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This study examines how Southeast Asian American students develop their ethnoracial identities at an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) and a non-AANAPISI, and if there are differences between the two institutions. Drawing on interviews with 26 Southeast Asian American undergraduate students, I find that students use three outlets at both institutions to further develop their ethnoracial identities: 1) Asian American Studies or related courses, 2) ethnoracial student organizations, and 3) ethnoracial events. However, these outlets provided students with a different type of ethnoracial identity development – political ethnoracial identity or social ethnoracial identity. Those that did not participate in these outlets had a colorblind ethnoracial identity as they still acknowledged their ethnoracial identities but did not view race or racism as relevant. The AANAPISI designation did not matter in the parameters of this study, as there were no differences for students at both institutions. [ABSTRACT FROM AUTHOR]

This article highlights the little-known experiences and memories of Korean 'guestworker' nurses who 'twice migrated'; first moving to Germany and then migrating to the US in the 1960s and 1970s. Based on extended, repeat interviews with four former nurses, their stories underscore how little is known about this wave of Korean migrant women, specifically, and why they decided to migrate, where, and how. The findings highlight how these women were agents of their own mobility, seeing the opportunity to migrate to Germany as the means by which to acquire independence and autonomy as young women. Further, their stories showed how twice migration to the US was not always experienced as a positive and more advantageous destination, particularly for the women. Instead, it was presented as a choice that many were forced to make, often because it was seen to benefit their spouses or children. [ABSTRACT FROM AUTHOR]

If the rubric of the Global Anglophone has come to be largely synonymous with the postcolonial, a development that some commentators have viewed with concern and even alarm, this essay explores a certain politically aspirational potential in the catachrestic elisions this category might engender. For if postcolonial studies has always struggled with a certain exclusionism predicated on how the South Asian context has functioned as its paradigmatic example, then the category of the Global Anglophone might help the field shed its own version of provincialism and develop more expansive geographic and temporal understandings of empire. Drawing in part from the work of Roanne L. Kantor, which bridges South Asian and Latin American studies, this essay explores how this newly ascendant category might help bring the fields of postcolonial, Asian American, and East Asian studies into more explicit alliance. While first acknowledging the potential identitarian tensions that might emerge between Asian scholars hired under the rubric of the Global Anglophone and Asian American and/or Ethnic Studies respectively, this essay ultimately argues for a more coalitional awareness of how seemingly distinct strains and traditions of anticolonial and antiracist scholarship might be relationally articulated to one another. [ABSTRACT FROM AUTHOR]

Critical language awareness (CLA) encourages teachers and students to examine language as social practice and reflect on ideologies and power dynamics embedded within language use. In this article, the authors—both instructors in an Asian American Native American Pacific Islander Serving Institution (AANAPISI) federal grant project at a university in New York City—describe how we integrated a CLA framework to create an Asian American Studies class that uses culturally sustaining pedagogies to affirm student linguistic identities and demystify academic research practices. Specifically, we analyzed a project where we introduced the term linguistic landscapes (LL) and asked students to visit Asian American ethnic enclaves to examine linguistic signage. While implementations of CLA have been based in K-12 instruction, university writing courses, and teacher education courses, this paper presents a successful example of a project based in CLA used in credit-bearing university courses, specifically, in an Asian American Studies program. [ABSTRACT FROM AUTHOR]

This autoethnographic essay and curation of visual notes and illustrations sheds light on the transformative power of visual notetaking as Asian American art practice. I focus on the influence the field of Asian American studies has had on my life in developing my critical consciousness and the way in which my activist practice remains grounded in sharing Asian American stories through creative forms of Asian American literature such as visual notes. [ABSTRACT FROM AUTHOR]

This paper examines Arif Dirlik's work on the Asia-Pacific region's transformation into a "model region of globalization." Writing amidst the crisis of the Social Sciences, Dirlik analyzed how global capitalism's drive to simultaneously homogenize and fragment the world, a condition he termed "global modernity," had not only restructured the Asia-Pacific region so as to meet the demands of a new flexible mode of production, but also transformed knowledge production about the world, giving way to an endless splintering of knowledge that reinforced the logics of global capitalism and foreclosed any possibility for radical critique. Drawing on Asian American studies, Pacific Studies and Indigenous Studies, which emerged in the Asian-Pacific borderlands between social activism and the academy, Dirlik called attention to the local as the primary site of inquiry and advocated for radical scholarly and activist approaches grounded in a "critical localism" against the hegemony of global capitalism. This paper explores how Dirlik's work on the Asia-Pacific region generates the possibility for crafting what the anarchist sociologist Philippe Corcuff describes as "fragile epistemologies" of the plural social global. [ABSTRACT FROM AUTHOR]

This article takes the occasion of celebrating the theoretical long durée of Strange Encounters to think about two radically different forms of strange encounters. At the moment when Strange Encounters is celebrating its 20th anniversary it is important for feminists and scholars of race and ethnicity to reflect on the possibilities that Ahmed's work has provided for our critical perspectives about contemporary formations of race, gender and sexuality. The article considers two case studies: an art installation titled Enemy Kitchen by Michael Rakowitz and the memoir Know My Name by Chanel Miller. The article begins by thinking through what it means to form eating publics that often draw strangers together. Intimacy formed through strangers in this context is to be understood as generative and enabling. The kinds of intimacy that are enabled and formed through encounters with the stranger, I argue, are constitutive of positive social change that implicitly jettison the heteronormative logic of familial and familiar intimacy to imagine social worlds and possibilities in which radically different possibilities for coming together – via acts of shared commensality – are imagined and realized. The paper then moves to a different example of the encounter with the stranger, Chanel Miller's memoir. Using Ahmed's work, I explore what it means to confront strange encounters that involve coming into proximity with strange bodies that actually mean to harm women of colour. I shift from thinking about the enabling possibility of coming into contact with strangers to examine the latent violence of the encounter with the stranger that is structurally embedded in the rape survivor narrative. Together, these two examples allow me to ask how Ahmed's work has generated possibilities for a critically engaged form of social critique in Asian American Studies that takes on the challenge of confronting different forms of injustice. [ABSTRACT FROM AUTHOR]

This essay offers advice for building a student-oriented pandemic pedagogy adapted for remote learning that draws from instructor and teaching assistant experiences from teaching a large lecture class at UCLA in spring 2020. We suggest strategies for a student-oriented virtual classroom that fosters engagement through relatability, accessibility, and compassion. In particular, we offer an ethnic studies pandemic pedagogy that centers taking care of your students and yourself in a historic moment of uncertainty and anxiety spurred by the pandemic, growing anti-Asian racism, and the movement for Black lives. [ABSTRACT FROM AUTHOR]

This introduction offers contingency as a framework for Asian American and minoritarian world-making in the face of ongoing crisis, precarity, and violence. During the time of a pandemic, the Movement for Black Lives, the uprisings calling for the abolition of police and prisons, and a public reckoning with the safety, support, and "diversity" of staff, students, and faculty within the academy, how have contingency plans become critical, necessary sites for building feminist and queer of color affiliations and coalitions beyond the scope of institutionality? How is Asian American performance the site where such contingencies and their emergent relations are acted out and made possible? Contingency plans are made to be used during the perceived exceptionality of a crisis and so rarely used. Yet in the current moment, they have come to constitute everyday life, not as solutions, but as the place from which we express dissatisfaction and a desire for something more. What relations can and has contingency given form, dimension, and weight to, across differential, entangled histories of crisis, empire, and capital? Here, we offer frameworks for this issue's navigation of the promise of institutionality, disciplinary formations, and the forging of connections through practices of relationality, care, and interdisciplinarity [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including Asia Cultural Studies "Asian American Studies in Asia"; "Studying and Teaching Asian American Studies in East Asia"; and South Korean journal "Studies in Modern Fiction".

This essay investigates the stakes involved in responding to transpacific texts in East Asia, specifically in universities in Macau and Taiwan. It focuses on responses to two texts that represent in distinct ways precariatized lives in a transpacific frame: Souvankham Thammavongsa's Found, a text that uncovers a path from Laos to a refugee camp in Thailand to Canada, a path made legible through a scrapbook kept by Thammavongsa's father; and Rita Wong's forage, a text that cuts across and between South China and North America to track the movements of peoples and goods and waste, including the movement of electronic waste (or "e-waste"). By discussing selected responses to these texts, this essay investigates how such responses can be considered as part of a long-term pedagogical process of cultivating imaginations and striving to develop forms of responsibility to what this essay calls transpacific precarities. It suggests that carefully attending to such responses, always partial and in progress, can help us to better understand Asian American studies in East Asia as it continues to evolve through acts of teaching and learning in different sites. [ABSTRACT FROM AUTHOR]

Scholarship suggests that bilingual students' translanguaging skills – their multilingual and multimodal communicative competencies – should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them. Nevertheless, much of the scholarship in this area considers students' language practices in unmonitored classroom moments, often in violation of curriculum language expectations for monolingual usage. This qualitative study draws upon 1 year of ethnographic observation and field notes, audio-recorded classroom interactions, and semi-structured interviews in a 5th grade dual immersion (DI) classroom to examine one teacher's deliberate allowances for translanguaging despite administrative language separation requirements and the ambivalence they produced, and students' subsequent meaning-making processes in class. This work highlights the particular dispositions and curriculum arrangements that teachers can rely upon to create a dynamic bilingual environment for students and offers insights into how teachers of emergent bilingual students should be prepared. [ABSTRACT FROM AUTHOR]

This essay examines "Asian American Activism studies" and asks: What changes through the legibility of Asian American activism studies? What does Asian American activism research uniquely offer? We offer a historiographical analysis examining topical themes as well as theoretical and methodological interventions across time. We provide an overview of the articles in this special issue. We discuss future directions, attending to the ways that research on activism remains surprisingly sparse in certain major areas within Asian American studies as well as to the ways that particular trends within the field are anticipated to shape activism studies. [ABSTRACT FROM AUTHOR]

Despite the growing number of Asian American Studies (AAS) programs and Asian ethnic organizations across colleges and universities since the 1970s, surprisingly little empirical research examines the role of these aspects of higher education on Asian American identity. How do the roles of AAS curriculum and Asian American student organizations (Asian American activities) influence southeast Asian American college students’ ethnic and panethnic identity formation? Drawing on 50 in-depth interviews of 1.5 and second-generation college-educated Asian Americans, this study finds that the exposure to Asian American activities shapes respondents’ racial and ethnic identity construction. Specifically, the exposure to Asian American activities: (1) evokes an informed assertion of a contextual panethnic identity; (2) serves to trigger an assertion of a hyphenated American identity; and lastly, (3) plays a direct, but differing, instrumental role on identity construction among different Asian American sub-ethnic groups. [ABSTRACT FROM AUTHOR]

My social identity as a diasporic Korean American male sometimes engendered doubts about my competency as a cultural anthropologist of South Korea. Such ethnonational gatekeeping by my ‘native’ Korean colleagues laid bare broader critiques of ‘the West’. Paradoxically, they also prompted re-entrenchments of nativeness (and implicitly, non-nativeness) by my colleagues despite their increasingly ‘non-native’ transnational identities. These embodied cultural boundaries are less visible (and arguably less consequential) to those viewed as recognisably non-native Asian (for example, white, Euro-American) or native Asian. But they are markedly visible and relevant to diasporic subjects who fit less comfortably within both boundary-enforcing classifications. The figure of the diasporic anthropologist reveals presumed racialised and gendered markers of difference—chiefly the unmarked but organising role of whiteness—conveniently subsumed under categories of ‘the West’ and ‘Asia’. Consequently, recent calls for ‘global anthropology’ against ‘Euro-American academic hegemony’ that fail to address this essentialising tendency, although important, remain inadequate. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discuss various reports within the issue on topics including Atlantic studies, imperialism and migration.

Within the field of Asian American studies, there has been an abundance of research on the cinematic representation of Chinese Americans in association with identity. While one type of study primarily focuses on the Orientalist discourse and racial politics in the Hollywood films, another approach highlights the production and distribution of Asian American independent media. Taking the representation of Chinese American families in transnational Chinese cinema as a point of departure, this article adopts a narrative analysis approach to illustrate the re-articulation of Chinese cultural identity. Following the premise that experience is pertaining to the construction of the identity of Chinese immigrants, four kinds of experiences are categorized – historical, educational, family and immigration. Representative characters are chosen as reference points from four films: Pushing Hands (Ang Lee 1992), The Guasha Treatment (Zheng Xiaolong 2001), Saving Face (Alice Wu 2004) and A Thousand Years of Good Prayers (Wayne Wang 2007). The disaporic subjects demonstrate how Chinese cultural identity has been shaped by various experiences. [ABSTRACT FROM AUTHOR]

The Nanking Massacre is a historical event that invokes many contestations and tensions, as the recollection of what took place in Nanking during the six weeks from December 1937 to February 1938 is always under the influence of political circumstances and ideologies. This article explores the contemporary historical narratives and fictional representations of the Nanking Massacre to see how it has been remembered. The article mainly addresses North American academic debates over the Nanking massacre, and analyzes three novels by immigrant Chinese American authors, Qi Shouhua’sWhen the Purple Mountain Burns, Ha Jin’sNanjing Requiem,andYan Geling’sThe Flowers of War. [ABSTRACT FROM PUBLISHER]

The article talks about the Summer Institute in Asian American Studies (SIAAS) project and discusses the meaning of Asian American critical work from other shores across the Pacific. Topics discussed include the SIAAS being a platform to create a nexus for scholars and students located in Asian and Pacific areas to consider issues including migration, urban renewal and human rights that affect Asia, America and Asian America areas.

The article talks about the Summer Institute in Asian American Studies (SIAAS) project and one of its major goals being to create a platform for junior scholars and graduate students of English and American literature to engage with works in Asian American cultural and literary studies. Topics discussed include new perspectives on American literature studies through Asian American critical work.

The article talks about the Summer Institute in Asian American Studies that was launched in 2012 to attempt to bring together and engage participants from Asia and around the world. Topics discussed include the series of conferences on Asian British and Asian American literatures by the scholars at the Institute of European and American Studies at Academia Sinica in Taiwan.

The article talks about the Summer Institute in Asian American Studies (SIAAS) project and one of its objective being moving Asian American Studies to Asia. Topics discussed include the importance of Asia as a productive site in Asian American Studies, intellectual contributions by Asians or Asian Americans which will enrich the Studies, and developments in Asian Canadian Studies.

An introduction is presented in which the editor discusses various reports within the issue on topics including a history from the Pacific versus a transpacific history, Asian studies and Asian American studies, and the points of commonality be­tween the U.S. and Japanese empires.

The article presents a speech by the author who is a teacher and scholar in Asian American Studies, honoring the memory of her mentor Don T. Nakanishi, the founding publisher of the journal. Topics discussed include Nakanishi teaching his mentees how to write research pro­posals, the author being diagnosed with kidney cancer, and support she received from Nakanishi throughout her career.

The article explores the students-generated movement that birthed Asian American Studies in the late 1960s and addresses the needs of students in the field. It notes the efforts of Asian American students for more relevant and accessible education to their communities, influenced by the Civil Rights Movement and international liberation struggles. Mentioned is the structured curricula created by scholars that emphasized the nature of social identities including race, gender, and sexuality.

The article presents a compilation of the covers of "Amerasia Journal" that includes Volume One, Number One, March 1971 issue, Volume 40, Colume One, Number Two, July 1971 issue, and Number Three, 2014 issue.

A reprint of the essay "Linkages and Boundaries: Twenty-Five Years of Asian American Studies," by Don T. Nakanishi, which appeared in the Winter 1995/1996 issue is presented. It discusses the founding of "Amerasia Journal," a journal on Asian American Studies by members of the Yale Asian American Students Association (AASA) in 1970, and the journal becoming a part of the portfolio of the University of California, Los Angeles (UCLA) Asian American Studies Center since Fall 1971.

This article emphasises two major themes that address the influence of the Asian American Movement: (1) encouraging students to broaden the discourse on race and ethnic relations by redefining categories and challenging prevalent assumptions; (2) an increased tolerance and frequency in course offerings that examine and centralise the histories, literature and political underpinnings of Asian Americans and ethnic (i.e. Japanese) specific communities, which has equipped students to engage in discourse and community action. Countering dominant narratives through unification and education is the means by which Asian American students fought for representation and fair treatment. [ABSTRACT FROM PUBLISHER]

The article talks about the "East Asian Alliance / Global Vision: Asian American Studies in Asia" project that originated from a meeting organized by the National Science Council to identify research topics in the humanities and social sciences. Topics discussed include the project being divided in two parts which include organizing an annual Summer Institute in Asian American Studies, and organize and attend international conferences and workshops on the topic.

An introduction is presented in which the editor discusses various reports within the issue on topics including Asian Americans in the media, Asian American studies, and cultural politics.

This piece poses cultural appropriation as an undertheorized aspect of white privilege in White Privilege Studies. By way of narrative exploration, it asserts that a paucity of scholarship on Orientalism and anti-Asian racism has created a gap in White Privilege Studies that curbs its radical transformative potential. It argues for the value of a structural and historically focused lens for understanding the issue of cultural appropriation, and extends questions of culture and race relations beyond the borders of the United States. It also explores the complex ways that interracial and transnational relationships can influence white racial identity, and illustrates the disruptive potential that queer interracial relationships can offer to dominant historical patterns of white behavior. [ABSTRACT FROM PUBLISHER]

This paper investigates the cultural politics of knowledge production regarding Hmong American food-related health issues. Textual analysis often research papers published in the last twenty years leads to the critique that mainstream scientific discourse, rooted in Eurocentric epistemology, has in effect constituted Hmong Americans as subjugated Others. We demonstrate how this discourse (1) demarcates between the subject and the object from a Eurocentric viewpoint; (2) associates Hmongness with tradition while dissociating tradition from American-ness; (3) overlooks multiple differences within Hmong American communities; and (4) keeps silent on institutional racism as a barrier to healthy living. We explicate the power relations inherent in science research regarding marginalized communities, and call for decolonizing knowledge and research. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the authors discuss the issue's focus an Asian American folklore, noting such topics Cantonese folksongs, the origins of Asian American studies, and Chinatown architecture.

An introduction is presented which discusses various reports within the issue on topics including the relationship between Asian American studies and disability studies, gender and sexuality, and the relationship between deaf and immigrant languages.

An essay is presented on the relationship between Asian American Studies and Disability Studies. Particular focus is given to the roles of ability and race within political discourse, organizing, and activism. Details on the book "Dictee" by Theresa Hak Kyung Cha are presented. Other topics discussed include silence, civic engagement, and ableism.

An essay is presented on the critical pedagogy of race and disability, with a particular focus on the relationship between Asian American studies and Disability Studies. The authors critique the representational and institutional structures affecting minorities. It is suggested that educators should facilitate discussions about the intersectionality of race, class, gender, sexuality, and disability and critique the ways in which social and physical environments negatively affect minorities.

The article discusses the Asian American conjoined twins Chang and Eng Bunker, with a particular focus on their roles in the social order of the 19th-century U.S. According to the author, the Bunkers invested significant effort into proving and performing normality and acceptance of the social order in areas such as sexual, economic, and medical health. It is suggested that they were seen as exceptional rather than normal or abnormal and that they may have acted in avoidance of hardship rather than in pursuit of a bourgeois lifestyle. Details on the relationship between Asian American Studies and Disability Studies are also presented. Topics discussed include ableism, racism, and valuation.

An introduction is presented which discusses various reports within the issue on topics including the relationship between Asian American studies and disability studies, breast cancer, and conjoined twins Chang and Eng Bunker.

An essay is presented which discusses the relationship between the 2012 phenomenon surrounding the Taiwanese American National Basketball Association (NBA) player Jeremy Lin known as Linsanity and the putative need for studying sports in Asian American and Pacific Islander Studies. The author discusses ways in which sports and political issues can be used to foster empowerment in Asian, Asian American and Pacific Islander communities.

Seminal essays on Korean American writers were published in Korea in the 1960s and 1970s. But Asian American literary studies has been flourishing only from the 1990s thanks to Korean scholars' interest in overseas Korean literatures, the centennial of Korean immigration to the US in 2003, and the rise of Asian American literary studies in the US. An analysis of the articles and book-length studies shows the general trends of Asian American literary studies in Korea: Korean scholars are interested more in close readings of individual texts than in general, intraethnic, interethnic, and interracial studies; they prefer narratives to plays and poems; they focus on Korean American literature; they study not only Anglophone Korean American literature but also Korean-language American texts. Korean scholars' focus on Korean American literature significantly points at new directions in Asian American literary studies—towards broader, comparative, transnational, and translingual readings of Asian American texts. In conclusion, Korean scholars have actively participated in the international discursive networks of scholars interested in Asian American literature with their uniquely Korean perspectives. [ABSTRACT FROM PUBLISHER]

This article sets forth the history of the academic activities of the Asian American Literature Association (AALA) in order to explore the evolution of Asian American Studies in Japan. When the AALA was established in 1989, several scholars had already published research papers on Asian American literature, as had researchers involved energetically in the study of Japanese immigrants and Japanese Americans. Around the time when AALA was established, other research groups focusing on immigration studies were formed. In 1993, several members of the AALA presented their papers at the annual meetings of other associations and, as a result, the activities of the AALA became known to a wider academic community. In 1994, the AALA published its first annual journal and, around 1995, the number of papers on Asian American literature and culture accepted by authoritative journals in Japan began to increase. By the end of the 1990s, Asian American studies made its presence conspicuous in the field of American studies in Japan. Since the turn of the century, a growing number of Asian Americanists in Japan have become engaged in interdisciplinary studies, thus providing new perspectives. [ABSTRACT FROM PUBLISHER]

This short essay situates this journal's special issue within the Cold War history and politics of transpacific knowledge formation by calling on Edward W. Said's concept of ‘traveling theory.’ Contributors to this groundbreaking collective project have shown us that Asian American critique interfaced with Asia can upset the discipline's boundary and its assumptions enough to generate new questions and objects of inquiry. At the same time, a discipline's travel necessarily accompanies and (re)institutes troubling apparatuses of knowledge and power. Of particular concern here are the two elements that largely set the discursive parameters of Asian American studies as they have been institutionalized in the United States: liberal multiculturalism and the ethno-national organization of knowledge. Also integral to the area studies formations, they have together served as a powerful epistemic tool for the US-led Cold War geopolitical management of the post-Second World War, postcolonial world. What are the consequences of traveling knowledge uncritical of such earlier history? The essay suggests that the inter-Asia, transpacific critique and its historical materialist interrogation of the Cold War legacies in Asia should remain urgent if we were to sustain the productively unsettling effects of Asian American studies' travel to Asia. [ABSTRACT FROM PUBLISHER]

This article examines the significance of engaging in Asian American studies in Asia, with examples drawn primarily from Japan. It asks: what happens when this US-based racial minority studies is relocated to the place where Asians do not constitute racial minorities? The paper argues that, on the one hand, the intellectual encounter between Asia and Asian America encourages the US-based minority studies to examine their implications in American imperialism in their perceptions towards Asia. On the other hand, Asian American studies as the racial minority discourse forces ethno-racial majority Asians, with all our ethnic, national, and other differences, to reflect upon the racial, ethnic, and (neo)colonial relations in our own lands while critiquing the inequalities that are taking place in and across Asia. The paper looks at the forms of minority struggles in Japan, zainichi Koreans and Okinawans, in order to propel the US Asian American scholars to decentralize their work and perspectives. It is my hope that this new perspective generated from Asia-based Asian American studies will help construct a place of mutual learning, where we can engage in conversation to ask new questions, to challenge and transform Asian American studies as we know it. [ABSTRACT FROM PUBLISHER]

Abstract: This article examines the methodology undertaken while investigating whether existing materials pertaining to Asian American Studies at The Pennsylvania State University Libraries could support a new academic program. Presently active academic subareas in the field of Asian American Studies were determined. Then existing collections of thirteen “benchmark” universities were examined according to these subareas and compared to the holdings of Pennsylvania State University Libraries. This method can evaluate the fitness of existing collections to new academic demands and serve as a tool for collection development by identifying present and future areas of academic study. [Copyright &y& Elsevier]

An introduction is presented to an issue of the journal featuring several articles about the work of its long-serving editor Russell C. Leong, who is also noted for his poetry, his contributions to Asian-American studies, and his activist work.

An essay is presented which focuses on the contributions of scholars Yuji Ichioka, Him Mark Lai, and Edgar Wickberg to the fields of Japanese American, Chinese American, and Chinese Canadian history in light of the scholars' deaths in the 21st century. The article explores books authored by the scholars including "Before Internment: Essays in Prewar Japanese American History" by Ichioka, "Becoming Chinese American" by Lai, and "The Chinese in Philippine Life" by Wickberg.

In “Dahil Sa Iyo: The Performative Power of Imelda's Song,” Christine Bacareza Balance articulates the role of musical performance in the shaping of the “spectacular politics” of the former Philippine first lady. The article argues against depoliticized aesthetic and critical practices that attempt to separate art from politics. Instead, the article suggests that it was the deployment of musical art forms in Marcos' performance of self that could bolster the execution of the Marcos' political agenda, characterized by corruption, extra-juridical violence, and human rights abuse. Thus, the article concludes with a turn to artistic renderings of Marcos, arguing that such performances map the relationship between US imperialism, Filipino history, and the intimate sphere of Filipino America. [ABSTRACT FROM AUTHOR]

A biography of Asian American studies scholar and University of California, Los Angeles Professor Don Nakanishi is presented. Born in Los Angeles, California on August 14, 1949, Nakanishi attended Japanese school and Buddhist Temple in his youth. His parents both suffered from the atomic bombing of Hiroshima, Japan and were later interned in the United States. He attended Yale University before founding the "Amerasia Journal" in 1971.

The article presents an examination of Asian American Studies scholar Don Nakanishi's views on leadership in the Asian American community and the role that young professionals need to play in the community. Nakanishi's leadership tactics for young people include seeking out and not avoiding positions that can help change power relations, using power and resources to benefit Asian Americans as well as other communities of color and continuing to develop a multidisciplinary Asian American Studies field. The article explores the development of the Asian American professional sector and discusses how Nakanishi's strategies can be developed.

A personal narrative is presented that reflects on the author's experience studying under Asian American scholar Don T. Nakanishi.