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Crossing Intellectual, Institutional and International Borders: Strengthening Area Studies through World History |
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Crossing Intellectual, Institutional and International Borders: Strengthening Area Studies through World History |
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115 Fillow Street #78 Norwalk, CT 06850 (203) 899-0863 epennino@commnet.edu Norwalk Community-Technical College, Social Science Department China and Europe in a Renaissance Contextualization. Michele Dolphin 2232 Race St. Denver, CO 80205 (303) 329-3491 mldolphin@earthlink Front Range Community College, Department of Social and Applied Science American Songs: 2001 Strains of Cultural Fusion. George Edwards 3004 Howard Ct. Denton, TX 76201 (940) 387-5604 gedwards@tcjc.cc.tx.us Tarrant County College, English Department Postcolonial Criticism in the Diasporic Context: Ralph Ellison and Bessie Head Abstract: This essay approaches a postcolonial literary comparison of Ralph Ellison's Invisible Man and Bessie Head's A Question of Power within the context of diasporic studies. This dual approach foregrounds the global dimension of African-American literature. While postcoloniality enables the comparison on a non-essentialist basis; diasporicity enriches, intensifies, and valorizes the comparison. Furthermore, within the vastness of the postcolonial field, diasporicity performs a limiting function, serving as antidote to critical agoraphobia. Jacqueline Ellis 7B River Road South Deerfield, MA 01373 (413) 665-4196 ellisj@gcc.mass.edu Greenfield Community College, Department of History Working Class Women and Commercial Culture. Susan Fischer 467 Central Park West, Apt. 3F New York, NY 10025-3884 (212)531-2869 safisch@email.njin.net Essex County College, English Department Contemporary Women's Writing in a Global Context. Judith Gaines 7105 Brennon Lane Chevy Chase, MD 20815 (301) 652-5766 judithwg@aol.com Montgomery College, Reading Department The Passage: Asian-Indian Immigration, Settlement and Narrative Voice in North America Abstract: The openness of the novel as a genre invites the crossing of boundaries leading to a more complex cultural representation of immigrant groups and new definitions of home and nation. The experience of location (or dislocation) is a central narrative in immigrant literature. This paper looks at the journey and settlement process of Asian Indians in North America and the physical and psychological journey toward cultural identity in Bharati Mukherjee's novel Jasmine, which is used to discuss the passage narrative in Asian Indian immigrant literature, emphasizing the narrative voice of the post-colonial elite of India compared to that of the Third World newcomer. Meena Alexander and Eva Hoffman's Lost In Translation are used to discuss bicultural identity, cultural transition, and the immigrant as "other." Concluding remarks emphasize the ability of immigrant literature to draw upon the natural curiosity of college students who are interested about the experience of others. Maryam Habibian 666 West End Ave, #10R New York, NY 10025 (212) 799-1321 maryamjune@aol.com Borough of Manhattan Community College, English Department Project Title: Under Wraps on the Stage: Women in the Performing Arts in the Middle East Abstract: Contrary to the Western belief that the veil and other aspects of male dominance completely imprison women, my research demonstrates that they have found their footing in cinema, theater and music. This paper traces the efforts women have made in the performing arts in post-revolutionary Iran, and in other Muslim countries such as Egypt, Algeria, Turkey, Tunisia, Malaysia and Afghanistan. Despite sometimes severe censorship, the Middle-Eastern women's roles in the performing arts have been remarkably diverse in approach and style, and have represented powerful and unexpected visions of contemporary life. Corrie Haines 13103 Bridge View Court Upper Marlboro, MD 20772 (301) 627-7129 rhaines@erols.com Prince George's Community College, Geography, History and Political Science Project Title: Cold War Politics in Southern Africa Abstract: Rarely does the United States Congress insinuate itself upon the prerogatives of the Executive Branch in the area of foreign policy. The Reagan administration's policy toward the Republic of South Africa became a classical instance of intense conflict between the two branches of government. This article will reconstruct events that sparked a conflict between the legislative and executive branches, and forced reluctant change in American foreign policy toward a nation state. The issue of economic sanctions against South Africa and the attending policy of constructive engagement will be examined in this article. Ruth Hertzberg PO Box 3012 51 Fairway Lane Copper Mountain, CO 80443 (970) 968-209 1mhertzbe@lynx.csn.net Colorado Mountain College, Liberal Arts Final Foray in the Far East: The Boxer Rebellion and U.S. Foreign Policy. Y. K. Hui 306 Galahad Ave. Borger, TX 79007 (806) 273-6364 yhui@fpc.cc.tx.us Frank Phillips College, Department of Social Sciences Civil Society among the Chinese Diaspora. Abstract: Globalization continues unabated, somewhat analogous to the Colombian Exchange five centuries earlier, as we approach the new millennium. The exchange of goods, services, capital, people, technology, and ideas further accelerate as we look around the globe. The signs of interdependence, integration, cooperation, as well as dominance are everywhere. Among the multiplying activities and exchange on the global scale, however, civil society of a transnational dimension is also emerging. Still, to many observers a global civil society remains a vision rather than a historical reality. The exact nature of this concept is under debate while the extent of its practice is still being ascertained. At the same time, part of the fifty million plus Chinese diaspora outside the People's Republic--the realm of civil society's antithesis--are undergoing cultural shift. This paper explores the possible role of the Chinese diaspora in the emerging global civil society. It appears that there is significant promise for part of this diaspora to participate in the emerging global process, hence also some positive implications for the well being of our planet. Bryan Hull 1117 41st SE Ave Portland, OR 97214-4411 (503) 234-1688 bhull@pcc.edu Portland Community College, Department of English and Modern Languages Consuming the Other: Nationalism, the Colonial Legacy and World Cinema. Abstract: In articles, course syllabi and festival catalogues, today's film buffs and academics categorize movies from around the world in terms of national cinemas. However, in an increasingly global arena, these national categories have become inadequate to describe the complex matrix of many films' funding and gestation. In addition to being inaccurate or overly simplistic, national identities may cover up significant political and historical power struggles within the geographic terrain. It is important, therefore, to ask ourselves whose definition of a particular nation state gets erased or overemphasized when we opt to look at certain films through a national lens. In this paper, I will discuss ways to read films that emphasize the tensions and contradictions that exist in a global arena where people are continually on the move. Instead of placing The Piano, Chungking Express, Fire and Mississippi Masala in a national cinema context, whenever appropriate, I analyze these films instead in global currents of capital and immigration that have influenced both their content and production. More generally, throughout this paper, whether it be discussing how films are grouped or made, my strategy is to reach for complexity and subtlety of identity rather than discreet and simplistic categories. Asao Inoue inoa@chemek.cc.or.us Chemeketa Community College, Humanities Department Teaching Complexity: A Pedagogy of Vectors Abstract: I offer a subjective pedagogy that allows the students and teacher to tell their stories in the classroom and foster organic ways of learning. This subjective pedagogy, which I term "teaching with feeling," emphasizes individual's stories, narratives and voices as ways of introducing material to community college students. This pedagogy of story is predicated on Paulo Freire's idea that reading the word (or story) is an act of reading our world, and from this understanding, stories become the primary learning tool in our world. I conclude that stories, from published ones to those of our students, are pedagogical and necessary in a classroom that wishes to engage students into a dialogue that explores our world as a complicated and often contradictory web of voices and ideological positions. I end by offering a two-week, sample lesson plan concerning the Japanese American internment during WWII which illustrates one way to apply this pedagogy. Cathy Itnyre 73818 White Sands Drive 29 Palms, CA 92277-1866 (760) 367-7748 citnyre@dccd.cc.ca.us Copper Mountain College, Department of Humanities and Fine Arts Teaching Death in World History: A Case Study. Abstract: While many introductory world history readers employ broad themes as principles of organization, death has not appeared as a discrete topic in these collections. The inclusion of death as a topic in survey readers would broaden students' understanding of human experience. This paper looks at various areas of human inquiry elucidated by death-related sources. Mary-Ellen Jacobs 16938 Hidden Timber Wood San Antonio, TX 78248 (210) 479-8237 mjacobs@accd.edu Palo Alto College, English Department Project Title: Tapestries: A Cross-Cultural Exploration of Gender Relations. Abstract: How does material culture reflect women's lived experiences? More specifically, what do artifacts associated with everyday life reveal about how women created cultural contexts which, despite patriarchal norms, were uniquely their own? We begin to answer these questions by investigating women's material culture within the context of prehistoric and pre-Columbian Maya society. We demonstrate: 1) how feminist researchers have begun re-evaluating prehistoric archeological evidence to show women as cultural innovators; and 2) how pre-Columbian Maya women's textile weaving illuminates the active role of women in Maya society. We conclude by describing how our focus on women's material culture has become an underlying theme in our jointly taught world civilization-world literature learning community. Michael Kasprowicz 1223-B North Harlem Ave. Oak Park, IL 60302 (708) 848-5625 no e-mail Morton College, Transfer Studies William Percy: The Lure of Adventure. Yi Li 4411 N. 7th St. Tacoma, WA 98406 (253)756-0519 yli@tcc.tacoma.ctc.edu Tacoma Community College, Department of History A Re-examination of Modernization as a Global Process Abstract: This paper is an attempt to re-examine modernization as a global process with focus being on the early experience of a Chinese steamship company. The author rejects the current paradigms in explaining modernization, and demonstrates that there is not a universal pattern that fits the experiences of every individual society. He suggests that that path of modernization that a country follows is a result of, among other things, the effect of the historical legacy that the country inherits from its past. In the end, the author indicates that it is necessary to rephrase our questions and concepts in approaching the issue of modernization. Jon Lu 13 Brookfield Rd. Franklin, MA 02038 (508) 528-1296 jonlu@juno.com Community College of Rhode Island, Department of Social Sciences A Selected Bibliography of Cambodia and Cambodian-Americans Abstract: This selected bibliography includes mostly printed materials on Cambodia, Cambodian immigrants and Cambodian-Americans published and produced between 1980 and the summer of 1999. The principal language focus of this bibliography is English. Materials that have been translated into English from other languages such as Cambodian, Vietnamese and Chinese are also included. Karen Marcotte 110 Irvington San Antonio, TX 78209 (210) 824-4366 kmarcott@accd.edu Palo Alto College, Department of History Project Title: Tapestries: A Cross-Cultural Exploration of Gender Relations. Abstract: How does material culture reflect women's lived experiences? More specifically, what do artifacts associated with everyday life reveal about how women created cultural contexts which, despite patriarchal norms, were uniquely their own? We begin to answer these questions by investigating women's material culture within the context of prehistoric and pre-Columbian Maya society. We demonstrate: 1) how feminist researchers have begun re-evaluating prehistoric archeological evidence to show women as cultural innovators; and 2) how pre-Columbian Maya women's textile weaving illuminates the active role of women in Maya society. We conclude by describing how our focus on women's material culture has become an underlying theme in our jointly taught world civilization-world literature learning community. Karen McGovern 91 Berkeley Square Suffern, NY 10901 (914) 369-1824 kmcgovern@sunyrockland.edu c.c. all e-mail to miquita@aol.com Rockland Community College, Department of English Project Title: A Cross-Cultural Comparison, Mexican-American and Palestinian Identity: Women's Stories in Occupied Lands Abstract: The introduction of the essay will challenge and then (re)contextualize the theory/practice of globalization. Although this part of the essay is quite brief, the concept must be delineated. Further, in the introduction, the major interstices of the cross-cultural comparison will be highlighted: these include a consideration of the effects of colonization, the impact of land expropriation and border transgression and the ways in which displaced populations, specifically women, come to terms with the question of identity. The second and third parts of the essay will explore the ways in which the words land, home, memory and identity (and what they signify beyond themselves) are fundamentally intertwined. Examples will be drawn from the life stories and struggles of women in these (historically or currently) occupied territories. Maureen Nutting 2637 West Newton St. Seattle, WA 98199 (206) 285-7533 mnutting@sccd.ctc.edu (h) nutting@wolfenet.com North Seattle Community College, Social Science, International, Integrated Studies Brazilian and South American Japanese: Issues of Transnational Identity in the 1930s and 1940s. Abstract: In the 1930s and 1940s Nikkei, Japanese nationals and their Latin American born children, dealt with issues of nationality that were underscored by political developments in Asia, Europe and North America as well as at home. Diverted from the immigrant streams to the US by restrictive laws, the Nikkei immigrated to Latin America, where by the 1930s their numbers were sufficient to attract attention, generate fears, and encourage policies ranging from restricting them to assimilating them. Mounting war fears and Allied and Axis alliances that developed in the Americas in the late 1930s and early 1940s further marginalized these Nikkei, and made them particular subjects of interest and of public policy. This paper begins to explore their issues, particularly how war emergencies redirected their lives and forced them to explore their transnational identities and figure out who they were, as those observing them in Latin America and elsewhere did the same. The paper focuses particularly on these groups in Brazil, where they comprised the largest Japanese colony outside the homeland, and where they stayed as Nikkei civilians from other Latin American countries were rounded up, deported, and held in US INS camps until after World War II ended. The paper largely sorts out these issues and identifies possible resources that will shed considerable light and perhaps generate a little heat on the subject. Linda Quintanilla 4015 Drummond St. Houston, TX 77025 (713)665-0556 larry_b_mccullough@email.msn.com Houston Community College System, Department of Social Studies Project Title: Primary Sources for U.S. History to 1877: A Cross-Cultural and Regional Approach Abstract: This paper proposes a new kind of reader of United States history to 1877 for college students. This proposal draws on concepts and ideas from cultural studies and the new global history. Current readers are critiqued using these concepts and ideas. The paper concludes with suggestions on how to compile a reader, focusing on the themes of gender-related issues and cultural exchange. John Ricks 1100 Second St. Cochran, GA 31014 (912) 934-0017 jricks@warrior.mgc.peachnet.edu Middle Georgia College, Department of Social Science and Education Global Implications of the Depletion of the Ogallala Aquifer. Emily Tai 33-47 14th St., #5A Long Island City, NY 11106 (718) 932-9655 no e-mail Queensborough Community College, Department of History Project Title: Narratives of Violence: Sources for Piracy as Fact and Fiction Abstract: This paper takes the nineteenth-century narrative Piratical Barbarity (1825) as its point of departure for an exploration of the role that narrative has played in recording the conduct of maritime theft, or piracy, throughout world history. Piratical Barbarity was one among several personal narratives composed during the eighteenth through twentieth centuries in which authors described their experience of pirate capture. This paper argues that antecedents for this popular genre may be found in western European narrative histories and legal depositions that recount incidents of piracy from ancient times to the close of the early modern period. Representations of violence in these narrative sources enabled authors and witnesses writing before 1700 to interpret the practice of piracy alternately as criminal or sanctioned maritime seizure on behalf of a territorial state: what would come to be known, in English, as privateering. In the years after 1700, representations of violence may be interpreted as aspects of what Edward Said has termed Orientalism, allowing authors of the personal narrative to associate the practice of piracy with opposition to the western European nation-state, and, by extension, with the possession of a non-western identity. Judith Thorn jjthorn@sirius.com Santa Rosa Junior College, Department of Humanities and Interdisciplinary Studies The World beyond Words: Alternate Cartographies. Jan Ziegler (Tyler) 606 Springview Rd. Pocahontas, AR 72455 (870) 892-3171 jant@brtc.brtc.tec.ar.us Black River Technical College, Department of General Education Teaching and Learning "America" in Captivity: Japanese-American Internment at Rohwer and Jerome Abstract: One of the most irony-filled of all American experiences was shared by students and teachers behind the schoolhouse doors at Rohwer and Jerome, Japanese American Relocation Centers during World War II. The charge of the schools was to "indoctrinate" the students into the principles of democracy, so that at war's end, they might take their place in American society. The absurdity and impossibility of such a mission--teaching of the American way of life to young American citizens who had just been unconstitutionally stripped of their homes and their property, and then placed in such god-forsaken places as Rohwer and Jerome--must have been apparent to all parties. But the directive had been ordained, and, in something akin to the colonized-colonizer mindset, all parties proceeded to fulfill this educational mandate. Joseph Walwik 417 Riviera St. Venice, FL 34285 (941) 485-9450 walwikj@fob.sc.mcc.cc.fl.us Manatee Community College, Department of Social and Behavioral Science Sputnik in Stages. Shelley Wiley 1104 Grace St. Raleigh, NC 27604 (919) 834-6013 scwiley@aol.com Nash Community College, College Transfer Department Caribbean African Diaspora Religions: Lived Multiculturalism. |
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