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In this paper, through a personal narrative discourse, I explore the influence and the contribution of my cross-cultural study experience in China on my development as a young researcher. Through the Chinese academic culture, I learned some best practices that I consider essential for the blossoming and development of a student. Nonetheless, I also face some challenges such as language problems, communication with teachers, and even with classmates. Despite the issue of language and cultural disparities that were significant upon my arrival, I have managed to adapt and learn from Chinese society, teachers, and students. Also, the challenges that I had to overcome were not comparable to the knowledge acquired, and the rich experience that I have accumulated throughout the years spent in China. Through this personal narrative discourse, the different metaphors used to depict our academic life experience in China can enable the reader to have a kind of educative outlook.

Using an autoethnographic approach, this article draws on my personal experience as an Asian Pacific American (APA) political theorist who has navigated between different institutional spaces to reflect on a phenomenon that I call "elastic racialization" of APAs in higher education and its implications on our pedagogic agenda and curriculum. While the existing notion of "differential racialization" critically captures the ways in which racial minority groups have been racialized in different ways in accordance with the changing interests of the dominant group, the concept is often used in a broad U.S. national context such that even though it underlines fluidity in the social construction of race, the racialized meanings of particular racial groups can become fixed understandings and paradigms. As a result, we stop short of exploring further how the differential racialization of people of color--for instance, APAs as the "model minority" and the "perpetual foreigner"--can take on more protean forms in particular locations and contexts. Through a self-reflective analysis, I discuss how my racialized positionality in academia has taken on a more nuanced, elastic quality in different institutional contexts: shifting between "racial stranger" in the predominantly White space of political theory within political science and "racial underling" in the multiracial space of an interdisciplinary academic unit. Elastic racialization systemically effaces APA experiences/issues in the teaching/learning agenda of political science and other (inter)disciplinary fields, underlining the resilient multiformity of racism that requires a protean and multipronged approach of counter-racialization in higher education.

In today's world characterized by political tribalism, narrative is an increasingly important concept for understanding politics. The Narrative Policy Framework (NPF) seeks to describe, explain, and predict the role of narrative in politics and policy. We wanted to explore whether the assumptions and postulates of the NPF could help students in Introduction to Politics: Critical Thinking and Analysis to understand how narrative relates to politics. We present the results of an introductory politics course taught at a public four-year university that used narrative as a central concept. We focused our course on cognitive processes such as confirmation bias and cognitive dissonance, political theory and political ideology, young people and politics, political tolerance, motivated reasoning, political identity, selective perception, the use of evidence, and fake news. We used the NPF to explore how narrative plays into each of these topics. Our findings suggest that students were surprised by the large role narrative plays in politics, and at the end of the course they better understood the role of narrative in the current state of United States politics. Some students, however, accepted narratives as being more reflective of political reality even when evidence presented in the course disputed the narrative. Of course, this may show the power of narrative, motivated reasoning, and political identity even among students who were primed to use critical reasoning when encountering narrative. We conclude that helping students understand the power of narrative, via the NPF, is one way to keep political science relevant to young people.

In this article, we present the results of a research project where we have tried to elaborate more socially inclusive ways of teaching and learning political science by making use of a specific feminist method of analyzing social relations--memory work. As a method, memory work involves writing and interpreting stories of personal experience, written in relation to a specific theme. The theme we worked with was gender and nation. The article compares memory work to more conventional educational approaches to this specific theme. By focusing on experience and everyday life, we claim that memory work can challenge conventional and gendered understandings of how academic knowledge is produced and what is deemed to be part of the political sphere. We discuss how memory work can open up different forms of knowledge and new ways of learning. At the same time, we put forth the problems encountered and the resistance among the students we worked with. By analyzing the reactions and processes that were initiated by the memory work, we discuss both how gender and nationalism are reproduced and incorporated into understandings of what counts as proper political science and point out under what circumstances these conventional notions can be challenged. (Contains 7 notes.)

This year's crop of "Emerging Scholars"--The Class of 2008--includes a math biologist who was only the second woman to receive the Alfred P. Sloan Fellowship in math; a geneticist who recently became one of 20 winners of the National Science Foundation's Presidential Early Career Awards for Scientists and Engineers; and an extensively published educational equity law expert who was the Education Law Association's inaugural recipient of its Steven S. Goldberg Award for Distinguished Scholarship for Education Law. Beyond the accolades, the authors always find compelling the personal stories of perseverance, resilience and dedication. Like the educational psychologist who was unprepared for the rigors of college but self-corrected his study skills in order to earn three degrees. The political science professor who, as a boy during summer breaks, tilled the land with his farm-worker parents, but also heeded the "get an education" message of parents who never made it past the sixth grade. The Black woman physicist, who, lacking role models who looked like her, questioned whether she could succeed in a field dominated by White men, but went on to become one of three women physicists of color at a top 100 research institution. The 10 emerging scholars profiled in this article are: (1) Dr. Eddie Glaude Jr.; (2) Dr. Kevin Cokley; (3) Dr. Rasha Morsi; (4) Dr. Monica F. Cox; (5) Dr. Ahna Skop; (6) Dr. Pablo Reid Mitchell; (7) Goodwin Liu; (8) Dr. Trachette Jackson; (9) Dr. Nadya Mason; and (10) Dr. Ricardo Ramirez.

This article is a poetic retelling of insight gained as a Black woman surviving graduate school. The purpose of this autoethnographic narrative is to document a few pivotal graduate school experiences that illustrate all that it means to become disciplined in and by higher education. Although the violence committed in such a privileged space may seem trivial, the hurt is real and needs to be given voice. Written to warn and to inspire those not yet overcoming, the metaphor of Persephone and Demeter (as adapted by Rita Dove) is invoked in this essay to demonstrate how it is more than possible to reign in the midst of pain. (Contains 2 notes.)

Steve Fisher, an Appalachian scholar who is also political scientist, activist, and professor, discusses the professional isolation of those in academia who advocate political activism, the importance of building interdisciplinary support systems that integrate communities with academia, and why pedagogy and politics should be merged. Explores links between regional and cultural identity and between personal and collective political activity. (TD)

I have been extremely blessed in my life to have benefitted from some amazing mentors and friends in both psychology (most notably, Amos Tversky, Phil Zimbardo, and Leda Cosmides) and political science. Inspired by the occasion of Robert Jervis' festschrift, which importantly does not signal his imminent retirement, I was prompted to take advantage of this opportunity to express my deep and abiding appreciation for his advice and guidance over the years. In keeping with Kristen Monroe's model of three, I also reflect here on the critical roles that two additional mentors, Bruce Bueno de Mesquita and Peter Katzenstein, have had on my career and my life.

1. Reason and Passion My weight is my love, by it I move wherever I move.--Saint Augustine By the end of college, every weekend at dinner I ordered a glass [...]

We are all familiar with what I will call the "identity reflex." We all hear the call of some tribe or another. We humans are a variegated lot--differing by race, [...]

In 2007, the Nahr el-Bared Palestinian Refugee Camp was totally destroyed in fighting between the Lebanese Army and a group of terrorists (Fatah al-Islam) who took refuge at the camp. [...]

About a week ago a friend emailed me with a news tip. In the previous fortnight he had on two separate occasions bought packs of flour contaminated with weevils. Both [...]

IN THE WAKE of the terrorist attacks on September 11, 2001, policymakers, scholars, and ordinary citizens asked a key question: What would make people willing to give up their lives [...]

T'was on a river bank I met, Not far from Bye-and-Bye, An ancient man of bitter speech, There was murder in his eye. His gaze was lifted heaven-ward, Where, in [...]

My recollections of Australia go back 58 years. Having left my native country, Estonia, ahead of her forcible re-occupation by the Soviet Union in 1944, and after nearly five years [...]

I am a feminist who became active in the seventies in both feminist organisations and campaigns. I went to some women's liberation meetings, many women's conferences, and was one of [...]

After spending a year teaching computer literacy to senior citizens in Anchorage, Alaska, with AmeriCorps, I was on the phone interviewing for another volunteer position in Missoula, Montana. The basic [...]

If civic engagement means the university community and city government strive for respectful, long-term, and mutually beneficial working associations, then Omaha is fortunate to have many potential partners who are [...]

BACK in 1965, in New York, my old friend Daniel Bell, then a professor of sociology at Columbia University, and I, then vice-president of the publishing firm Basic Books, were [...]

A biblical understanding of God's relationship with Israel and the world helps us interpret passages in the prophetic literature that link God and violence. With tears, lament, and regret, God takes into the divine self the violent effects of sinful human activities and thereby makes possible a non-violent future for God's people., I was only a little angry; they made the disaster worse.' This seemingly minor quotation from Zech 1:15, which witnesses to the excessive actions of divine agents, may provide a [...]

WHEN I WAS EIGHT, MY MOTHER GAVE ME A DIARY WITH A LOCK AND a key. It was made in Turkey in the early 1960s. The fact that this fancy [...]

It's October 1965 in Fargo, North Dakota, and I'm wearing a plaid plastic windbreaker with scratchy elastic. I have a red wagon. The handle bites my hand if I hold [...]

I COUNT MYSELF AMONG THE MULTITUDE GIVEN AN INTRODUCTION TO the history of economic thought through Bob Heilbroner's The Worldly Philosophers. When I first read the book I was not [...]

BOB HEILBRONER AND I BECAME BEST FRIENDS AT THE AGE OF ABOUT six. From that point forward, best has only become better. Bob was a worldly philosopher from the start. [...]

I FIRST ENCOUNTERED THE WORK OF ROBERT HEILBRONER IN 1967 while I was a graduate student at Columbia University. The history of economic thought was still taught in those days, [...]

INTRODUCTION My objective is to outline a model of how markets arise and work and are worked. My argument is that markets are neither given nor transcendental but are constructed [...]

Between 1968 and 1971, I repeatedly broke a solemn, formal promise that I had made in good faith: not to reveal to any 'unauthorized persons' information that I received through [...]

For more than fifteen years now as a professor, I've made my living as an ethicist. In my teaching and writing, I've explored through a moral lens the practical and [...]

Victor Davis Hanson has written on topics as diverse as the ancient Greeks, military history, farming, immigration, and the world post 9/11. In addition to being a prolific author, he [...]

Evil is both the experience of suffering and the fear that suffering subverts all meaning and order in the world. Given evil's many faces, at least five paradigms can be [...]

Pastoral care must recover its unique identity as a theological discipline. In addressing the reality of evil, pastoral care reinterprets divine power as compassionate and creative empowerment, the basis for hopeful activity., On the 11th of September, 2001, Americans encountered the reality of evil not as a theoretical principle but as a threatening existential reality. Evil's manifestation in suffering immediately raises the [...]