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Through Our Eyes, Hear Our Voices is a virtual photovoice project that documents the impact of COVID-19 on Asian American and Pacific Islander (AAPI) communities. Quantitative studies on the disproportionate impact of COVID-19 are still emerging, but they do not reveal qualitative experiences of a racialized pandemic exacerbated by political leaders labeling it "China virus." As a qualitative participatory action research approach, photovoice is an ideal archival and pedagogical tool to capture the lived experience of AAPI communities. However, we had to adapt photovoice to a virtual research environment. We did so by adopting a variety of digital learning and information sharing platforms. In addition, we enlisted community-based organizations who are providing essential services for underrepresented communities to serve as research mentors for university student researchers. Finally, given the historic nature of the pandemic and the underrepresentation of AAPI experiences in mainstream archives, we emphasized the importance of students as co-producers of archival knowledge. [ABSTRACT FROM AUTHOR]

Proposals for Global Asias as an emerging field that "bridges" Asian studies and Asian American studies should attend to the residual debris of older understandings of global bridging work. This response explores two motifs for speculating about what bridging work in Global Asias could be: stars, as understood in terms of interimperial constellations, and sandbars, as a metaphor for more local, coalitional, and temporary aggregations. [ABSTRACT FROM AUTHOR]

As a Korean adoptee engaged in critical adoption studies research, my personal perspectives and academic pursuits are inherently intertwined. Because I come from an interdisciplinary Ethnic Studies background, the scholars and writers who influence and inform my work are diverse in their perspectives, disciplines, and methodologies. In my own research, I draw from the creative voices of transracial adoptee writers, frameworks of gendered colonialism, the interdisciplinary field of Asian American Studies, and the emerging scholarship of Korean adoption studies. My academic engagement with these bodies of research and wisdom has led to not only clarity in my own research, but has contributed to defining my sense of self as a transracial, transnational adoptee. [ABSTRACT FROM AUTHOR]

In this commentary, we put forth an Asian Americanist perspective on child development that frames, expands upon, and at times challenges the contextual, conceptual, and methodological ideas put forward by Kiang et al., Mistry et al., and Yoshikawa et al. (this volume). This Asian Americanist perspective draws upon scholarship in Asian American Studies and critical race theory to bridge the historical, conceptual, and methodological contributions of the three articles. We also aim to challenge current and future generations of scholars studying Asian American child development to look at Asian American youth and families as autonomous, self-determining agents who are capable of challenging, resisting, and affecting change in a racialized society. [ABSTRACT FROM AUTHOR]

The article explores the consequences of the absence of academic institutions for research and teaching on Asians in Canada by reframing the lack of Asian Canadian Studies as a problem of lateness. It defines lateness in two types, the first describes how academic institutions have been late to respond to the contemporary Canadian society, while the second derives from the critique of identity politics that defers any disclosure between identitarian categories and the communities to which they supposedly refer. It suggests that addressing the problem of lateness is critical to understanding the relationship between Asian Canadian Studies and Asian American Studies.

The article explores the internationalization of Asian American cultural criticism and its relevance on Asian Canadian studies. It cites two events, which took place in 1980's and 1990's, that can be used to discern how Asian American studies has taken an international turn. The first event involves the redefinition and reconstruction of Asian American studies by placing Asian Americans within the global context. While the second event involves the "East of California" movement that attempts to identify, critique, and intervene in the California-centric nature of scholarship and curricula for Asian American studies.

The author reflects on the status and conditions of Asian Americans in higher education and Asian American Studies. He mentions that Asian Americans are the most visible racial minority in the U.S. universities and colleges wherein they have experienced a bifurcated pattern of enrollment showing their socio-economic status, discrimination and others. Asian American Studies is an interdisciplinary study of the experiences of various Asian immigrants that arrived in the U.S. to meet the demands for low cost labor.

The author talks of his experiences teaching an Asian American history survey class for undergraduates at the University of Michigan. The teacher begins his classes with a discussion of the academic scene in the late 1960s. It was this period that sparked the beginning of Asian American studies under pressure by students and activists of the time. The author refuses to have his class on the list of recommended courses that would help students meet their "race and ethnicity" requirement as this would increase his class size with students "forced" to be there as opposed to those with an honest interest in the subject.