Knowledge in movement: configuring Asian American studies in Asian classrooms

Hsiu chuan Lee*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

This article takes classrooms as crucial sites to explore the critical challenges and opportunities arising from Asian American studies’ relocation to Asia. Taking a cue from Erin Manning’s theory on “the minor gesture,” I conceive classroom dialogism as operating not as much to pass on inured thoughts as to generate “minor” forces that push knowledge into movement. Specifically, I argue that the confrontations and encounters of various nationalist, culturalist and imperialist perspectives—which usually contribute to the differences and difficulties of teaching Asian American studies in Asia—may be taken less as obstructions than as “minor” activators that push for renewed knowledge structures. Section one of this article reads selected teaching accounts to not only highlight the implications of Asian classrooms’ readings of Asian American texts in the power dynamics between Asia(s) and America(s), but also excavate from students’ readings and responses the habitual models of receiving Asian American studies in Asia. Section two then turns to my experience of teaching an undergraduate Asian American literature course in Taiwan to explore classrooms’ potential to usher in the time and space needed for opening habitual thinking paradigms into movement and variation. By mobilizing in classroom switches and exchanges between thinking positions and interpretive frames, I invoked from the documentary film Voices in the Clouds (2010) the intersecting life stories of Atayal, Han Taiwanese, Asian Americans and Americans to underscore the importance to think in terms of historical change and human movements.

原文英語
頁(從 - 到)72-87
頁數16
期刊Inter-Asia Cultural Studies
24
發行號1
DOIs
出版狀態已發佈 - 2023

ASJC Scopus subject areas

  • 文化學習

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