In 1975, after years of struggle, Communists seized control of the government of Laos. Members of the Mong culture who had helped the U.S. Central Intelligence Agency in their quest to halt the spread of Communism were forced to move to America as political refugees. The Mong, with their strong culture of oral traditions and beliefs, were plunged into a multicultural society where the written word was prevalent. As a result, their oral customs are now being slowly eroded and replaced with a written tradition. Desperate to hold on to their cultural identity and continue the traditions of their ancestors, the Mong still struggle with the dilemma this change in literary perception has caused. Compiled from numerous interviews, this volume explores the lives of 13 Mong elders. With emphasis on their unique oral tradition and cultural practices, the book discusses Mong rituals, tribal customs, religious beliefs and educational experiences. The main focus of the work, however, is the lifestyle the elders maintained while living in the mountains of Laos. In their own words, they describe their childhood, communities, religious rituals and cultural traditions as well as the ongoing struggle of adjustment to their new homeland. The work also delves into the Mong perceptions of industrialization and the generational conflict that immersion into a literate society has caused. The author himself is a member of the Mong culture and brings a personal perspective to preserving the oral traditions of this unique ethnicity. The work is also indexed.

Farmers in Laos, U.S. allies during the Vietnam War, refugees in Thailand, citizens of the Western world, the stories of the Hmong who now live in America have been told in detail through books and articles and oral histories over the past several decades. Like any immigrant group, members of the first generation may yearn for the past as they watch their children and grandchildren find their way in the dominant culture of their new home. For Hmong people born and educated in the United States, a definition of self often includes traditional practices and tight-knit family groups but also a distinctly Americanized point of view. How do Hmong Americans negotiate the expectations of these two very different cultures? This book contains a series of essays featuring a range of writing styles, leading scholars, educators, artists, and community activists who explore themes of history, culture, gender, class, family, and sexual orientation, weaving their own stories into depictions of a Hmong American community where people continue to develop complex identities that are collectively shared but deeply personal as they help to redefine the multicultural America of today.

The aim of this book is to sustain the Mong cultural practices. It is based on the roaring views of fifteen Mong traditional leaders about the oral and cultural practices of the Mong people in the U.S. Maintaining the cultural legacies of a group of indigenous people such as the Mong Americans is imperative since they have more than 5,000 years of cultural traditions. The cultural and oral practices of the Mong New Year celebration, marriage custom, and traditional funeral rituals have been challenged as a result of the Mong migration from China, often through other host countries, to the United States. The Mong traditional leaders have been the vocal voices that are influential in regard to maintaining the Mong traditional culture. Roars of Traditional Leaders discusses this leadership role, a key component of organization development and transformation, played by contemporary leaders in the challenge of sustaining the Mong's rich cultural traditions in America. Leaders will have to come together in the discussion of cultural practices and traditions in the century to come.

Written for educators of all grade levels, this book provides critical information about the educational needs of Cambodian, Chinese, Filipino, Hmong, Japanese, Korean, and Vietnamese-American students in U.S. public schools. Written by educators who have lived through many of the experiences discussed, the book is an intimate account, as well as a comprehensive scholarly survey of the seven major Asian-American groups. For each Asian-American group there are two chapters: one sociocultural and one linguistic. Each vividly documents the unique characteristics of each ethnic group and provides effective strategies to work with students and parents. Given the dearth of literature on the education of Asian immigrant students, this book can serve as an effective guide for teachers, teacher educators, school administrators, and support service providers, and help shape the educational programs, practices, and policies for the seven major Asian-American groups.