Center for Asian American Studies
Center for Asian American Studies

Asian American Studies Courses

AAS 301 • Intro To Asian Am Studies-Wb

32460 • Bhalodia, Aarti
Meets MWF 11:00AM-12:00PM • Internet; Synchronous
CD (also listed as AMS 315)
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This interdisciplinary course introduces students to core questions regarding the historic and contemporary experiences of Asian Americans. Students will critically engage key issues, theories and debates in Asian American Studies, while also learning to unpack “Asian American” as a concept that contains an evershifting multiplicity of peoples, histories and places.


AAS 310 • Gendering Asian America-Wb

32465 • Remoquillo, Andrea
Meets MWF 10:00AM-11:00AM • Internet; Synchronous
CDWr (also listed as AMS 311S)
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AAS 310 • Race, Deportation, Diaspora-Wb

32470 • Mena, Olivia
Meets MWF 12:00PM-1:00PM • Internet; Synchronous
CDGC (also listed as AFR 310, AMS 315, LAS 310)
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AAS 312 • Intro To Asian American Hist

32479 • Mehta, Mohit
Meets TTH 2:00PM-3:30PM GSB 2.124 • Hybrid/Blended
CD HI
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AAS 314 • Asian American Lit/Cul-Wb

32480 • Brozovsky, Erica
Meets TTH 11:00AM-12:30PM • Internet; Synchronous
CDWr
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AAS 320C • Contemp Asian American Novels

32485 • Schlund-Vials, Cathy
Meets MWF 12:00PM-1:00PM CBA 4.324 • Hybrid/Blended
(also listed as E 343T)
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E 343T  l  Contemporary Asian American Novels

 

Instructor:  Schlund-Vials, C.

Unique #:  36140

Semester:  Spring 2021

Cross-lists:  AAS 320C, 32485

 

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

 

Description:  In 2016, critic/author Viet Thanh Nguyen became the first Asian American recipient of the Pulitzer Prize for his debut novel, The Sympathizer, which the esteemed selection committee averred was a “layered immigrant tale told in the wry, confessional voice of a ‘man of two minds’ – and two countries, Vietnam and the United States.”  Despite the significance of Nguyen’s achievement as a representational  “literary first,” and notwithstanding his current position as a highly prominent U.S. author, it is this Pulitzer Prize committee’s characterization of The Sympathizer as a “layered immigrant tale” narrated by a protagonist of “two minds” which foregrounds a semester-long consideration of the past/present state and stakes of contemporary Asian American novels.

 

Accordingly, this in-depth examination of contemporary Asian American novels through aesthetic “layering” and transnational “two-mindedness” begins with Maxine Hong Kingston’s The Woman Warrior (1976) and concludes with Nguyen’s aforementioned The Sympathizer.  It likewise involves an engagement with a diverse array of post-1945 U.S. authors whose novels figure keenly in a now-established, recognizeable Asian American literary canon.  Consistent with Lisa Lowe’s evocative characterization of such production via “hybridity, multiplicity, and heterogeneity,” this course uses as both central schema and guiding frame the ways in which contemporary Asian American novels reflect and refract the diverse ethnicities, transnational histories, multi-sited movements, and global conflicts responsible for bringing Asian American authorship “into being.”

 

Texts:  Book-length works (all available as e-texts) include Maxine Hong Kingston’s The Woman Warrior, Chang-Rae Lee’s On Such a Full Sea, Celeste Ng’s Little Fires Everywhere, Ocean Vuong’s On Earth We’re Briefly Gorgeous, Julia Otsuka’s The Buddha in the Attic, Jessica Hagedorn’s Dream Jungle, Monique Truong’s Bitter in the Mouth, Gene Luen Yang’s American Born Chinese (graphic novel), and Samira Ahmed’s Internment.

 

This is a Rotation Hybrid section.  Students enrolled will be divided into groups and notified by the instructor which class days will take place in the physical classroom and which classes will occur online.

 

Requirements & Grading:  Participation in classroom discussion and  discussion board contributions (20%); Weekly Responses, 20%; Short Midterm Paper (4-6 pages), 30%; and Final Paper/Project (8-10 pages), 30%.


AAS 325L • Global Economies: Asia/US-Wb

32500 • Mays, Susan
Meets W 3:00PM-6:00PM • Internet; Synchronous
GC (also listed as ANS 361)
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In Spring of 2021, this course will focus on contemporary economic relations between the United States and Greater China (PRC, Hong Kong, Taiwan, and the Chinese diaspora) including interconnections and controversies.  The course will begin by exploring economic frameworks (e.g., state-led, market-led, mixed, etc.) and globalization.  Then, students will assess U.S.-Greater China linkages such as: trade, investment, supply chain integration, and technology transfer; global organizations and standards; non-profit cooperation, including educational exchanges; migration and the globalized work force; and the economic challenges and contributions of Asian Americans. Students will consider how these areas have evolved in the 21st century and how they affect families, organizations, industries, and policies.  By the end of the course, students will understand key intentions, disputes, and trajectories in U.S.-Greater China economic relations.


AAS 325M • Pol Econ Devel Postwar Kor-Wb

32505 • Oh, Youjeong
Meets TTH 9:30AM-11:00AM • Internet; Synchronous
GC (also listed as ANS 361C)
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This course will explore contemporary Korean society and culture during the post-Korean War period. By reading texts about compressed modernity, developmental state, social movements, gender politics, financial crisis and its aftermath, and globalization, this course will address the tensions between industrialization, nationalism, authoritarianism, democratization and neoliberalism in South Korea. At the same time, we will contemplate contemporary South Korea in the global context by exploring such topics as Cold War geopolitics, transnational migration and adoption, the globalization of Korean popular culture, and K-pop tourism. It is a reading- and discussion-extensive course.


AAS 330M • Reproductive Justice/Race

32515 • Rudrappa, Sharmila
Meets TTH 9:30AM-11:00AM GDC 1.304 • Hybrid/Blended
(also listed as SOC 335R, WGS 340)
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Description

Access to reproductive care is the most significant indicator of social inequality. The rights to have
children, or not, and parent are deeply stratified across societies. And childhood inequalities have
persistent, life-long health effects. In this course we will examine reproductive outcomes for women in
order to study social justice.

Reproductive justice is defined “as the human right to maintain personal bodily autonomy, have children, not have children, and parent the children we have in safe and sustainable communities.” Our working definition of reproduction justice for this course encompasses the processes of becoming pregnant and giving birth, the right to give birth to a child with disabilities, the right to prenatal care, neonatal care, and child care. Taking our cue from reproductive justice activists and scholars, our class readings and discussions will consider the complete physical and mental well-being of women, children, and their families which can potentially be achieved when they have the economic, social and political power, and resources to make healthy decisions about their sexuality, and reproduction.

Reproductive justice is not always achieved because resources are unevenly distributed, based on race, gender, sexuality, abilities/ disabilities, citizenship, and social class. As a result, developing and developed nations are racked with social inequality when it comes to reproductive matters.

From slavery, access to birth control, stratified reproduction, sex selective abortions, and new reproductive technologies, this course will focus on difficult topics; but, no answers will be provided. The expectation is that you will learn, and answer for yourself what you mean by reproductive justice, and how you think it can be achieved. My aim is that we will emerge at the end of the semester with an open mind regarding women’s and children’s health, and a more complicated understanding of what reproductive justice means. You will, hopefully, take the term reproductive justice into your own linguistic repertoire, and from there, attempt to make it a part of your worldview, and everyday life.

Readings

- Readings are on Canvas (marked with asterix), or online and accessible through our library
resources (links provided).
- Please purchase from Amazon.com Ritu Menon and Kamala Bashin’s Borders and Boundaries:
Women in India’s Partition. 1998 or 2000 version.

Course expectations and grading

Attendance Policy
Attendance will be taken every time we meet; you may miss up with 2 classes without affecting your
grade. After that, every class you miss drops your grade by ½ a grade, until you earn an F.

Participation: 5%
I encourage active participation in class. By participation I do not want you to monopolize discussion,
but make remarks that draw people into talking about the issues you want to discuss. Respectful
disagreement is an excellent way to learn.

Current events discussion: 5%
My hope is that you are up on current events, and read newspapers/ listen to the radio and otherwise
keep up with happenings around the world. Current news is filled with reproductive politics. As part of
your course grade please bring in news items (a photcopy/ print-out, or direct our attention to the suitable website) that are relevant to the course. We will start each day with a 5-10 minute discussion on current developments in reproductive justice matters not just in the U.S., but also in other parts of the world (in previous classes we talked about the Zika virus, the criminalization of miscarriage in Guatemala, etc).

Take home exams (two): 30% each
I encourage group work on exams. Please share notes, develop outlines together, and learn from each
other. However, each of you will write up your answers individually and turn in individuals exams.
Please indicate on your exams who you’ve worked with.

Life History: 30%
Please conduct one life history with an older person or a friend. Summarize the person’s thoughts, and
experiences. In the second section of your paper provide an introspection on your own reproductive
ideals for yourself. In the third section compare and contrast your thoughts to the person you’ve spoken with, and think through what might influence these differences. Up to 8 double spaced pages.


AAS 335 • Asian Amer Jurisprudence-Wb

32520 • Jin, Arnold
Meets TTH 12:30PM-2:00PM • Internet; Synchronous
CD (also listed as AMS 321, GOV 355M)
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AAS 377 • Capstone Seminar-Wb

32525 • Tang, Eric • Internet; Asynchronous
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Please contact the program coordinator for more information on registering for this course.


AAS 381 • Keywords: Racial Capitalism-Wb

32526 • Chhun, Lina
Meets M 1:00PM-4:00PM • Internet; Synchronous
(also listed as AMS 390, WGS 393)
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Migration is one of the most widespread of human experiences yet generates tremendous conflicts and contradictions in constructions of identities, communities, and inequalities of power.  Perhaps the chief systems of differentiation troubled by migration are those of racial categorizations and nation-state formations. This reading seminar guides graduate students to develop a vocabulary and conceptual understanding for migration studies and its interventions into nation-based conceptual frameworks through transnational, diasporic, critical race, and ethnic studies projects.

 

This course fulfills the core course requirement for the portfolio in Asian American Studies with completion of the syllabus assignment.

 

Assignments and Grade Distribution:

25 % Class participation and attendance

10 % Conducting class discussion

30 % Two 750-word book reviews

35 % Annotated bibliography or syllabus for “Introduction to Asian American History” course

 

Readings:  Excerpts from Aihwa Ong, Melissa Brown, Mae Ngai, Adam McKeown, Philip Kuhn, Wang Gungwu, Renato Rosaldo, Glick-Schiller et al, Arjun Appadurai, Roger Rouse,

 

Natalia Molina, How Race is Made in America (UC 2014)

Erika Lee, At America’s Gates (UNC 2002)

Eiichiro Azuma, Between Two Empires (Oxford 2001)

Bald et al ed., The Sun Never Sets (NYU 2012)