanding of … how the refugee community came to be formed in the U.S.,” she explains, highlighting the deep connection between U.S. foreign policy and the displacement of Southeast Asian populations.

Built by and for the community

One of the curriculum’s most distinguishing elements is its collaborative design. It is based on the lived experiences and voices of the Hmong, Vietnamese, and Cambodian Americans.

“The beauty of this project is that it’s built by the community and for the community,” says Tori Phu, a curriculum specialist with the Orange County Department of Education.

Phu, whose parents rarely discussed their experiences during the Vietnam War, thinks the teachings can transcend generational gaps. “As you’re going through the curriculum, you’re hearing stories that might be related to your uncle, your aunt, your mom, your dad, your grandpa,” she shares, her voice thick with emotion.

From the killing fields to classrooms: stories that resonate

The curriculum’s stories are relevant to children from many backgrounds, not only Southeast Asians.

“It’s not just for the Vietnamese students or students born from Vietnamese refugees,” according to Phu. “There’s a thread that can connect to other cultures too.”

For teachers like Tauheedah Graham, the curriculum has been eye-opening. Graham reflected on the initiative’s impact following a recent conference. “As an African American, I know that there’s my story,” she says. “Then I [listened to] stories of the Killing Fields… It just opens up the fact that we all have so much trauma.”

A curriculum for healing and bridging cultures

Beyond schooling, the curriculum provides opportunities for healing and understanding. For many Southeast Asian Americans, structural neglect and historical erasure have resulted in disadvantaged and misunderstood communities.

“When you’re not aware of different communities and what they’ve gone through, we’re also not getting federal dollars to fund different community initiatives,” explains Laura Ouk, a writer for the Cambodian American curriculum.

The lessons are a step toward rectifying this trend, exposing the hardships that Southeast Asian refugees confront while also applauding their perseverance.

Resilience in focus: a testament to Southeast Asian communities

Chia Vang, a history professor and vice-chancellor of inclusiveness at the University of Wisconsin-Milwaukee, believes the curriculum makes a significant message about the vitality of these communities.

“People never thought that we would survive in this country because we were from a more agrarian background,” Vang explains. “A curriculum like this is completely contradictory to these predictions. In fact, we have not only survived but really thrive to tell our own stories in this fashion.”

The initiative has already inspired other states. Wisconsin recently enacted legislation requiring Hmong American and Asian American studies in schools, indicating a potential nationwide ripple effect.

Looking ahead: a legacy for future generations

For students like Thy, the new curriculum is more than just a history lesson; it’s a connection to their roots. Thy embraced her culture while growing up and performed Cambodian classical dances with the Modern Apsara Company, but she understands that many others have not had the same opportunity.

“It’s very sad to see some kids my age not be able to talk to their grandparents because of the language barrier,” she laments.

Now, she hopes that younger generations, such as her infant cousin, will have access to similar stories at school. “I’ve been waiting for this to happen for a very long time,” she adds. “I’m just hoping that future generations will be able to know more about their culture.”