Introduction: on Asian Americanist critique by Kandice Chuhaaronfadams
This document provides an introduction to the book "Imagine Otherwise" which undertakes a critical examination of Asian American studies. It discusses the controversy surrounding the 1998 Association for Asian American Studies award for best fiction novel and how this controversy highlighted issues of marginalization and exclusionary knowledge politics within Asian American studies. The introduction explores how postcolonial and transnational theories call for a reexamination of the framing assumptions of Asian American studies, particularly in light of critiques of the nation-state. It aims to ask how Asian American studies can remain coherent and politically engaged in the current context.
FINAL EXAM INSTRUCTIONS 1.Berger and Luckmann state that we ar.docxcharlottej5
FINAL EXAM INSTRUCTIONS
1.
Berger and Luckmann state that we are born into an 'objective social structure' and that we have only a limited ability to subjectively appropriate and interpret it for ourselves. Discuss how the categories of race, gender, and class predate any one individual, and how we are bound to identify ourselves in relation to them. To what extent can an individual redefine themselves in relation to these categories, and what are the possible social sanctions they may face for doing so?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
2.
Though Sociologists have long studied race, class, gender, and other categories of identity, those who argue for the merits of Intersectional Theory claim that it offers a distinct advantage in understanding the power of such categories. What do you believe is that advantage? Put in terms of this course, how would studying diversity through the lens of Intersectional Theory give you a better understanding than studying diversity without it?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
3.
Matters of race, ethnicity, class, gender, and sexuality are often in the public eye, and tend to be at the center of many passionate (and unfortunately even violent) conflicts. While discussing diversity in the context of institutions and organizations remains important, it is as important to ask to what extent we accept diversity and difference as a society. One such case occurred August 11th, 2017 when a white nationalist group marched in protest of the potential removal of a statue of Robert E. Lee from the campus of the University of Virginia. Local organizations such as the NAACP and citizens of the town had argued that the statue (erected in 1924) needed to be removed as it was a symbol of the enslavement and oppression faced by blacks in the South. You may read more details of the case at the following link:
https://www.nytimes.com/2017/08/13/us/charlottesville-rally-protest-statue.html
Using the knowledge you've accumulated in this course, write a short letter to the editor of your local newspaper arguing why or why not you believe the removal of the statue from public view is in the interest of cultivating a more diverse society. Make sure to use the concept of microaggression and standpoint theory, including definitions. Do not use quotes to explain; use your own words. Try to make your response between 750-1000 words, and cite at least two scholarly sources from course readings or your own research to support your argument.
9/28/2017 Patricia Hill Collins, Black Feminist Thought in the Matrix of Domination
http://www.hartford-hwp.com/archives/45a/252.html 1/11
Documents menu
http://www.runet.edu/~lridener/courses/BLKFEM.HTML
Black Feminist Thought in the Matrix of
Domination
From Patricia Hill Collins, Black Feminist Thought:
Knowledge, Consciousness, and the Politics of
Empowerme.
Essay On Streetcar Named Desire.pdfEssay On Streetcar Named Desire. A Streetc...Jodi Hartman
Introduction to A Streetcar Named Desire Free Essay Example. A Streetcar Named Desire Essay English Advanced - Year 11 HSC .... Reality vs. Illusion in quot;A Streetcar Named Desirequot; Free Essay Sample .... 8x A A STREETCAR NAMED DESIRE ESSAYS for A Level English Literature .... Picture of A Streetcar Named Desire 1951. A Streetcar Named Desire English - Year 11 SACE Thinkswap. Streetcar Named Desire Conclusion Essay Example StudyHippo.com. A Streetcar Named Desire Essay on Mitch Teaching Resources. Psychoanalysis Example A Streetcar Named Desire Argumentative Essay .... A Streetcar Named Desire - Essay Package Literature - Year 11 VCE .... A Streetcar Named Desire Analysis A Streetcar Named Desire Overview .... A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A essay on A Streetcar Named Desire Teaching Resources. Social Issues in a Streetcar Named Desire Essay Example StudyHippo.com. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English .... Streetcar Named Desire Essay - Band 6 English Advanced - Year 11 .... Expository essay: Essay on streetcar named desire. Free essay on streetcar named desire. Gender Roles in a Streetcar .... ᐅ Essays On A Streetcar Named Desire Free Argumentative, Persuasive .... Streetcar Named Desire A Level English Literature essay Teaching .... A Streetcar Named Desire Essay - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - 2 model essays on characters of Stanley and .... A ESSAY ON A STREETCAR NAMED DESIRE AQA Teaching Resources. Streetcar Named Desire Essay Legal Studies - Year 11 HSC Thinkswap. A Streetcar Named Desire is a 1951 American film adaptation of the .... A Streetcar Named Desire Essay - A Level English Literature Teaching .... Example A Streetcar Named Desire essay Teaching Resources. A Streetcar Named Desire Essay Plans A Level Teaching Resources. A Streetcar Named Desire Quotations amp; Analysis SchoolWorkHelper. A Streetcar Named Desire Revision - A Streetcar Named Desire Scenes .... Streetcar Named Desire Essay Example Topics and Well Written Essays .... A Streetcar named Desire English Advanced - Year 11 HSC Thinkswap Essay On Streetcar Named Desire Essay On Streetcar Named Desire. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English ...
Slavery in America was a complex institution that had profound and long-lasting impacts. The essay discusses the challenges of writing about this topic, including navigating different perspectives, understanding the roots and evolution of slavery over time, and addressing the moral, economic, and social implications. It should provide a balanced view of the history while also exploring how slavery shaped contemporary issues like racial inequalities and social justice. Writing about this historical atrocity requires thorough research and a compassionate approach to comprehending the profound effects on American society, both past and present.
This document discusses the challenges of writing an essay on slavery in America. It notes that balancing historical accuracy, empathy, and analysis of the complex social, economic, and political factors is difficult. It also must capture the profound impact on individuals and communities in a sensitive way. Additionally, it must address differing viewpoints and perspectives while maintaining objectivity. Thorough research of primary and secondary sources is essential to provide a well-rounded examination. In conclusion, an essay on this topic demands a deep understanding of history, sensitive exploration of experiences, and balanced perspective, making it a formidable challenge.
Sample Essay About Teachers. teacher essay Teachers ClassroomFelicia Gonzales
A Good Teacher Essay | PDF | Teachers | Learning. Essay About Teacher - My Favorite Teacher. Teachers Essay. Essay on Teachers Day/Ten lines about Teachers day/Essay writing/Best .... Being A Teacher Essay – Telegraph. Essay about my school teacher. ️ Friendly teacher essay. Essay on My Favourite Teacher for Children .... ESSAY - Qualities of A Good Teacher | PDF | Teachers | Action (Philosophy). College Essay: Teaching essay. My Teacher Essay | Essay on My Teacher for Students and Children - A .... My Best Teacher Essay | Custom Writing Service. Critical essay: Essay on my teacher. Short essay about a teacher. Essay on Teacher in English for Kids and Students | 500 Words Essay on .... Essay on Teacher | Teachers | Classroom. Essay on my teacher is the best in 2021 | Essay, College application .... Write Essay On Teachers Day in English/Essay Writing on Teachers Day .... [Essay] Good and Bad Teachers | Teachers | Emotions. 013 Essay On Teacher Example 10005 Thumb ~ Thatsnotus. Teaching Essay Writing Help, Teaching Persuasive Essay, Teaching .... teacher essay | Teachers | Classroom. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... ️ Becoming a teacher essay. Becoming A Teacher Essay. 2019-01-31. My best teacher - Essay on My Best Teacher - Easy and Short Essay on My ... Sample Essay About Teachers
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. A complete guide to writing a reflective essay | Oxbridge Essays - Self .... Example Of Reflection Paper - 002 Essay Example Reflective Introduction .... Example Of Reflection Paper - 18 Best Images of Student Learning .... Sample reflective essay using gibbs - Reflection using Gibbs model ....
Language and Power ReaderVictor Villanueva, Robert EddyP.docxsmile790243
Language and Power Reader
Victor Villanueva, Robert Eddy
Published by University Press of Colorado
Villanueva, V. & Eddy, R..
Language and Power Reader: Representations of Race in a Post-Racist Era.
Boulder: University Press of Colorado, 2013.
Project MUSE., https://muse.jhu.edu/.
For additional information about this book
Access provided by University of Washington @ Seattle (30 Jan 2017 18:49 GMT)
https://muse.jhu.edu/book/35046
https://muse.jhu.edu
https://muse.jhu.edu/book/35046
DOI: 10.7330/9780874219258.c018
18
r e P r e S e n t i n g A n d n e g o t i A t i n g
d i f f e r e n c e S i n t h e c o n t A c t Z o n e
Min-Zhan Lu
Questions for Pre-Reading
1. In the opening paragraph Min-Zhan Lu writes that “conflict and strug-
gle” are necessary for “any attempt to achieve multiculturalism in the
United States of today.” What do you make of the essay beginning with
this claim?
2. What do you think about Lu’s examples of “cultural tourism”? What
examples of cultural tourism come to mind from your experiences or
those of people you know?
3. How will you respond to Lu’s statement that “the freedom of the privi-
leged is oftentimes grounded in the oppression of an other”? Notice
that she didn’t write “another” but “an other.” What could she mean by
that?
4. Lu maintains that life in the contact zone “invites us to cause waves, to
ask how and why rather than just nodding politely to statements with
which we agree or disagree.” How and why do you agree and/or dis-
agree with her about how best to respond to contact zones?
Questions for Relating to Other Selections
1. Explore the writer’s claim that most people are “eager to identify with
democratic ideals such as justice, equality, and freedom for all.” Is Lu
correct that we can “mobilize . . . the moral power of American demo-
cratic ideals . . . to pressure ourselves to overcome our fear of entering
a contact zone”? How can we mobilize this moral power that repre-
sents the best that is in us all? Does Peter Lamborn Wilson, in “Against
Multiculturalism,” share any version of Lu’s trust in an idealistic demo-
cratic core to most Americans that can be mobilized for constructive
cross-cultural or cross-racial contact zone work?
2. What would a dialogue between Lu and Wilson be like, do you sup-
pose, if each were asked to review the other’s selection in this book?
232 M I N - Z H A N L U
Specifically, imagine how they would talk about and relate Lu’s “cul-
tural tourism” focus to Wilson’s rejection of multiculturalism as “hege-
monic particularism.”
Min-Zhan Lu
Min-Zhan Lu is Professor and University Scholar at the University of
Louisville. Her scholarship has focused on basic writing, the politics of
global Englishes, and multilingualism. She has written powerfully of her
birth and rearing in China, and of the three powerful women who helped
nurture, teach, and challenge her, in Shanghai Quartet: The Crossings of
Four Women of China (2001). S ...
Introduction: on Asian Americanist critique by Kandice Chuhaaronfadams
This document provides an introduction to the book "Imagine Otherwise" which undertakes a critical examination of Asian American studies. It discusses the controversy surrounding the 1998 Association for Asian American Studies award for best fiction novel and how this controversy highlighted issues of marginalization and exclusionary knowledge politics within Asian American studies. The introduction explores how postcolonial and transnational theories call for a reexamination of the framing assumptions of Asian American studies, particularly in light of critiques of the nation-state. It aims to ask how Asian American studies can remain coherent and politically engaged in the current context.
FINAL EXAM INSTRUCTIONS 1.Berger and Luckmann state that we ar.docxcharlottej5
FINAL EXAM INSTRUCTIONS
1.
Berger and Luckmann state that we are born into an 'objective social structure' and that we have only a limited ability to subjectively appropriate and interpret it for ourselves. Discuss how the categories of race, gender, and class predate any one individual, and how we are bound to identify ourselves in relation to them. To what extent can an individual redefine themselves in relation to these categories, and what are the possible social sanctions they may face for doing so?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
2.
Though Sociologists have long studied race, class, gender, and other categories of identity, those who argue for the merits of Intersectional Theory claim that it offers a distinct advantage in understanding the power of such categories. What do you believe is that advantage? Put in terms of this course, how would studying diversity through the lens of Intersectional Theory give you a better understanding than studying diversity without it?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
3.
Matters of race, ethnicity, class, gender, and sexuality are often in the public eye, and tend to be at the center of many passionate (and unfortunately even violent) conflicts. While discussing diversity in the context of institutions and organizations remains important, it is as important to ask to what extent we accept diversity and difference as a society. One such case occurred August 11th, 2017 when a white nationalist group marched in protest of the potential removal of a statue of Robert E. Lee from the campus of the University of Virginia. Local organizations such as the NAACP and citizens of the town had argued that the statue (erected in 1924) needed to be removed as it was a symbol of the enslavement and oppression faced by blacks in the South. You may read more details of the case at the following link:
https://www.nytimes.com/2017/08/13/us/charlottesville-rally-protest-statue.html
Using the knowledge you've accumulated in this course, write a short letter to the editor of your local newspaper arguing why or why not you believe the removal of the statue from public view is in the interest of cultivating a more diverse society. Make sure to use the concept of microaggression and standpoint theory, including definitions. Do not use quotes to explain; use your own words. Try to make your response between 750-1000 words, and cite at least two scholarly sources from course readings or your own research to support your argument.
9/28/2017 Patricia Hill Collins, Black Feminist Thought in the Matrix of Domination
http://www.hartford-hwp.com/archives/45a/252.html 1/11
Documents menu
http://www.runet.edu/~lridener/courses/BLKFEM.HTML
Black Feminist Thought in the Matrix of
Domination
From Patricia Hill Collins, Black Feminist Thought:
Knowledge, Consciousness, and the Politics of
Empowerme.
Essay On Streetcar Named Desire.pdfEssay On Streetcar Named Desire. A Streetc...Jodi Hartman
Introduction to A Streetcar Named Desire Free Essay Example. A Streetcar Named Desire Essay English Advanced - Year 11 HSC .... Reality vs. Illusion in quot;A Streetcar Named Desirequot; Free Essay Sample .... 8x A A STREETCAR NAMED DESIRE ESSAYS for A Level English Literature .... Picture of A Streetcar Named Desire 1951. A Streetcar Named Desire English - Year 11 SACE Thinkswap. Streetcar Named Desire Conclusion Essay Example StudyHippo.com. A Streetcar Named Desire Essay on Mitch Teaching Resources. Psychoanalysis Example A Streetcar Named Desire Argumentative Essay .... A Streetcar Named Desire - Essay Package Literature - Year 11 VCE .... A Streetcar Named Desire Analysis A Streetcar Named Desire Overview .... A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A essay on A Streetcar Named Desire Teaching Resources. Social Issues in a Streetcar Named Desire Essay Example StudyHippo.com. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English .... Streetcar Named Desire Essay - Band 6 English Advanced - Year 11 .... Expository essay: Essay on streetcar named desire. Free essay on streetcar named desire. Gender Roles in a Streetcar .... ᐅ Essays On A Streetcar Named Desire Free Argumentative, Persuasive .... Streetcar Named Desire A Level English Literature essay Teaching .... A Streetcar Named Desire Essay - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - 2 model essays on characters of Stanley and .... A ESSAY ON A STREETCAR NAMED DESIRE AQA Teaching Resources. Streetcar Named Desire Essay Legal Studies - Year 11 HSC Thinkswap. A Streetcar Named Desire is a 1951 American film adaptation of the .... A Streetcar Named Desire Essay - A Level English Literature Teaching .... Example A Streetcar Named Desire essay Teaching Resources. A Streetcar Named Desire Essay Plans A Level Teaching Resources. A Streetcar Named Desire Quotations amp; Analysis SchoolWorkHelper. A Streetcar Named Desire Revision - A Streetcar Named Desire Scenes .... Streetcar Named Desire Essay Example Topics and Well Written Essays .... A Streetcar named Desire English Advanced - Year 11 HSC Thinkswap Essay On Streetcar Named Desire Essay On Streetcar Named Desire. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English ...
Slavery in America was a complex institution that had profound and long-lasting impacts. The essay discusses the challenges of writing about this topic, including navigating different perspectives, understanding the roots and evolution of slavery over time, and addressing the moral, economic, and social implications. It should provide a balanced view of the history while also exploring how slavery shaped contemporary issues like racial inequalities and social justice. Writing about this historical atrocity requires thorough research and a compassionate approach to comprehending the profound effects on American society, both past and present.
This document discusses the challenges of writing an essay on slavery in America. It notes that balancing historical accuracy, empathy, and analysis of the complex social, economic, and political factors is difficult. It also must capture the profound impact on individuals and communities in a sensitive way. Additionally, it must address differing viewpoints and perspectives while maintaining objectivity. Thorough research of primary and secondary sources is essential to provide a well-rounded examination. In conclusion, an essay on this topic demands a deep understanding of history, sensitive exploration of experiences, and balanced perspective, making it a formidable challenge.
Sample Essay About Teachers. teacher essay Teachers ClassroomFelicia Gonzales
A Good Teacher Essay | PDF | Teachers | Learning. Essay About Teacher - My Favorite Teacher. Teachers Essay. Essay on Teachers Day/Ten lines about Teachers day/Essay writing/Best .... Being A Teacher Essay – Telegraph. Essay about my school teacher. ️ Friendly teacher essay. Essay on My Favourite Teacher for Children .... ESSAY - Qualities of A Good Teacher | PDF | Teachers | Action (Philosophy). College Essay: Teaching essay. My Teacher Essay | Essay on My Teacher for Students and Children - A .... My Best Teacher Essay | Custom Writing Service. Critical essay: Essay on my teacher. Short essay about a teacher. Essay on Teacher in English for Kids and Students | 500 Words Essay on .... Essay on Teacher | Teachers | Classroom. Essay on my teacher is the best in 2021 | Essay, College application .... Write Essay On Teachers Day in English/Essay Writing on Teachers Day .... [Essay] Good and Bad Teachers | Teachers | Emotions. 013 Essay On Teacher Example 10005 Thumb ~ Thatsnotus. Teaching Essay Writing Help, Teaching Persuasive Essay, Teaching .... teacher essay | Teachers | Classroom. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... ️ Becoming a teacher essay. Becoming A Teacher Essay. 2019-01-31. My best teacher - Essay on My Best Teacher - Easy and Short Essay on My ... Sample Essay About Teachers
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. A complete guide to writing a reflective essay | Oxbridge Essays - Self .... Example Of Reflection Paper - 002 Essay Example Reflective Introduction .... Example Of Reflection Paper - 18 Best Images of Student Learning .... Sample reflective essay using gibbs - Reflection using Gibbs model ....
Language and Power ReaderVictor Villanueva, Robert EddyP.docxsmile790243
Language and Power Reader
Victor Villanueva, Robert Eddy
Published by University Press of Colorado
Villanueva, V. & Eddy, R..
Language and Power Reader: Representations of Race in a Post-Racist Era.
Boulder: University Press of Colorado, 2013.
Project MUSE., https://muse.jhu.edu/.
For additional information about this book
Access provided by University of Washington @ Seattle (30 Jan 2017 18:49 GMT)
https://muse.jhu.edu/book/35046
https://muse.jhu.edu
https://muse.jhu.edu/book/35046
DOI: 10.7330/9780874219258.c018
18
r e P r e S e n t i n g A n d n e g o t i A t i n g
d i f f e r e n c e S i n t h e c o n t A c t Z o n e
Min-Zhan Lu
Questions for Pre-Reading
1. In the opening paragraph Min-Zhan Lu writes that “conflict and strug-
gle” are necessary for “any attempt to achieve multiculturalism in the
United States of today.” What do you make of the essay beginning with
this claim?
2. What do you think about Lu’s examples of “cultural tourism”? What
examples of cultural tourism come to mind from your experiences or
those of people you know?
3. How will you respond to Lu’s statement that “the freedom of the privi-
leged is oftentimes grounded in the oppression of an other”? Notice
that she didn’t write “another” but “an other.” What could she mean by
that?
4. Lu maintains that life in the contact zone “invites us to cause waves, to
ask how and why rather than just nodding politely to statements with
which we agree or disagree.” How and why do you agree and/or dis-
agree with her about how best to respond to contact zones?
Questions for Relating to Other Selections
1. Explore the writer’s claim that most people are “eager to identify with
democratic ideals such as justice, equality, and freedom for all.” Is Lu
correct that we can “mobilize . . . the moral power of American demo-
cratic ideals . . . to pressure ourselves to overcome our fear of entering
a contact zone”? How can we mobilize this moral power that repre-
sents the best that is in us all? Does Peter Lamborn Wilson, in “Against
Multiculturalism,” share any version of Lu’s trust in an idealistic demo-
cratic core to most Americans that can be mobilized for constructive
cross-cultural or cross-racial contact zone work?
2. What would a dialogue between Lu and Wilson be like, do you sup-
pose, if each were asked to review the other’s selection in this book?
232 M I N - Z H A N L U
Specifically, imagine how they would talk about and relate Lu’s “cul-
tural tourism” focus to Wilson’s rejection of multiculturalism as “hege-
monic particularism.”
Min-Zhan Lu
Min-Zhan Lu is Professor and University Scholar at the University of
Louisville. Her scholarship has focused on basic writing, the politics of
global Englishes, and multilingualism. She has written powerfully of her
birth and rearing in China, and of the three powerful women who helped
nurture, teach, and challenge her, in Shanghai Quartet: The Crossings of
Four Women of China (2001). S ...
Against Redemption The Dilemma Of MemoirArlene Smith
This document discusses the challenges of writing a memoir about disability that avoids the typical "tragedy to triumph" narrative arc. It explores how the author attempted to write a counter-narrative memoir about parenting their autistic son using a thematic personal essay form rather than a chronological structure. Key points discussed include the pressure to conform to redemptive narratives for disability memoirs, challenges of using metaphor and representing the complexity of experience.
This document discusses the selective memory of Palestinian women leaders during the British Mandate period in Palestine from 1920-1948. It notes that while certain women leaders are continually referenced in modern nationalist narratives, their prominence contradicts historical sources from the time period. In particular, Zlikha Shihabi is often invoked despite limited evidence of her actual role. More broadly, the women's movement has been marginalized in the national narrative, only referenced when politically convenient. This disconnect between historical remembering and forgetting highlights how memory, gender, and history can be politicized.
Do Muslim Women Really Need Saving Anthropological Refle.docxaryan532920
Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism
and Its Others
Author(s): Lila Abu-Lughod
Source: American Anthropologist, Vol. 104, No. 3 (Sep., 2002), pp. 783-790
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: http://www.jstor.org/stable/3567256
Accessed: 26-03-2018 22:52 UTC
REFERENCES
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H ,
LILA ABU-LUGHOD
Ethics Forum: September 11 and Ethnographic Responsibility
Do Muslim Women Really Need Saving ?
Anthropological Reflections on Cultural
Relativism and Its Others
ABSTRACT This article explores the ethics of the current "War on Terrorism," asking whether anthropology, the discipline devoted
to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American
intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in
the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention
to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim
women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world-as products of
different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that
rather than seeking to "save" others (with the superiority it implies and the violences it would entail) we might better think in terms of
(1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger
responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop
many of these arguments about the limits of "cultural relativism" through a consideration of the burqa an ...
1) The document discusses different viewpoints or styles that historians use to investigate and write about history, ranging from broad overviews to more focused examinations to empathetic and opinion-driven works.
2) It argues that viewpoints closer to Herodotus' original conception of objective investigation and documentation, like broad overviews and focused examinations of specific events, tend to be more valid as historical sources.
3) More subjective viewpoints that rely on personal opinion or emphasize small details over larger contexts, while still useful, are generally less valid as tools for understanding history.
This document provides excerpts from an undergraduate thesis about conspiracy theories. It discusses 5 chapters: 1) examines conspiracy theories from the point of view of informants in Texas who see the current political order as insidious and believe it is their responsibility to recover the "authentic America"; 2) analyzes how informants construct a "myth of America" by appropriating and reworking symbols like the American flag to stitch together a new narrative; 3) describes how conspiracy theorists engage in ethical practices and techniques of the self by embodying an ideal "American" in order to (re)produce an authentic America through their actions; 4) discusses relationships within and outside conspiracy theory communities.
This summary provides an overview of the key points in the document:
1) The document introduces terms like feminism, intersectional feminism, and transnational feminism, discussing their definitions and how artists have explored them.
2) Examples are given of several artists, including Adrian Piper and her performance art pieces addressing racism and sexism, and Simone Leigh's "Free People's Health Clinic" project highlighting healthcare issues in the Black community.
3) The discussion then shifts to examining Asian-American identity, summarizing a past project by the author and Hong-An Truong exploring the history of Chinese immigration to the US.
Sigal argues that historians of sexuality too often view sexuality as a stable, transhistorical category rather than understanding indigenous meanings which were unstable. Historians must destabilize current notions of sexuality and recognize how colonialism and power have shaped analytical frameworks. Archives used in studying Latin American gender and sexuality are limited due to colonial mediators recording narratives, and scholars should read against the grain of sources to provide alternative interpretations that challenge literal readings.
3 The Politics of the Dancing Body Racialized and Gen.docxtamicawaysmith
3
The Politics of the Dancing
Body: Racialized and
Gendered Femininity
in Korean Pop
Chuyun Oh
The Politics of the Dancing Body: Theories,
Concerns, and Questions
Korean pop (hereinafter K-pop) singers have become viral in East Asia
recently as part of the "Korean Wave" or Hallyu. The term "Korean Wave"
was coined in China to refer to the popularity of Korean drama in the
1990s and now refers to the regional popularity of Korean products such
as drama, film, music, and fashion within Asia and visible in Western
countries, including France, Canada, and United States. Currently, K-pop
idols lead the global circulation of Korean pop culture, called "Second
Wave," which is often characterized as group performances driven
by dance music and groomed by conglomerate music agents like S.M.
Entertainment, YG Entertainment, and JYP Entertainment}
This chapter looks at the ways K-pop music videos, as a leading plat-
form circulating the "Second Wave," represent gendered femininity glob-
ally and offer a useful tool for investigating the multilayered implications
ofhybridity. It examines Girls' Generation (also known as So Nyeo Si Dae,
SNSD, or SoShi), one of the most popular K-pop idol girl bands in East
Asia, and their music videos, paying particular attention to "1'he Boys,"
released in 2011. Few studies have fully addressed Girls' Generation, and
Noh Kwang Woo's research examines how Girls' Generation fans con-
struct their personal identities through on line activities. 2 This chapter
54 CHUYUN OH
considers Girls' Generation's performances and their dancing bodies as
an intersection of race, gender, and a contemporary Koreanness. "The
Boys" is an interesting case study, given the representation of"ideal" fem-
ininity in the video and S.M. Entertainment's explicit global targeting to
US pop market.
Scholars have discussed how the transnational circulation of Korean
pop culture is a sign of global shift; its traits exist "in-between" homog-
enized globalization under Americanization and a more localized hetero-
genization. Other research efforts have dealt with the neoliberal capitalist
and nationalist aspects of l(orean Wave and how its "soft power" becomes
a .dualism ~o serve neoliber~l market values and national pride. 3 These pre-
vious stu~~es ~re worthwhde, as they offer a larger picture of K-pop's cul-
tural position 1n the world system, reallocating Korean nationality within a
contemporary context. Nevertheless, as a macro analysis, they avoid an in-
depth qualitative textual analysis ofK-pop products. Responding to the sud-
~en popular'.~Y of Korean pop culture globally, some scholars have sought
Koreanness that potentiaJly includes the unique emotional sentiment
of Han, a multifaceted sensibility of East Asian culture, a capitalized con-
sumerist 1nodernity, Confucianism and family values, and militarization.4
Reclai~i.ng authent~c Koreanness can be problematic in that this process
essenhahzes ...
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
The document discusses the challenges of writing an essay on the topic of "African American Essays". It notes that the topic demands a nuanced understanding of the complex history, culture, and experiences of African Americans. Thorough research is needed to capture the diversity of perspectives within the community, including exploring the works of prominent African American writers and scholars. The essay should also address contemporary issues like systemic racism, and present an unbiased perspective acknowledging the diversity within the African American experience. While difficult, tackling this topic offers an opportunity for growth and a deeper understanding of African American history and culture.
1. African American criticism examines works through the lens of the black experience with oppression and marginalization. It notes how black writing emerges from a sociocultural context marked by these factors.
2. It also draws from postcolonial theory regarding the representation of the "other" and identity reclamation. African American criticism is aware of how black experience relates to African influences and the legacy of slavery and racism in shaping black artistic production in white cultures.
3. A key concern is who can speak for or understand black literature and whether black works demand a specific ideological lens or can be analyzed using traditional theories. It questions the essence of race and how racial identity has been constructed and understood over time.
Gender Role Essays. Gender Roles in Society Essay - PHDessay.comMelissa Otero
Gender Roles Essay Example for Free - 760 Words | EssayPay. Gender roles in society thesis statement / mycorezone.com. Gender roles in society essay we provide best essay. Essay | Gender Role | Gender Equality. Descriptive Essay: Gender roles argumentative essay.
Expand upon your 5 page midterm paper. Develop it into a 10-12 pa.docxSANSKAR20
Expand upon your 5 page midterm paper. Develop it into a 10-12 page paper
In your final paper, you’ll need to cite the following:SELECT TWO ESSAYS (2)
· Asian American Studies: A Reader
SELECT TWO PIECES (2)
· Charlie Chan is Dead 2: At Home in the World – An Anthology of Contemporary Asian American Fiction
SELECT ONE (you may use more than one from this group of texts) (1)
· Bulosan’s America Is in the Heart
· Kochiyama’s Passing it On: A Memoir
· Prashad’s Everybody Was Kung-Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity
SELECT TWO OF THE FOLLOWING FILMS ON RESERVE (links to the Said documentary provided below) (2)
Fires in the Mirrorhttp://www.pbs.org/now/shows/232/index.htmlhttp://www.youtube.com/watch?v=hnkrUJny0CE
Yuri Kochiyama: A Passion for Justicehttp://www.wmm.com/filmcatalog/pages/c110.shtml
My America… Or Honk if you Love Buddhahttp://www.columbia.edu/cu/weai/exeas/films/my-america.html
Harvest of Empire: The Untold Story of Latinos in Americahttp://harvestofempiremovie.com/
Perfumed Nightmare (Mababangong Bangungot)http://movies.nytimes.com/movie/37745/The-Perfumed-Nightmare/overviewhttps://www.youtube.com/watch?v=r7lMMIs_7lQ
Reel Bad Arabs: How Hollywood Vilifies a Peoplehttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=412http://www.youtube.com/watch?v=Ko_N4BcaIPY
Slaying the Dragon
http://www.asianwomenunited.org/slaying-the-dragon-asian-women-in-u-s-television-and-film-1988/http://www.youtube.com/watch?v=N3Ka_xIPsHE&feature=channel_video_title
Stuart Hall – On Origins of Cultural Studies
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=414
Tim Wise on White Privilege: Racism, White Denial & the Costs of Inequalityhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
Who Killed Vincent Chin?http://www.pbs.org/pov/whokilledvincentchin/
Edward Said: On Orientalism (access from Dailymotion.com -- links below arranged in order – parts one to four) http://www.dailymotion.com/video/xcakwf_orientalism-1-edward-said_webcamhttp://www.dailymotion.com/video/xcbvfy_orientalism-2-edward-said_newshttp://www.dailymotion.com/video/xcasdg_orientalism-3-edward-said-methods-o_newshttp://www.dailymotion.com/video/xcasl5_orientalism-4-edward-said-palestini_creationhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=403 (Media Education Foundation website)
SELECT ONE OF THE FOLLOWING ITEMS ON RESERVE (1)
· Asian Americans: Movement and the Moment (edited by Louie and Omatsu)
· Asian American Sexualities: Dimensions of the Gay and Lesbian Experience (edited by Leong)
· The Big Aiiieeeee!: An Anthology of Chinese and Japanese American Literature (edited by Chin, et al.)*
· Dragon Ladies: Asian American Feminists Breathe Fire (edited by Shah)
· The Forbidden Book: The Philippine American War in Political Cartoons (edited by de la Cruz, et al.)
· Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (edited by Lai, et al.)
· Lone Heart Mountain ...
Assignment 2 FederalismThe system of federalism was instituted wi.docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work.
.
Assignment 2 FederalismThe system of federalism was instituted .docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the Argosy University online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By
Wednesday, July 30, 2014
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Significant advantages and disadvantages of federalism are identified and explained.
20
Significant changes in American federalism are identified and explained.
16
Impact of federalism to your life is identified and discussed objectively.
12
Impact of size and power of the federal government of contemporary politics is accurately identified and explained.
20
Statements are supported by reasons and research information.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Evidence Based Practice at Good Seed Drop-InAcco.docxbobbywlane695641
Assignment 2: Evidence Based Practice at Good Seed Drop-In
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing.
They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare: Meet with your Field Instructor. During the meeting, you are expected to assess the population(s) served by the agency. After meeting with the Field Instructor, conduct extensive research regarding the agency’s client population. You will be expected to use at least 5 peer-reviewed resources. The purpose of the research is to discover “evidenced based practices” that are most effective while working with clients served within the population. If the agency serves more than one population, select one sub-population within the agency to conduct the review.
(Homeless youth from 18-25 years-old, Population Served Transition Aged Youth or "TAY")
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
1. Population researched
2. Best evidenced based practices modalities used to engage the population
3. Current modalities used in the agency
4. Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
5. Analyze the findings from the articles you researched
Note: You are expected to use a minimum of five references.
Assignment 2: Evidence Based
.
Assignment 2 Evidence Based PracticeAccording to the Council .docxbobbywlane695641
Assignment 2: Evidence Based Practice
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
· Use practice experience and theory to inform scientific inquiry and research;
· Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
· Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare:
· Assess the population(s) served by the agency. My agency works with at risk youth and their families in Indiana. The at risk youth and/or their families are referred to my agency by the Indiana Department of Child Services due to reports of child abuse and/or neglect. My agency provides Parenting classes, Father Engagement classes, mental health therapy, supervised visitation, and home-based case management services to our clients.
· Conduct extensive research regarding the agency’s client population.
· Use at least 5 peer-reviewed resources.
· Discover “evidenced based practices” that are most effective while working with clients served within the population.
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
1. Population researched
2. Best evidenced based practices modalities used to engage the population
3. Current modalities used in the agency
4. Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
5. Analyze the findings from the articles you researched
Note: You are expected to use a minimum of five references. References should be from 2013-2019.
Research class Discussion Board due date January 11
The Essentials of Master's Education in Nursing reelects the profession's continuing call for imagination, transformative thinking, and evolutionary change. Explain the importance of following the essentials of Master's Education in Nursing in a clinical nurse practitioner program such as the “Florida National University “? Please select one of the essentials and expand as to why the selected essential is crucial in succeeding in this program. (Essentials I-IX)
Discussion Rubric
The initial post will be regarding the topic of the week and will be a minimum of 250 words. Make sure you pr.
Assignment 2 Evidence Based PracticeAccording to the Council on.docxbobbywlane695641
Assignment 2: Evidence Based Practice
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare
: Meet with your Field Instructor. During the meeting, you are expected to assess the population(s) served by the agency. After meeting with the Field Instructor, conduct extensive research regarding the agency’s client population. You will be expected to use
at least
5 peer-reviewed resources. The purpose of the research is to discover “evidenced based practices” that are most effective while working with clients served within the population. If the agency serves more than one population, select one sub-population within the agency to conduct the review.
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
Population researched
Best evidenced based practices modalities used to engage the population
Current modalities used in the agency
Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
Analyze the findings from the articles you researched
.
Assignment 2 Examining DifferencesIn this module, we examined cri.docxbobbywlane695641
Assignment 2: Examining Differences
In this module, we examined crimes against persons, crimes against property, and white-collar crimes. These crimes are all treated differently by the legislature as well as the media. These differences are a reflection of how society views them. As you consider these differences, you should also consider how these differences have evolved over time.
Tasks:
Prepare a 3- to 5-page report that describes all of the following points:
The differences in the treatment of each type of crime by the legislature. Explore the different crime levels (misdemeanor
vs.
felony) and different punishments.
The differences in the descriptions utilized by the media. How does the media depict the different types of criminals? Have there been any changes?
The differences in the theoretical applications for these types of crimes. How do the theories differentiate between these types of criminal behavior?
Submission Details:
Save your report as M4_A2_Lastname_Firstname.doc.
By
Wednesday, July 9, 2014
, submit your document to the
M4: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Identified differences between crime levels in terms of classification and punishment.
20
Analyzed the role of the media in crime depiction and descriptions.
28
Explained differences among theoretical applications.
32
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and used accurate spelling, grammar, and punctuation.
.
Assignment 2 Ethics and Emerging TechnologiesRead the following.docxbobbywlane695641
Assignment 2: Ethics and Emerging Technologies
Read the following paper from the online library:
Neelakantan, M., & Armstrong, A. (2006). Source code, object code, and The Da Vinci code: The debate on intellectual property protection for software programs.
Computer & Internet Lawyer, 23
(10), 1 – 5
Read the paper to identify the reasons for which Intellectual Property Right (IPR) laws in software are not always effective.
Conduct online research on the Internet to identify at least two examples of international regulatory protocols to prevent IPR infringement in software programs.
Create a three-page double-spaced business research article on the legal and ethical implications of IPR violation in software programming. Use the following format:
Page 1:
Reasons for IPR violations in software development
Page 2:
Ethical implications of IPR violations in software development
Page 3:
International regulations for IPR violations in software development
All written assignments and responses should follow APA rules for attributing sources.
Must be original work as it will be submitted to TURNITIN
Due By
Thursday, April 11, 2013, by 5 PM PST
.
.
Assignment 2 Ethical Issues and Foreign InvestmentsBy Friday, A.docxbobbywlane695641
Assignment 2: Ethical Issues and Foreign Investments
By
Friday, April 18, 2014
, analyze the following scenario:
There are multifaceted ethical issues relating to international investments. One aspect relates to human rights. Most Latin American governments have constitutions that mandate health care as a human right, yet some of these countries provide poor health care for the majority of their population.
During the 1980s, the general populace of these countries deteriorated, even though several Latin American countries developed strategies to reposition medical personnel and services to rural areas. Throughout this time, many international donors provided assistance; however they did so with imposed conditions. An example of this constrained assistance was the World Bank, which imposed restrictions that included privatization of health care, as well as required limitations on universal access.
Did the World Bank and other international donors act responsibly and ethically in constraining their humanitarian assistance? Who has the responsibility for the health care of the Latin American people? Is it a reasonable and socially responsible practice to offer international assistance in exchange for an opportunity to shape a country's political and/or social system? Why or why not?
By
Saturday, April 19, 2014
respond to the discussion question assigned by the faculty. Submit your response to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, April 23, 2014.
Comment on how your classmates would address differing views.
.
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54 CHUYUN OH
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sumerist 1nodernity, Confucianism and family values, and militarization.4
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essenhahzes ...
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
The document discusses the challenges of writing an essay on the topic of "African American Essays". It notes that the topic demands a nuanced understanding of the complex history, culture, and experiences of African Americans. Thorough research is needed to capture the diversity of perspectives within the community, including exploring the works of prominent African American writers and scholars. The essay should also address contemporary issues like systemic racism, and present an unbiased perspective acknowledging the diversity within the African American experience. While difficult, tackling this topic offers an opportunity for growth and a deeper understanding of African American history and culture.
1. African American criticism examines works through the lens of the black experience with oppression and marginalization. It notes how black writing emerges from a sociocultural context marked by these factors.
2. It also draws from postcolonial theory regarding the representation of the "other" and identity reclamation. African American criticism is aware of how black experience relates to African influences and the legacy of slavery and racism in shaping black artistic production in white cultures.
3. A key concern is who can speak for or understand black literature and whether black works demand a specific ideological lens or can be analyzed using traditional theories. It questions the essence of race and how racial identity has been constructed and understood over time.
Gender Role Essays. Gender Roles in Society Essay - PHDessay.comMelissa Otero
Gender Roles Essay Example for Free - 760 Words | EssayPay. Gender roles in society thesis statement / mycorezone.com. Gender roles in society essay we provide best essay. Essay | Gender Role | Gender Equality. Descriptive Essay: Gender roles argumentative essay.
Expand upon your 5 page midterm paper. Develop it into a 10-12 pa.docxSANSKAR20
Expand upon your 5 page midterm paper. Develop it into a 10-12 page paper
In your final paper, you’ll need to cite the following:SELECT TWO ESSAYS (2)
· Asian American Studies: A Reader
SELECT TWO PIECES (2)
· Charlie Chan is Dead 2: At Home in the World – An Anthology of Contemporary Asian American Fiction
SELECT ONE (you may use more than one from this group of texts) (1)
· Bulosan’s America Is in the Heart
· Kochiyama’s Passing it On: A Memoir
· Prashad’s Everybody Was Kung-Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity
SELECT TWO OF THE FOLLOWING FILMS ON RESERVE (links to the Said documentary provided below) (2)
Fires in the Mirrorhttp://www.pbs.org/now/shows/232/index.htmlhttp://www.youtube.com/watch?v=hnkrUJny0CE
Yuri Kochiyama: A Passion for Justicehttp://www.wmm.com/filmcatalog/pages/c110.shtml
My America… Or Honk if you Love Buddhahttp://www.columbia.edu/cu/weai/exeas/films/my-america.html
Harvest of Empire: The Untold Story of Latinos in Americahttp://harvestofempiremovie.com/
Perfumed Nightmare (Mababangong Bangungot)http://movies.nytimes.com/movie/37745/The-Perfumed-Nightmare/overviewhttps://www.youtube.com/watch?v=r7lMMIs_7lQ
Reel Bad Arabs: How Hollywood Vilifies a Peoplehttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=412http://www.youtube.com/watch?v=Ko_N4BcaIPY
Slaying the Dragon
http://www.asianwomenunited.org/slaying-the-dragon-asian-women-in-u-s-television-and-film-1988/http://www.youtube.com/watch?v=N3Ka_xIPsHE&feature=channel_video_title
Stuart Hall – On Origins of Cultural Studies
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=414
Tim Wise on White Privilege: Racism, White Denial & the Costs of Inequalityhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
Who Killed Vincent Chin?http://www.pbs.org/pov/whokilledvincentchin/
Edward Said: On Orientalism (access from Dailymotion.com -- links below arranged in order – parts one to four) http://www.dailymotion.com/video/xcakwf_orientalism-1-edward-said_webcamhttp://www.dailymotion.com/video/xcbvfy_orientalism-2-edward-said_newshttp://www.dailymotion.com/video/xcasdg_orientalism-3-edward-said-methods-o_newshttp://www.dailymotion.com/video/xcasl5_orientalism-4-edward-said-palestini_creationhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=403 (Media Education Foundation website)
SELECT ONE OF THE FOLLOWING ITEMS ON RESERVE (1)
· Asian Americans: Movement and the Moment (edited by Louie and Omatsu)
· Asian American Sexualities: Dimensions of the Gay and Lesbian Experience (edited by Leong)
· The Big Aiiieeeee!: An Anthology of Chinese and Japanese American Literature (edited by Chin, et al.)*
· Dragon Ladies: Asian American Feminists Breathe Fire (edited by Shah)
· The Forbidden Book: The Philippine American War in Political Cartoons (edited by de la Cruz, et al.)
· Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (edited by Lai, et al.)
· Lone Heart Mountain ...
Similar to Conjuring Comfort Women Mediated Affiliations and Discipl.docx (14)
Assignment 2 FederalismThe system of federalism was instituted wi.docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work.
.
Assignment 2 FederalismThe system of federalism was instituted .docxbobbywlane695641
Assignment 2: Federalism
The system of federalism was instituted with the writing and authorization of the Constitution in 1787. In dividing power between states and the national government, federalism has undergone challenges to the placement of power. Should power reside primarily in national or in state government? The Civil War was the most dramatic challenge to the placement of power. Southern states argued, under the leadership of John C. Calhoun, that states’ power superseded national power, while northern states, under the leadership of President Abraham Lincoln, stressed the need for union under the leadership and direction of the national government.
In the more than two hundred years since the Constitution’s adoption, there have been many changes to the meaning of federalism, with power shifting between state and national governments. In the twentieth century, the shifts of power became largely associated with the national government’s ability to provide increased funding sources. With more funding available, the national government has expanded its impact on all areas of state governments. This increased power has had many advocates and many detractors, each with strong justifications.
Research federalism using your textbook, the Argosy University online library resources, and the Internet. Write a paper on federalism. Structure your paper as follows:
Define federalism.
Explain three advantages of federalism.
Explain three disadvantages of federalism.
Identify and describe at least two ways in which American federalism has changed since the ratification of the Constitution.
Discuss one advantage or disadvantage of federalism most relevant to you.
Describe the relationship between contemporary politics and trends in the size and power of the federal government.
Write a 2–3-page paper in Word format. Apply APA standards for writing style to your work. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By
Wednesday, July 30, 2014
, deliver your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Significant advantages and disadvantages of federalism are identified and explained.
20
Significant changes in American federalism are identified and explained.
16
Impact of federalism to your life is identified and discussed objectively.
12
Impact of size and power of the federal government of contemporary politics is accurately identified and explained.
20
Statements are supported by reasons and research information.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Evidence Based Practice at Good Seed Drop-InAcco.docxbobbywlane695641
Assignment 2: Evidence Based Practice at Good Seed Drop-In
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing.
They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare: Meet with your Field Instructor. During the meeting, you are expected to assess the population(s) served by the agency. After meeting with the Field Instructor, conduct extensive research regarding the agency’s client population. You will be expected to use at least 5 peer-reviewed resources. The purpose of the research is to discover “evidenced based practices” that are most effective while working with clients served within the population. If the agency serves more than one population, select one sub-population within the agency to conduct the review.
(Homeless youth from 18-25 years-old, Population Served Transition Aged Youth or "TAY")
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
1. Population researched
2. Best evidenced based practices modalities used to engage the population
3. Current modalities used in the agency
4. Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
5. Analyze the findings from the articles you researched
Note: You are expected to use a minimum of five references.
Assignment 2: Evidence Based
.
Assignment 2 Evidence Based PracticeAccording to the Council .docxbobbywlane695641
Assignment 2: Evidence Based Practice
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
· Use practice experience and theory to inform scientific inquiry and research;
· Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
· Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare:
· Assess the population(s) served by the agency. My agency works with at risk youth and their families in Indiana. The at risk youth and/or their families are referred to my agency by the Indiana Department of Child Services due to reports of child abuse and/or neglect. My agency provides Parenting classes, Father Engagement classes, mental health therapy, supervised visitation, and home-based case management services to our clients.
· Conduct extensive research regarding the agency’s client population.
· Use at least 5 peer-reviewed resources.
· Discover “evidenced based practices” that are most effective while working with clients served within the population.
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
1. Population researched
2. Best evidenced based practices modalities used to engage the population
3. Current modalities used in the agency
4. Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
5. Analyze the findings from the articles you researched
Note: You are expected to use a minimum of five references. References should be from 2013-2019.
Research class Discussion Board due date January 11
The Essentials of Master's Education in Nursing reelects the profession's continuing call for imagination, transformative thinking, and evolutionary change. Explain the importance of following the essentials of Master's Education in Nursing in a clinical nurse practitioner program such as the “Florida National University “? Please select one of the essentials and expand as to why the selected essential is crucial in succeeding in this program. (Essentials I-IX)
Discussion Rubric
The initial post will be regarding the topic of the week and will be a minimum of 250 words. Make sure you pr.
Assignment 2 Evidence Based PracticeAccording to the Council on.docxbobbywlane695641
Assignment 2: Evidence Based Practice
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
Use practice experience and theory to inform scientific inquiry and research;
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
Use and translate research evidence to inform and improve practice, policy, and service delivery.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare
: Meet with your Field Instructor. During the meeting, you are expected to assess the population(s) served by the agency. After meeting with the Field Instructor, conduct extensive research regarding the agency’s client population. You will be expected to use
at least
5 peer-reviewed resources. The purpose of the research is to discover “evidenced based practices” that are most effective while working with clients served within the population. If the agency serves more than one population, select one sub-population within the agency to conduct the review.
The Assignment: Create a 10-12 slide PowerPoint Presentation, where you will explain the following:
Population researched
Best evidenced based practices modalities used to engage the population
Current modalities used in the agency
Briefly discuss and suggest to methods of implementing evidence-based practices in the agency
Analyze the findings from the articles you researched
.
Assignment 2 Examining DifferencesIn this module, we examined cri.docxbobbywlane695641
Assignment 2: Examining Differences
In this module, we examined crimes against persons, crimes against property, and white-collar crimes. These crimes are all treated differently by the legislature as well as the media. These differences are a reflection of how society views them. As you consider these differences, you should also consider how these differences have evolved over time.
Tasks:
Prepare a 3- to 5-page report that describes all of the following points:
The differences in the treatment of each type of crime by the legislature. Explore the different crime levels (misdemeanor
vs.
felony) and different punishments.
The differences in the descriptions utilized by the media. How does the media depict the different types of criminals? Have there been any changes?
The differences in the theoretical applications for these types of crimes. How do the theories differentiate between these types of criminal behavior?
Submission Details:
Save your report as M4_A2_Lastname_Firstname.doc.
By
Wednesday, July 9, 2014
, submit your document to the
M4: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Identified differences between crime levels in terms of classification and punishment.
20
Analyzed the role of the media in crime depiction and descriptions.
28
Explained differences among theoretical applications.
32
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and used accurate spelling, grammar, and punctuation.
.
Assignment 2 Ethics and Emerging TechnologiesRead the following.docxbobbywlane695641
Assignment 2: Ethics and Emerging Technologies
Read the following paper from the online library:
Neelakantan, M., & Armstrong, A. (2006). Source code, object code, and The Da Vinci code: The debate on intellectual property protection for software programs.
Computer & Internet Lawyer, 23
(10), 1 – 5
Read the paper to identify the reasons for which Intellectual Property Right (IPR) laws in software are not always effective.
Conduct online research on the Internet to identify at least two examples of international regulatory protocols to prevent IPR infringement in software programs.
Create a three-page double-spaced business research article on the legal and ethical implications of IPR violation in software programming. Use the following format:
Page 1:
Reasons for IPR violations in software development
Page 2:
Ethical implications of IPR violations in software development
Page 3:
International regulations for IPR violations in software development
All written assignments and responses should follow APA rules for attributing sources.
Must be original work as it will be submitted to TURNITIN
Due By
Thursday, April 11, 2013, by 5 PM PST
.
.
Assignment 2 Ethical Issues and Foreign InvestmentsBy Friday, A.docxbobbywlane695641
Assignment 2: Ethical Issues and Foreign Investments
By
Friday, April 18, 2014
, analyze the following scenario:
There are multifaceted ethical issues relating to international investments. One aspect relates to human rights. Most Latin American governments have constitutions that mandate health care as a human right, yet some of these countries provide poor health care for the majority of their population.
During the 1980s, the general populace of these countries deteriorated, even though several Latin American countries developed strategies to reposition medical personnel and services to rural areas. Throughout this time, many international donors provided assistance; however they did so with imposed conditions. An example of this constrained assistance was the World Bank, which imposed restrictions that included privatization of health care, as well as required limitations on universal access.
Did the World Bank and other international donors act responsibly and ethically in constraining their humanitarian assistance? Who has the responsibility for the health care of the Latin American people? Is it a reasonable and socially responsible practice to offer international assistance in exchange for an opportunity to shape a country's political and/or social system? Why or why not?
By
Saturday, April 19, 2014
respond to the discussion question assigned by the faculty. Submit your response to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, April 23, 2014.
Comment on how your classmates would address differing views.
.
Assignment 2 Ethical BehaviorIdentify a case in the news that y.docxbobbywlane695641
Assignment 2: Ethical Behavior
Identify a case in the news that you feel displays unethical police behaviors. In a 3-page written research informative paper, answer the following questions in detail with support from research and examples. Your paper should be written in APA format and style, include a title and reference page, and include at least 2 resources, one of which can be your textbook.
Identify the case and describe when and where it occurred. Be sure to summarize the case thoroughly.
Identify at least 2 unethical behaviors from the case and explain why they are unethical.
Explain whether any of the behaviors violate any criminal laws.
Explain whether any behaviors violate the Constitutional rights of the defendant.
.
Assignment 2 Ethical (Moral) RelativismIn America, many are comfo.docxbobbywlane695641
Assignment 2: Ethical (Moral) Relativism
In America, many are comfortable describing ethics as follows: “Well, what’s right for me is right for me and what’s right for you is right for you. Let’s just agree to disagree.” This is an affirmation of what philosophers call
individual
or
subjective moral relativism
. In this understanding of relativism, morality is a matter of individual feelings and personal preference. In individual moral relativism, the determination of what is right and wrong in a situation varies according to the individual. Moral relativists do not believe in natural law or universal truths.
Cultural moral relativism
puts culture at the forefront of relative ethical decision-making. It says the individual must include the precepts of his or her culture as a prominent part of the relativistic moral action.
Lawrence
Kohlberg,
a prominent psychologist known for recognizing moral stages of development, takes it a step farther saying cultural relativists are persons stuck in the “
Conventional
Stage” of ethical development
.
In your paper, please define individual moral relativism and cultural moral relativism in detail, noting how they differ from each other, their strengths and weaknesses, and give your position on Kohlberg’s stance on ethical relativism.
What aspects of ethical relativism do you identify and agree with? What aspects do you disagree with? Give a personal example that illustrates your stance on ethical relativism, describing how you made a moral decision in an ethical dilemma. Include at least two references to support your thoughts.
Post a 500-word paper to the
M4: Assignment 2 Dropbox
by due
Wednesday, July 9, 2014
. All written assignments and responses should follow proper citation rules for attributing sources. Please use Microsoft Word spelling/grammar checker. Be mindful of plagiarism policies.
Assignment 2 Grading Criteria
Maximum Points
Significant critical analysis of individual ethical relativism, cultural ethical relativism, and Kohlberg’s position; including definitions, strengths, and weaknesses.
36
Described personal ethical stances on each form of relativism in relation to own personal ethical system, including whether and how personal ethical system is compatible or incompatible with relativism.
24
Used a personal example to illustrate and support stance on ethical relativism in relation to own ethical system.
16
Justified ideas and responses by using appropriate scholarly examples and at least two references from texts, Web sites, and other references.
4
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Essay Power in Swift and Moliere Both Moliere and S.docxbobbywlane695641
Assignment 2: Essay: Power in Swift and Moliere
Both Moliere and Swift use humor to provide an analysis of serious social problems. In doing so, they both describe various types and uses of power, from the governmental power that restores Orgon’s property and the English laws that do not take into account the conditions of the Irish, to the power that a landlord holds over a renter or a father over a family, to the exercise of religion and wealth within a community, to the wishes and desires of the young, and more.
Your task is to identify at least two types of power in our readings for this module. You may use either
Tartuffe
or
A Modest Proposal
, or a mix of both. Once you have found two types of power, determine who you think has the power and how that power is exercised. Where is each power abused? What checks or limits are placed on each type of power? Be sure to cite examples from your readings to support your claims.
Submit your assignment to the
M4: Assignment 2 Dropbox
by
Wednesday, August 13, 2014
.
Assignment 2 Grading Criteria
Maximum Points
Identified two uses of power in this module’s readings.
24
Described who has each type of power and how their power is exercised (citing examples in the text).
28
Identified at least one example of how each power is misused and any limitations on the power that is being misused.
28
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience. Followed APA rules for attributing sources.
20
Total:
100
.
Assignment 2 E taxonomy· Information TechnologyInformatio.docxbobbywlane695641
Assignment 2 E taxonomy
· Information Technology:
Information Technology is an important and intelligent field of study, which is a broad field that is all about computing technology, information, and "people" especially in issues that are related to the users and meeting their needs of technology. In general, information technology is applying, managing, and supporting the technology used in solving problems. In addition, information technology is a study that mainly focuses on solving problems by using technology and computing. Information technology focuses on how to satisfy users by presenting new uses of technologies.
· A “taxonomy” of information technology:
I. People: people provide intelligence of the systems and use technology to solve their problems, by getting the benefits of technology, which are efficiency and productivity.
1. Users:
· Definition: People who use technology in their work or anything else in their life.
· Examples: engineers, students, and some medical specialties…etc.
2. Programmer:
· Definition: People who program computer software, by giving the computer systems instructions to perform a given action.
· Examples: PHP, Java, HTML, or SQL programmers.
3. IT professionals:
· Definition: IT professionals define as applying, managing, and supporting the technology used in solving problems.
· Concerned about: Implementation, configuration, and maintenance.
· Goal: Solving problems by processing data into information.
· IT professionals should provide:
· Productivity.
· Efficiency.
· Origin of IT professionals:
a) Meaning of anything is linked to its origin.
b) The main reason is people created a tool to solve a problem.
1. Calculation:
· William Schickard:
· 17th century.
· In Germany.
· Conceived a design of a mechanical calculator.
· Blaise Pascal:
· 1640s.
· In France.
· Built his machine to help his father in calculation.
2. Automatic Execution:
· Jacquard:
· 1810s.
· In France.
· A mechanical loom.
3. Automatic Logic:
· George Boole:
· In 1850s.
· In Ireland.
· Envisioned the Laws of Thought
· Boolean algebra (AND, OR, XOR, NOT)
a) AND (0 0=0, 0 1=0, 1 0=0, 1 1=1)
b) OR (0 0=0, 0 1=1, 1 0=1, 1 1=1)
c) XOR (0 0=0, 0 1 =1, 1 0=1, 1 1= 1)
d) NOT (0=1, 1=1)
4. General purpose:
· Charles Babages (grandfather of computer age):
· 18th century.
· In England.
· Designed the Difference Engine.
· Augusta Ada (one of the first programmers):
· 18th century.
· In England.
· Interpreter of Babbage's works.
· What should IT professionals know?
1. People and ethics.
· It’s related to understanding other people.
· Behave in ethical ways.
2. Users needs.
· What do you need to solve users problems?
· Users centric design.
3. Problems solving.
· Improve that by doing it (practice).
· Problem solving steps:
a) Understand the problem.
b) Planning the solutions.
c) Create algorithms.
d) Test the algorithms.
· Develop knowledge to get some expertise.
· Practice to gain experience.
4. How to use tools.
· Use technologi.
Assignment 2 Dropbox AssignmentCurrent Trends and Issues in Manag.docxbobbywlane695641
Assignment 2: Dropbox Assignment
Current Trends and Issues in Managed Care
Compensation and reimbursement models are another method of controlling access, cost, and quality in a managed care environment. An MCO doesn't have direct control over physicians or hospitals but through contractual agreements that set incentives for meeting agreed-upon standards, it can exert influence.
This week, you are required to write an essay on the following topics:
Managed care hospital reimbursement
Managed care provider reimbursement
Using South University Online library (e.g. CINAHL) or the Internet, review at least two articles for each topic and write a review for each source of information. Use the following guidelines for developing your essay:
Write a summary for each topic tying together the information learned about that topic.
Analyze the market forces that would favor using one reimbursement method over another.
Evaluate the key differences between different types of payment methodologies from the provider and hospital point of view.
Evaluate the advantages and disadvantages of the payment methodologies reviewed from the provider and hospital point of view.
Evaluate new payment methodologies resulting from the Patient Protection and Affordable Care Act (PPACA) and discuss future changes in reimbursement methodologies.
Compare and contrast each article to the information discussed in the course textbook.
Based on your understanding, create a 3- to 4-page Microsoft Word document that includes the answers to the questions for the above topics.
Support your responses with examples.
Cite any sources in APA format.
Submission Details
Name your document SU_HSC3020_W4_A2_LastName_FirstInitial.doc.
Submit your document to the
W4 Assignment 2 Dropbox
by
Tuesday, January 14, 2014
.
.
Assignment 2 Discussion—The Impact of CommunicationRemember a tim.docxbobbywlane695641
Assignment 2: Discussion—The Impact of Communication
Remember a time when you did not have a cell phone? Do you remember the days before texting? This handy pocket technology has revolutionized how we stay connected and how we access and use information today. The growth of our technological society is directly related to the rate at which information can be exchanged. In general, this exchange of information is called communication.
Respond to the following:
Explain the scientific and technical concepts related to communication.
Which types of electromagnetic radiation are typically involved in the process of communication?
How is information transmitted?
What are the main differences between wired and wireless communications?
Describe your perspective on communication technology such as wireless communication, the Internet, and smart phone technology.
Provide at least three examples of communication technology you use in your daily life. Examine the underlying scientific concepts used in this technology.
Consider the developments that have led to the United States’ current infrastructure and make a prediction of the future of communication in society.
Support your statements with examples. Provide a minimum of two scholarly references.
Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources.
By
Sunday, August 31, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, September 3, 2014
, review and comment on at least two peers’ responses.
.
Assignment 2 Discussion—Technology and GlobalizationYour Module.docxbobbywlane695641
Assignment 2: Discussion—Technology and Globalization
Your
Module 1
readings provide insight into the impact of technology on global business. Technological innovations such as the Internet, wireless technology, broadband, tablets, personal digital assistants (PDAs), global positional systems (GPSs), social media, videoconferencing, and others have changed the way we do global business.
Use your module readings, the Argosy University online library resources, and the Internet to research the impact of technology on global business.
Then, respond to the following:
Describe how changes in technology contributed to the globalization of markets.
Explain how the Internet affects international business activity and the globalization of the world economy.
Write your initial response in 300–500 words. Your response should be thorough and address all components of the discussion question in detail, include citations of all sources, where needed, according to the APA Style, and demonstrate accurate spelling, grammar, and punctuation
Do the following when responding to your peers:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Grading Criteria
Assignment Components
Max Points
Initial response was:
Insightful, original, accurate, and timely.
Substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion Response and Participation:
Responded to a minimum of two peers in a timely manner.
Offered points of view supported by research.
Asked challenging questions that promoted discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
Assignment 2 Discussion—Providing GuidanceThe Genesis team has re.docxbobbywlane695641
Assignment 2: Discussion—Providing Guidance
The Genesis team has reviewed the guidelines and models that can be used to assist in determining the appropriate mix of debt and equity financing. However, they are yet undecided and request additional literature that would help them make an informed decision.
Research module readings, Argosy University online library resources, and the Internet to identify tools, resources, and readings to help educate the Genesis operations management team.
Address the following:
How will these resources help them and further support the recommendations or guidelines you are creating on their behalf?
Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources.
.
Assignment 2 Discussion—Munger’s Mental ModelsIn his article A L.docxbobbywlane695641
Assignment 2: Discussion—Munger’s Mental Models
In his article “A Lesson on Elementary, Worldly Wisdom as it Relates to Investment Management & Business,” Charles Munger (1995) wrote about tools, techniques, and critical skills that great managers need to develop.
Consider Munger’s thoughts on the importance of mental models. Respond to the following:
In your own words, describe what Munger means by mental models.
Examine how Munger’s concept of mental models has changed your ideas of decision making in investment management and business.
Describe at least one example from your own experience where your perspective or experience provided a mode of thought that brought new light to a discussion or a tough decision.
Explain how this experience has affected your decision-making process.
Write your initial response in approximately 300–500 words. Apply APA standards to citation of sources.
By
Saturday, January 4, 2014
, post your response to the appropriate
Discussion Area
. Through
Monday, January 6, 2014
, review and comment on at least two peers’ responses. Consider the following in your comments:
Examine the discussed mental models and how they changed a decision or direction.
Provide suggestions for ways to influence situations with new mental models.
Munger, C. T. (1995). A lesson on elementary, worldly wisdom as it relates to investment management & business.
Outstanding Investor Digest, 1,
49–63.
Assignment 2 Grading Criteria
Maximum Points
Initial response:
Was insightful, original, accurate, and timely.
Was substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion response and participation:
Responded to a minimum of two peers in a timely manner.
Offered points of view supported by research.
Asked challenging questions that promoted the discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
Assignment 2 DiscussionDuring the first year or two of its exis.docxbobbywlane695641
Assignment 2: Discussion
During the first year or two of its existence, what reasons are there for a small-town nursing home to engage in any sort of strategic planning? This is a time when the venture’s resources are stretched to the limit and all its attention is focused on reaching bed capacity with admitting new residents. Are there any disadvantages for the organization if it fails to think about long-term strategy? Explain why.
By
Saturday, January 4, 2014
, respond to the assigned discussion question, and submit your response to the
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, January 8, 2014
.
Comment on how your classmates would address differing views.
.
Assignment 2 Discussion QuestionWorking in teams leads to complex.docxbobbywlane695641
Assignment 2: Discussion Question
Working in teams leads to complex interpersonal problems. Do you think working in teams is worth the effort to manage through work place problems and find viable solutions? Are there effective alternatives to team work? Explain your opinion.
By
Sunday, July 27, 2014,
respond to the discussion question above. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions and continue the discussion until
Wednesday, July 30, 2014.
Comment on how your classmates would address differing views.
.
Assignment 2: Discussion Question
Strong corporate cultures have a powerful effect on employee behavior.
Discuss how this creates inadvertent control mechanisms.
For example, are strong cultures an ethical way to control behavior?
Provide examples to support your views.
.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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تتميز هذهِ الملزمة بعِدة مُميزات :
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#فهم_ماكو_درخ
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4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
SWOT analysis in the project Keeping the Memory @live.pptx
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
1. Conjuring "Comfort Women": Mediated Affiliations and
Disciplined Subjects in Korean/American Transnationality
Hyun Yi Kang
Journal of Asian American Studies, Volume 6, Number 1,
February 2003,
pp. 25-55 (Article)
Published by Johns Hopkins University Press
DOI:
For additional information about this article
Access provided at 26 May 2019 06:11 GMT from University of
California @ Santa Cruz
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
25CONJURING “COMFORT WOMEN” • KANG
•
CONJURING “COMFORT WOMEN”:
Mediated Affiliations and Disciplined Subjects in
3. crotch with one hand. A sound track of hurried breathing
suggests both
the sex act and the frantic effort of cleansing. After a brief first-
person
account of being raped that seems to be spoken by the pictured
woman,
the voice-over shifts to a third-person female narrator who
discloses cer-
tain details about young Korean women recruited by the
Japanese Impe-
rial Army for its “comfort girl battalion.” Considering this shift
in speak-
ing positions, we might apply the title phrase, “Comfort Me,”
not to the
visible Korean “comfort woman” or the Japanese soldier, but
rather to
two other invisible subjects of this cultural production: the
artist-narra-
tor and the viewer-audience. Who is comforted and by whom
through
such representations? The question of differently implicated and
com-
4. 26 • JAAS • 6:1
forted subjects of such Korean/American cultural productions
becomes
more important to ask with each new staging of “comfort
women,” espe-
cially now more than a decade after the initial shocking
international
publicity around this historical episode.1
The matter of Korean “comfort women” poses multiple
problems—
of nomination, of identification, of representation, and of
knowledge-
production. Who can know and then, in turn, account adequately
for
both the historical event and its multiple subjects? Before that
question
can be posed, who are and should be the “we” who must
remember and
represent this subject? Is it an Asian American issue? Do
Korean Ameri-
cans bear a particular responsibility for and authority in telling
this his-
tory? Do Korean American women have an even greater
connection to
5. the subject? But why should “we” have any special claim to the
produc-
tion of that knowledge in the United States? Furthermore, how
can “we”
find out about what happened and who are “we” to inform and
educate,
in turn? What claims can “we” make for “their” attention?
Finally, how
should such claims be made and for whom?
As a partial response to these questions, this essay considers the
pos-
sible implications of various efforts by Korean/Americans to
recall and
represent Korean “comfort women.” At first glance, it makes
sense that
those Americans of Korean descent would feel compelled to
take up the
task of representing their ethnically kindred Korean “comfort
women” in
U.S. culture, scholarship, and politics. Indeed, several of these
artists have
described their representational undertaking as motivated by a
strong
6. ethnic affinity with the Korean “comfort women.” In addition to
this align-
ment of a shared identity between the subject and object of
representa-
tion, the visceral and often spectacular focus on the violated
bodies and
psyches of the “comfort women” can function as powerful
referential an-
chors, thereby eclipsing how each text or artifact is itself a
particular and
even peculiar cultural and epistemological construction. In her
essay in
this issue, Kandice Chuh usefully proposes an “articulation of
‘comfort
woman’ as a term of analysis and history rather than
personhood.”2 Else-
where, I have agitated for the consideration of “Asian/American
women”
as both a vexing object of knowledge and a productive figure
for destabi-
lizing, on the one hand, the authority of academic disciplines
and, on the
27CONJURING “COMFORT WOMEN” • KANG
7. •
other, the stability of identity categories.3 On a more local scale
and in
conversation with the insightful work of my fellow authors in
this special
issue, I want to frame the various Korean/American conjurings
of “com-
fort women” as distinctly mediated gestures that, in their
specific force-
fulness and collective diversity, interrogate the prevailing terms
of both
identification and representation as well as any assumption that
one or-
ganically flows into and secures the other. Lisa Yoneyama
astutely reads
Nora Okja Keller’s novel, Comfort Woman, as “beckoning the
possibility
of a collective subject of historical justice even in the absence
of the sta-
bility of experiential truth and the apriority of identity.”4
Yoneyama is
referring to the insurmountable alienation of Beccah from her
Korean
immigrant mother’s past experiences as a sex slave for the
8. Japanese army
and the consequent inaccessibility of that history for this
“Korean Ameri-
can” daughter, but I would extend this observation to a critical
framing of
the representational endeavors by Korean/American women
artists and
scholars as instantiating, not their sameness, but their distance
and dif-
ference from the Korean “comfort women.” Rather than
attributing a
shared ethnic and/or gender identity as the secure origin or
compelling
cause of their representational impulse, they bring “Korean
Americans”
and “Korean American women” into legibility as distinctly
American sub-
jects of representation and knowledge production, consequently
trou-
bling rather than affirming any neat alignment of identity-
knowledge-
justice. Put differently, they dispel the wishful trajectory in
which a more
intimate identification with the Korean “comfort women” leads
9. to better
representations of the “comfort women,” which in turn secures
greater jus-
tice for these women. This argument may appear to divert both
critical
attention and political energies from the actual “comfort
women” and
especially the on-going struggles to secure an official apology
and com-
pensation for the surviving women. However, by disentangling
identifi-
cation from representation and reparation, I seek to open up new
critical
imaginings of how the three processes can be interrelated
beyond the or-
ganic telos from a particular subject of injury in the past and to
a kindred
subject of remembrance and justice in the present and future.
As Chungmoo Choi and others have insightfully pointed out,
“com-
fort women” has not been immune to metaphorical displacement
or stra-
10. 28 • JAAS • 6:1
tegic accenting: “The troping of comfort women as raped nation
is a pow-
erful point. It strikes a deep chord of shame in the colonized
and invokes
nationalistic sentiments that inevitably narrativize an account of
com-
fort women as untainted virgins.” Choi further points out how
some sur-
viving women themselves are conscious of the conventional and
tactical
edges of their own discursive production:
The recording of testimonials is itself not at all innocent, but
instead is
always deeply political. With the widespread publicity of this
issue, the
sum total of a comfort woman’s life has unwittingly been
reduced to
nightmarish experiences of slavery for public consumption.
“You want
me to begin from the beginning. You mean when I was taken,
don’t
you?” asks one former comfort woman of Dai Sil Kim-Gibson’s
request
11. to tell her her life story. Thus the testimonies have become
highly
formulaic, with an intense focus on the repetitive sexual acts
and abuses,
which may be in danger of serving voyeuristic curiosity.5
Keeping in mind the strategically constructed aspects of even
the most
direct and intimate accounts by and about these women then,
this essay
begins by discussing a range of different modes and methods of
re-pre-
senting “comfort women” as distinctly mediated by their
American loca-
tion. I then consider the implications of these Korean/American
rememberings of “comfort women” for the panethnic
identification of
“Asian American.” Here, the intervening slash between the
“Korean” and
the “American” is explicated as marking the differences and
slippages
amongst a “Korean” postcoloniality, an “American” nationality,
and an
“Asian American” racial formation. In recalling a different
12. history of the
tenuous positioning of the “Korean” in relation to the
“American” within
the triangulated vectors of transnationality amongst Korea,
Japan and
the United States during World War II, I move towards a more
skeptical
framing of these Korean/American efforts in terms of a
contemporary
transnational dynamic of (re)positioning the United States as
the central
and enabling locus of representation and adjudication on the
subject of
“comfort women.” To that end, I track the process by which the
contro-
versial term, “comfort women,” has become the most legible
English nomi-
nation over and against variously contested renamings in
Japanese and
Korean. My critical insistence upon such multiple mediations
and
disciplinizations is intended to highlight the limits and the
dangers of
13. 29CONJURING “COMFORT WOMEN” • KANG
•
what Lisa Yoneyama calls the “Americanization” of the
“comfort women”
issue.
Since its emergence into international spotlight in the early
1990s,
the history of Korean “comfort women” under Japanese
imperialism and
their current struggles for redress and reparations have captured
wide-
spread sympathies and fueled a range of creative, scholarly, and
activist
gestures by Korean/Americans in the United States. The kinds
of engage-
ment have ranged from hosting direct testimonies by surviving
women
through organizing art exhibits and community forums6 to
academic
conferences7 and creating websites8 to more individual modes
of cultural
production in novels, poetry, a play, paintings and sculptural
installations,
14. documentary film and experimental video.9 In the arena of
scholarship,
Korean/American feminists in anthropology, history, sociology,
and po-
litical science have produced new knowledges and analyses that
can be
situated in and across these disciplines as well as the
interdisciplinary fields
of Asian studies, women and gender studies, and Asian
American studies.
It seems safe to say that no other topic unifies the work of
Korean/Ameri-
cans across the different and even divergent arenas of
scholarship, cul-
ture, and activism.
The persistent conjuring of the visceral pain and continued
suffering
of the Korean women who were forced into sexual servitude for
the Japa-
nese army attempts to spotlight both the atrocities of the
historical past
as well as its continuing vestiges in the bodies and psyches of
the survi-
vors. Several of these Korean/American cultural producers have
15. claimed
a strong sense of connection with the Korean “comfort women,”
which
was borne of a range of different first encounters with the topic.
Nora
Okja Keller and Dai Sil Kim-Gibson both recall their initial
inspiration to
address the subject after attending one of the first-person
testimonies given
by a surviving “comfort woman” in Hawaii and Washington
D.C., respec-
tively.10 The playwright, Chungmi Kim, became interested in
the topic
after attending a lecture by the Korean scholar, Yun Chung Ok,
in Los
Angeles.11 Therese Park first learned of this history through
viewing a
documentary film. Subsequently, Park claims, there was a more
spectral
inspiration and influence: “The heroine of my novel, Soon-ah,
came to
30 • JAAS • 6:1
16. me during a long walk. It seemed that she found me, rather than
that I
created her. ‘I was one of them,’ she told me. ‘I’ll tell you how
it happened,
if you’ll trust my voice.’ Not only did I trust her voice, but I
embraced her
with compassion as well.”12
These diverse modes of entry into the issue are all buttressed by
the
claims of a shared ethnic and female identity with the “comfort
women,”
which has been cast in one stance as a familial connection. In an
essay
titled, “They Are Our Grandmas,” Dai Sil Kim-Gibson explains:
“I call
these women grandmas simply because it is the Korean custom
to ad-
dress all women old enough to have grandchildren by that title.
I call
them grandmas, too, because I feel like they are my own
grandmas.”13
According to Kim-Gibson, her actual experiences of
interviewing several
surviving “comfort women” for both a documentary film and an
17. oral his-
tory book further solidified this bond with her subjects.
This sense of an intimate connection has been amplified by a
persis-
tent accenting of the representational gesture as a matter of
“breaking the
silence” about and/or “giving voice” to the Korean “comfort
women.” For
example, Dai Sil Kim-Gibson’s 1999 documentary film is called
Silence
Broken: Korean Comfort Women. A book of black-and-white
photographs
and testimonials published in 2000 by the Washington Coalition
for Com-
fort Women Issues, Inc. is titled Comfort Women Speak:
Testimony by Sex
Slaves of the Japanese Military. A 1996 thesis is titled, “An
Unsung Lament:
The Suffering of Korean Women Taken for Military Sexual
Slavery Dur-
ing World War II.”14 In an essay titled, “To Give a Voice,”
Therese Park
explains her desire to write about this subject: “I wanted to
become a
18. channel between them and the Western world, so that their
voices could
be heard loud and clear and would echo in every corner of the
globe. I
wanted to demolish the thick walls supporting the Confucian
belief that
women were supposed to be quiet about their ‘shameful’ pasts—
although
they were victims—and that it was their fate that brought
tragedies on
them.”15
This compulsion to testify for the “comfort women” is also
evident in
a 1999 Los Angeles Times article on the play Hanako with the
headline:
“Baring the Scars of Shame; In ‘Hanako,’ playwright Chungmi
Kim gives
voice to the plight of Korean ‘comfort women’ who still cannot
talk about
31CONJURING “COMFORT WOMEN” • KANG
•
their World War II ordeal.”16 The article also describes Kim as
19. “dedicated
to her role as the voice of the silent comfort women.” I want to
point out
two implications of this repeated emphasis on silence and
suppression.
First, the unquestioned claim of “giving voice” works to
produce the prob-
lem of silence, or, in other words, to produce silence as a
problem to be
remedied. This is done in large part by figuring the “comfort
women” as
voiceless and as needing to be given a voice. However, this is
belied by the
preexisting accounts of this topic in the various forums and
texts, espe-
cially those, as noted above, that gave rise to the initial
discovery by the
Korean/American artists, including the surviving women’s
direct public
testimonials. Secondly, the focus on “their” silence and
voicelessness works
to necessitate and to authorize the Korean/American
writer/artist/scholar
to assert her own voice or vision in the act of “giving voice” to
20. the “com-
fort women.” This second dynamic of “coming to voice” is
crucially de-
pendent upon yet distinguished from the “breaking the silence”
and “com-
ing to voice” by the Korean “comfort women.”
Feminist scholars on both sides of the United States-Korea
divide
have observed this strong investment in the “comfort women”
issue on
the part of Korean/American women. In a 1997 essay, Korean
feminist
scholar Cho Hae-joang notes that while contemporary sexual
harassment
of young college women in South Korea “seems to be much
more signifi-
cant to me personally, . . . Korean-American women seem to
have great
interest in the problem of comfort women.” She continues,
“When I asked
some of them why this was so, they explained that it was
because they
were living in a racist society as Korean descendants and this
problem is
21. really close to their hearts.”17 On the other side, exploring the
causes of
what she describes as “Korean American feminist fascination
with Ko-
rean military prostitution,” Elaine H. Kim argues: “Korean
American
women may be interested in comfort women and sex workers
because as
Asian women living in the U.S., they too are marginalized and
suspect as
possible traitors to the Korean nation, and because they too feel
subject
to the processes of racialization and sexual objectification.”18
Indeed,
Therese Park confirms this when she declares: “Wittingly or
unwittingly,
a writer also portrays herself in her ‘characters.’ Soon-ah’s
determination
to survive through her daily torture came from my own struggle
as an
32 • JAAS • 6:1
Asian woman transplanted to American soil, which is harsh to
22. nonwhites.”
Considered in this light, these gestures of recall and re-
presentation serve
as the occasion of a double-voicing in which certain
Korean/Americans
achieve a voice against the repressive processes of
“racialization and sexual
objectification” in the United States.19 Consequently, I would
emphasize
the differently inflected situatedness of the Korean/American
represent-
ing subjects in two ways. First, a particularly American
grammar and re-
gime of representation and knowledge-production constrains the
terms
of their legibility and legitimation as part of U.S. culture,
scholarship,
and politics. A novelization of “comfort women” is as much, if
not more,
bound by the techniques and protocols of producing a “good
novel” in
English as it may be about publicizing the subject of “comfort
women”
for American readers. This is also the case for representation in
23. other
forms, genres, and media. Secondly, the very diversity of formal
and sty-
listic eccentricities across these works brings into critical relief
that these
are actively mediated affiliations and thereby resists the neat
alignment
of identity between the subjects and objects of these
representations.
One way to discern the forcefulness and awkwardness of these
ges-
tures is to track the differing methods for transporting the
“comfort
women” figures to the United States in literary fiction. I’m
especially in-
trigued by the contrasting narrative strategies in the three
novelizations.
In Nora Okja Keller’s Comfort Woman, Akiko’s life from her
days in the
camp to her marriage to an American missionary, her
immigration to the
United States, and a subsequent career as a much sought-after
shaman is
narrated in the first-person. Her story alternates with the first-
24. person-
narration of her daughter, Beccah. In contrast, Chang-rae Lee’s
A Gesture
Life filters the figure of its “comfort woman” named K. through
the first-
person narration of a Korean/Japanese soldier who guards over
and falls
in love with her and later immigrates to the United States, from
where he
recalls her in his old age. Lee’s construction of the character of
the half-
Black, half-Korean adopted daughter is an especially forced
attempt to
conjoin the histories of Japanese military sexual slavery and
U.S. mili-
tary-related prostitution in Korea. Finally, Therese Park’s A
Gift of the
Emperor is narrated from the first-person point-of-view of
Soon-ah, who
is forcibly taken to the Pacific by the Japanese army. She falls
in love with
33CONJURING “COMFORT WOMEN” • KANG
•
25. a Japanese war correspondent, and together they flee to an
island from
where they are eventually rescued by the U.S. Navy, which
transports her
to Hawaii. At the book’s end, Soon-ah returns to Korea at the
end of the
war. What is striking about all of these instances is that the
“comfort
women” figure is located as ex-centric to the national borders of
the United
States. In A Gesture Life, K. can only be recalled from a
geographical and
temporal distance by the immigrant Doc Hata. Even in the case
of Com-
fort Woman, where Akiko/Soon Hyo is an immigrant and
permanent resi-
dent, I would argue her “American” presence is tenuous, made
more so by
her physical isolation and seeming madness. Here, I think
Kandice Chuh
is quite right in reading the enfiguration of the “comfort
woman” in both
Lee’s and Keller’s texts as standing in for “the legacies of
Japanese colonial
26. occupation of and U.S. neo-colonial presence in Korea,” which
the two
“Korean American” figures of Doc Hata and Beccah “must find
a way of
not only confronting but relating to . . . in order to move from a
state of
selflessness to selfhood.”20 I would modify this illuminating
insight in two
ways. First, the selfhood that is achieved through this
remembrance must
be distinguished as a particularly American one, one that is
allowed and
enabled to remember these pasts not in spite of but as a
consequence of
their national location in the United States. Second, I would
extend that
observation to the various Korean/American gestures of recall
and repre-
sentation as enunciating not only a diasporic Korean
identification with
the “comfort women” but also the producers’ cultural and
national loca-
tion in the United States, a place that allows and enables its
variously
27. ethnicized subjects into such rememberings and representations.
In addition to the previously discussed video piece, Comfort
Me, the
problems of representing “comfort women” through an audio-
visual
medium for an American audience is interestingly enacted in
Dai Sil Kim-
Gibson’s documentary film, Silence Broken: Korean Comfort
Women. This
piece features the conventional interviews with several former
“comfort
women” alongside former Japanese soldiers and scholars such
as Yoshimi
Yoshiaki and Yun Chung Ok. Silence Broken also includes
dramatized re-
enactments of certain scenes of the women’s physical and
sexual abuse
in the camps, which are staged in reconstructed period setting
and cos-
tume but acted out in spoken English, creating an odd sense of
temporal,
34 • JAAS • 6:1
28. spatial, and cultural vertigo. Kim-Gibson has explained this
dramatic
animation as necessitated by the lack of archival photographs of
film foot-
age to accompany visually the voice-over recollections of the
women. In
the film, the dramatic re-enactments are accompanied by the
voice-over
recollection of a surviving “comfort woman,” but they do not
necessarily
correspond to the experiences of that one woman. Kim-Gibson
explains,
“By the time I moved to the dramatized scenes, it no longer
became im-
portant for me to keep track of who said what. . . . The women’s
voices
narrating the stories actually belong to individuals—Yun,
Chung, Song,
Hwang, and Kim—but they are also telling their stories for all
other women
who suffered the same. The individual grandmas in the first part
of my
film are, in a way, sitting together, remembering their common
past in
29. composite characters.”21 Rather than fault the filmmaker for
not “sticking
to the facts,” I would frame these awkward stagings and
composite char-
acterizations as indicative of the particular mediations of
documentary
production, which in this case is compounded since the film was
funded
by PBS for later broadcast in the United States. In addition to
complying
with the usual one-hour length of these telecasts, there is the
problem of
extended talking-head sequences, especially when they are
spoken in a
foreign language and subtitled, which are considered as
alienating to many
American television viewers. As Kim-Gibson explains, the
creation of
composite characters and the staged scenes help produce
“dramatic struc-
ture and stronger impact,” and I would add, it does so for a
particular
kind of visually literate and habituated viewer.
30. While the examples discussed above grapple with the challenge
of
producing a palpable presence of the “comfort women” in the
terrain of
U.S. culture, a different set of Korean/American cultural
productions ap-
proach the matter of representation largely through evoking the
absence
of the bodies of “comfort women.” The visual artist, Yong Soon
Min, for
example, conjures the “comfort women” through overt
reproductions of
the unworn hanbok dress. In Mother Load, “a four-part
sequential sculp-
ture,” Min created a hybrid hanbok and pojagi, “a square piece
of cloth
used for wrapping and carrying various objects by Korean
women,”22 with
military camouflage fabric. This enmeshing of militarization
and femi-
ninity through the portable pojagi also suggests the physical
displacement
35CONJURING “COMFORT WOMEN” • KANG
31. •
of the Korean “comfort women.” While Mother Load could be a
reference
to Japanese colonial violence, the postwar military dictatorship,
as well as
the continued imperialist presence of U.S. troops in South
Korea, an ear-
lier piece titled Remembering Jungshindae (1992) deals more
directly with
the subject of Korean “comfort women.” Elaine H. Kim
provides a nicely
detailed description:
[T]he body of the military prostitute is recalled by the empty
dress Min
has fashioned by stretching starch-stiffened fabric over a
wooden
armature and then laying on paint, modeling paste, gravel, dirt,
and
charcoal bits to give the rigid structure a textured surface, all
expressing
the severity of the comfort woman’s history. The dress is
elegiac black,
not a traditional color for a Korean dress, and wire mesh screen
is placed
32. at the opening of the neck so that the red light of the acetate
seems to
glow from inside. Also, the gashes in the skirt emit red light
like fire or
bloody wounds. The Korean script translates: “Your story will
not be
forgotten.”23
The literal bodies of “comfort women” are most strikingly
absent in
Mona Higuchi’s 1996 sculptural installation, Bamboo Echoes:
Dedicated
to the Comfort Women, at the Isabella Stewert Gardner museum
in Bos-
ton. An artist from Hawaii of both Japanese and Korean descent,
this piece
marked, according to critic Jill Medvedow, “a departure from
[Higuchi’s]
previous focus on Japanese-American issues and represents new
inquir-
ies into the artist’s Korean heritage.” As Medvedow describes
the piece:
Bamboo poles are tied together to form a three-dimensional grid
that
33. delineates both an external boundary and a private space. The
bamboo
symbolizes a living tree, a time-honored and cross-cultural
metaphor
for growth and regeneration. At the same time, the bamboo
structure’s
severe geometry and architectural construction is associated
with
torture, imprisonment, and a rigid social order. Hanging from
the
bamboo cubicles are hundreds of small, gold squares, gently
dangling
inside the cubes, gold-leafed on both sides to catch and reflect
the light.
The intensity of the shimmering gold punctuates the deep
shadows cast
by the cubes.24
Medvedow later points out, “Compassion for the Comfort
Women was
explicitly represented only through the inclusion of a late
eleventh- or
early twelfth-century sculpture of Kuan Yin, the bodhisattva of
compas-
34. 36 • JAAS • 6:1
sion, which is evocatively placed outside the bamboo structure.”
Such
anonymous, non-corporeal stagings of the topic are effective in
drawing
more attention to the producer of the cultural production and the
limits
of the will to knowledge and representation. Furthermore, they
challenge
the audience to recognize how our own inclinations for a
particular de-
coding are historically and culturally constrained.
Even when a female body is made hypervisible, as in Sasha Y.
Lee’s
Cover-up and Denial/Playboy, a computer-generated mock cover
of Play-
boy magazine, it need not literally reference a “comfort
woman.”25 In-
stead, Lee poses herself in a backless halter top staring
defiantly over her
shoulder at the viewer. In lieu of the conventionally titillating
tag lines,
the bottom center here blares: “Comfort Women: More than sex
35. objects.”
Chungmoo Choi points out that Lee’s work “unveils the
linguistic mask-
ing of military sexual slavery with the very capitalistic notion
of purchas-
ing comfort.”26 In the upper left corner, the text reads: “The
Cover-Up
and Denial: Over 200,000 Korean, Chinese, Filipina and
Taiwanese women
were forced to serve as sex slaves for the Japanese military.
When will the
healing begin?” I am especially intrigued by how the artist
interposes her-
self between the American viewer-reader and the “comfort
women.” In
the middle right of the cover, the text reads: “YUNGJU BEARS
ALL. She
speaks out against the greatest atrocities committed against
women dur-
ing WWII.”
In thus critically highlighting the difference and distance
between
the Korean/American representing subject and the Korean
“comfort
36. women,” I do not mean to dismiss or to discount the claims of
identifica-
tion by some of these Korean/American women artists. Rather, I
wish to
argue that those representations and knowledge productions
proceeding
from such claims should not be politically or epistemologically
privileged.
To put it differently, a seemingly shared identity or experience
is a par-
ticularly interested and constrained—that is, mediated—
affiliation be-
tween a subject and an object of representation/knowledge
production.
Keeping that in mind, we can interrogate the presumed
intimacies and
seeming transparencies that identification enables, but also the
critical
knowledges that it can eclipse. What is gained, in turn, by
giving up the
epistemological authority of (shared) identity? How might we
make critical
sense of these endeavors in Asian American studies?
37. 37CONJURING “COMFORT WOMEN” • KANG
•
The prevailing mode for a specifically Korean/American
legibility and
recognition in American public culture has been as one
constituent part
of the broader category of “Asian American.” However, these
re-
memberings of “comfort women” are profoundly troubling to
the cat-
egorical boundaries of that pan-ethnic identification. If
Korean/Ameri-
cans would claim this history and these women as part of “our”
history,
how could it be reconciled as also belonging to the “Asian
American” as a
shared racial formation in the United States, especially
alongside the con-
temporaneous history of Japanese American internment during
World
War II? This question is implicated in a larger conversation that
has been
waged in the past decade about the risks and the possibilities of
38. diasporic
and transnational framings of Asian American cultural
productions. Many
of these arguments have been premised upon and constrained by
very
particular spatio-temporal mappings: 1) a cleaving of the two
terms of
“Asian American” into Asia and America as two distinct sites of
physical
habitation, affective investment, and cultural production; and 2)
a stag-
gered narration of the historical making of the “Asian
American” in an
earlier moment bound to the United States, which is clearly set
off from a
more recent transnational era of strewn diasporic attachments to
multiple
elsewheres. In some more alarmist narrations, the geographical
fragmenta-
tion of and dispersed political energies posed by “new” Asian
immigrant
groups and their diasporic attachments are figured as
threatening the once
coherent and productive political force of “Asian American”
39. identification.27
On the other hand, other cultural critics have hailed the
“transnational” as a more timely or liberatory alternative to the
problems
of the “Asian American.” In her mapping of the “five different
historical
patterns of ethnicity formation,” Susan Koshy discerns the most
recent
fifth pattern within what she calls “a transnational context” of
the past
decade. She continues:
During this period, relations between the U.S. and Asia have
undergone dramatic change and we have entered a transnational
era
that is remaking economic, political, and cultural relations in
the Pacific.
As a result, ethnicity can no longer be contextualized within the
problematic of whether and how Asian Americans will be
incorporated
into the American body politic, but must also be read through
the
deterritorialization of ethnic identity.28
40. 38 • JAAS • 6:1
Later in the essay, Koshy announces more confidently, “Asian
Ameri-
cans who have historically disavowed their connections to Asia
in order
to challenge racist stereotypes as perpetual foreigners, will be
able to ne-
gotiate their links to Asia.”29 Such assured periodization does
not ad-
equately account for the fact that even before technological
advances in
travel and communication and the late twentieth century
economic de-
velopments of certain Asian nation-states, transnational
diasporic link-
ages were constructed and actively sustained, which fissure the
U.S.-based
pan-ethnic coalition of Asian Americans.
Koshy borrows her figuration of deterritorialized ethnicities
from
Arjun Appadurai’s essay, “Patriotism and its Futures,” which
also delin-
41. eates a more recent era of transnational mobility and belonging.
Taking
off from Lauren Berlant’s insight that “America” is not so much
a delim-
ited locale of nativity and habitation but a more expansive and
contra-
dictory “National Symbolic” of certain legible forms and
meaningful af-
fects that constitute its citizen-subjects, Appadurai underscores
its certain
“seductiveness of a plural belonging, of becoming American
while stay-
ing somehow diasporic.”30 These plural transnational
attachments to an
elsewhere can be domesticated as ultimately affirming the
uniqueness of
“America” as an ever growing, ever accommodating One nation
of immi-
grants from all over the world. In this sense, the diasporic or
transnational
does not so much exert its pull against and away from the
American but
supplements and enriches the mythic expansiveness of
“America.” In con-
42. tradistinction, Appadurai would cast these “new nationalisms”
as par-
ticularizing the United States as “one node in a postnational
network of
diasporas”:31
For every nation-state that has exported significant numbers of
its
populations to the United States as refugees, tourists, or
students, there
is now a delocalized transnation, which retains a special
ideological link
to a putative place of origin but is otherwise a thoroughly
diasporic
collectivity. No existing conception of Americanness can
contain this
large variety of transnations.32
In thus countering the dominant national mythos of the
American
melting pot, Appadurai overstates his temporally staggering
pronounce-
ment of a post-national era, going so far as to suggest that the
United
43. 39CONJURING “COMFORT WOMEN” • KANG
•
States is now “just another diasporic switching point, to which
people
come to seek their fortunes but are no longer content to leave
their home-
lands behind.”33
In a cogent critical response titled, “Transnationalism and its
Pasts,”
Kandice Chuh seizes upon Appadurai’s problematic blurring of
“transnational” and “postnational” through remembering a quite
differ-
ent manifestation of a “transnation” in the forced removal and
incarcera-
tion of Japanese Americans by the U.S. government during
World War II.
Chuh convincingly argues that the racist figuration of Japanese
Ameri-
cans as occupying not “America” but a transpacific extension of
Japan in
the United States served to justify the dispossession and
displacement of
these American citizen-subjects.34 Taken together, Appadurai
and Chuh
44. usefully propose two different transnations in the United States:
1) a
diasporic transnation where immigrants might desire and sustain
a be-
longing to a distant homeland; and 2) a xenophobic and racist
transnation
where a state can imprint its own citizen-subjects with foreign
member-
ship as the proof of their inexorable un-belonging in “America.”
The peculiar contours of Korean/American history in the past
cen-
tury highlight the co-existence of these differential transnations
and
thereby problematize any neat spatio-temporal separation of
“Asian
American.” In Strangers From a Different Shore, Ronald Takaki
begins a
section on early Korean immigrants with this narration of
diasporic, anti-
colonial passions:
On the morning of December 7, 1941, several Koreans in Los
Angeles were rehearsing for a play to be presented in the
evening at a
45. program sponsored by the Society for Aid to the Korean
Volunteer Corps
in China. The event was organized to raise funds for the relief
of 200,000
refugee Korean families living in China and for the support of
Korean
volunteers engaged in armed struggle against the Japanese in
China.
When those assembled heard the news of the Japanese bombing
of Pearl
Harbor, “everyone on stage exploded: . . . Long Live Korean
Independence!” At a meeting that same night, a group known as
the
Korean National Association passed a three point resolution that
prescribed that “Koreans shall work for the defense of the
country where
they reside,” and that “Koreans shall wear a badge, identifying
them as
Koreans, for security purposes.”35
40 • JAAS • 6:1
Again, I quote at length from historian Ronald Takaki’s
46. accounting
of the crisis of ethnicity and nationality elicited by this
collision of colo-
nialism and racism:
In 1940, the Alien Registration Act classified Korean
immigrants
as subjects of Japan; after the United States declared war
against Japan,
the government identified Koreans here as “enemy aliens.” In
February
1942, the Korean National Herald-Pacific Weekly insisted the
government reclassify Koreans as Koreans. “The Korean is an
enemy of
Japan,” the editorial declared, underscoring the torturous irony
of the
situation. “Since December 7, the Korean here is between the
devil and
the deep sea for the reason that the United States considers him
a subject
of Japan, which the Korean resents as an injustice to his true
status . . .
What is the status of a Korean in the United States? Is he an
enemy
47. alien? Has any Korean ever been in Japanese espionage or in
subversive
activities against the land where he makes his home and rears
his children
as true Americans?”36
Indeed, as Takaki also points out on the following page, many
Kore-
ans were able to aid the U.S. military efforts against Japan in
the Pacific
since, as former colonial subjects, many were proficient if not
fluent in
the Japanese language. Here, then, we see the vexing
convergence of the
diasporic transnation constructed and sustained by these Korean
immi-
grants, the racist transnation coercively imposed upon Japanese
Ameri-
cans, and an emergent imperialist military American
transnational ex-
tension into Japan and later Korea.
Rather than invoking this historical episode as a way of
reanimating
ethnonational antagonisms between Japanese and Koreans,37 I
recall it
48. here in order to question how these Korean/American
rememberings can
work to buttress the border and contours of the “Asian
American” as an
uncritically “American” identification. A Los Angeles Times
feature article
on Chungmi Kim’s play Hanako discusses these implications.
Noting that
the play was produced at the East West Players, which “has
many Japa-
nese American board members and the majority of its
subscribers are of
Japanese and Chinese descent,” Kim is quoted as saying:
“I was nervous about it, but I was surprised to find that these
Japanese
Americans were more than willing to work with this play,
because they
know it’s an important issue. They are Americans—they are
Japanese
41CONJURING “COMFORT WOMEN” • KANG
•
Americans—and they look at this as a human rights issue. I love
49. America,
because it is still the freest country, especially for women.
Also, this is a
humanitarian society. That is why this play is getting attention
from the
mainstream.”38
Against such affirmations of “America,” I want to recall the
tangled
U.S. history of racism against both Koreans and Japanese and
the state’s
tacit acknowledgement of Japanese imperialism in order to
resist the in-
duction of these Korean/American representations of “comfort
women”
in terms of what Lisa Yoneyama, in her essay in this issue, has
warned as
the “Americanization of Japanese War Crimes.”39 On Tuesday,
December
3, 1996, the United States Department of Justice issued a press
release
announcing that sixteen Japanese citizens suspected of
involvement in
the Japanese Imperial Army’s “inhumane and frequently fatal
experiments
50. on humans” or “the operation of so-called ‘comfort stations’,”
were being
placed on a U.S. Government “watchlist” of persons to be
barred entry
into this country. While this ban was made possible by invoking
the
“Holtzman Amendment,” which was enacted in 1979 to bar
“individuals
implicated in the acts of persecution committed under the
auspices of
Nazi Germany or its wartime allies from travel to the United
States,” it is
important to note, as the press release does, that this marked
“the first
time that individuals not involved in European atrocities were
placed on the
watchlist.” Such action itself was admittedly facilitated by the
documentation
produced by activists and concerned scholars so that Eli M.
Rosenblaum,
the Director of the Office of Special Investigations, is cited
thus:
A veritable explosion in interest in these crimes on the part of
51. scholars and the international human rights community made it
possible
to conclusively identify suspects. By barring from the United
States those
suspected of persecution in Unit 731 or in forced sex centers,
the U.S.
government is demonstrating that it remembers the victims and
their
suffering, and that it wants to deter others from committing
such
heinous acts.40
Given this self-congratulatory appointment of the “U.S.
government”
as the inclusive repository of “the victims and their sufferings”
in the past
and as the guarantor of a just future for all, I want to ask how
the Korean/
American effort to represent the “comfort women” might also
implicate
us as American subjects who may or may not contribute to this
Ameri-
42 • JAAS • 6:1
52. canization. The Korean/American subject who wishes to claim
the his-
tory of “comfort women” as her own needs to negotiate amongst
the pos-
sible but also strained affiliations with “Korean female victim,”
“racialized
Asian American,” or the “American judge and protector.”
Taking these Korean/American representations as particularly
“Ameri-
can” gestures allows for a domestic critique of the
endisciplinization of
“comfort women” as the object of a distinctly American regime
of knowl-
edge. In important ways, the subject of “comfort women” has
come to unify
multiple fragmentations of knowledge and identity in our
historical mo-
ment. Consider this proposal that appears in the editorial
introduction
to a volume entitled, Legacies of the Comfort Women of World
War II:
We propose, in this volume, to trace the legacy of the victims of
military sexual slavery through three channels, by presenting a
selection
53. of the work it has inspired among scholars, political activists,
and creative
artists. The essays offered here demonstrate, moreover, that the
worlds
that the former “comfort women” and their stories have
influenced are
not discrete, but rather overlapping and intersecting ones.
Indeed, the
challenges raised by these war victims are so wide-ranging—
challenges
not only to the concepts of imperialism, militarism, sexism,
classism
and racism, but also to the ways in which history itself has
traditionally
been recorded and written—that they can only be addressed
through
multifaceted approaches. Thus, in confronting, exploring,
understanding, and taking up these challenges, academics are
finding
themselves moved to political activism, activists are turning to
mediums
of artistic representation, and artists are performing the duties
of
54. scholarly researchers and analysts.
The legacies of the “comfort women” have encouraged, if not
required, such acts of fusion and of crossing over, in style as
well as in
substance.41
From this description, “comfort women” emerges as an
especially and
even perhaps ideally interdisciplinary and even
transdisciplinary subject.
However, such representational and epistemological mobility of
“com-
fort women” must alert us to the hidden discursive and
ideological work
for which this newly visible subject is enlisted. Consequently,
we would
need to be vigilant to how these different efforts become
disciplined
through their categorization and slotting within specifically
American
regimes of knowledge production.
43CONJURING “COMFORT WOMEN” • KANG
•
55. Recently, Margaret Stetz has noted, “The body of material . . .
around
‘comfort women’ issues has grown so rapidly, over just the last
decade,
that we can now speak of there being a ‘‘comfort women’s’
literature,’ in
the same way that we refer to a ‘Holocaust literature.’” Stetz
continues:
“Its size and scope suggest that the day is not far off when we
may also be
able to talk of ‘Comfort Women’ Studies as an academic
subject. This
would institute a formal means to acknowledge the continuing
impor-
tance of the women themselves and the significance of their
experiences;
it would also mirror the development of Holocaust Studies
programs at
many universities.”42 This prognosis presumes that
formalization as “an
academic subject” is both a desired goal and a neutral process.
In con-
trast, I want to consider how the institutionalization of “comfort
women”
56. is a specifically American process, one that (re)positions the
U.S. acad-
emy as the simultaneously objective and expansive repository of
knowl-
edge of such multiply disenfranchised subjects.
Another way in which the subject of “comfort women” has been
Americanized can be seen in how the proliferation of knowledge
produc-
tion around the subject has been marshaled to affirm a range of
other
“American” identity categories besides the “Korean American.”
Stetz notes
the importance of feminism and “feminist perspectives” in this
emerging
“‘Comfort Women’ Studies”: “The majority of these activist-
artists so far
have been Asian or Asian-American, including a number of
Japanese
women, giving lie to the myth of feminism as a white Western
phenom-
enon, interested only in middle-class concerns.”43 For Stetz,
the subject
functions as a means to redeem feminism from the charges of
57. racism,
imperialism, and class bias. Pamela Thoma confirms this
emphasis on
the prominent participation of Asian American feminists
through her
reading of the 1996 conference as an “autobiographical text of
Asian
American transnational feminism.”44 Thoma’s reading is quite
right, but
her accent on “transnational feminism” risks forgetting that
there is a dis-
tinct “Americanization” of the subject that occurs both through
the con-
ference and its later incarnation as an edited collection, and
through
Thoma’s own critical rendering of that event and specifically of
the testi-
mony given by Kim Yoon-Shim as an “Asian American
transnational femi-
nist cultural autobiography.” Pointing to how the event was free
and open
44 • JAAS • 6:1
58. to a diverse audience and that the interpreter was seated next to
Kim,
Thoma applauds how “the voice of the speaker was no longer
disembod-
ied, aestheticized, and commercialized”45 in contrast to other
modes of
retrieving and representing these women’s voices. She ends the
essay, “Asian
American feminist politics is arguably part of a vanguard of
transnational
feminist coalition, so building on this work is a promising
project to which
feminists committed to antiracism and anti-imperialism may
look for
instruction and inspiration.”46 Thoma begins the essay by
noting, “In con-
trast to other women of color feminisms in the United States,
Asian Ameri-
can feminisms—whether locally, nationally, or internationally
organized—
have sometimes gone unrecognized and have been
undertheorized by
activists and scholars in the fields of Asian American studies
and feminist
59. studies.” She then asserts that, “the conference offers an
opportunity to
recognize and analyze Asian American transnational feminist
cultural
activism.”47 The repeatedly touted transnational reach of the
conference
could be alternately domesticated as affirming the United States
as the
enabling locus of such re-memberings by various American
subjects, in-
cluding those previously marginalized and now empowered and
duly ac-
credited Asian American women.
One possible way to contest the discursive Americanization of
“com-
fort women” is through tracking the contested range of possible
names
and terms that have been deployed under the hegemony of
English as the
language of international activism, adjudication, and
knowledge-produc-
tion, in which Korean/American cultural and scholarly
productions are
also partially implicated. The problem of translation into
60. English from
not one but two different languages is exacerbated by different
ideologi-
cal valences of a range of terms in Japanese and Korean. The
predomi-
nantly used English term “comfort women” refers to the
Japanese ianfu
and the Korean wianbu. According to Chunghee Sarah Soh, “the
Japanese
officialese jugun ianfu seems to have originated with Senda
Kako, a jour-
nalist who published a book titled Jugun Ianfu.” She continues:
“The phrase
is translated into English as ‘military comfort women.’ Yet the
term jugun
(chonggun in Korean) has the connotation of ‘following’ (ju in
Japanese,
chong in Korean) the military (gun) due to the nature of one’s
occupa-
tion—such as nurse, journalist, or photographer—and thus gives
the
45CONJURING “COMFORT WOMEN” • KANG
•
61. mistaken impression of the ‘comfort women’ as voluntary camp
follow-
ers.”48 Soh continues by explaining that “the South Korean
official term
for the ‘comfort women’ as used in the Government Interim
Report of
July 1992, is ilchae kunde wianbu (‘military ‘comfort women’
under Ja-
pan’),” and clarifies that kundae “simply refers to the military
without the
connotation of following.”49 Soh further points out that the
modifier of
ilche (under Japanese colonialism) is intended to distinguish
these women
from the Korean women sex workers for the U.S. military who
are also
referred to as wianbu. In contrast, the South Korean
organization formed
in 1990 bears the name, Korean Council for the Women Drafted
for Sexual
Slavery (Chongshindae Munje Taech’aek Hyopuihoe). The
Korean term
chongshindae (“corps volunteering their bodies”), also
transliterated into
62. English as jungshindae, is often deployed by Korean/Americans.
Pointing
out how “some members of the Chongshindae performed only
manual
labor and no sexual labor,” Soh explains, “One might suggest
that the
Korean practice of using the term Chongshindae to refer to
‘comfort
women’ is a considerate euphemism to avoid the negative
symbolism
evoked by the word wianbu. One might also suggest that it is a
political
strategy to highlight the deceptive and/or coercive methods that
had been
used in the recruitment of ‘comfort women’ in colonial
Korea.”50 At the
First Asian Women’s Solidarity Forum on Military Sexual
Slavery by Ja-
pan, which was held in Seoul in 1992, the preferred term
changed from
“forced war comfort women” to “military sexual slavery by
Japan,” which
has been consequently adopted by the United Nations.51
Another strategy
63. has been to refer to them as “former comfort women,” thereby
tempo-
rally marking off the category as a past experience or position
rather than
as an ontological or even an enduring social identity. Alice Yun
Chai uses
what she calls “the combined term “Chongshindae/military sex
slaves” and
also “Chongshindae/sexual slavery survivors.”52
Despite this complex web of differentially motivated and
nuanced
naming, un-naming, and renaming, it is noteworthy that
“comfort women”
has become the most common term in English usage. While
activists,
scholars and commentators note the “euphemistic” or
unrepresentative
quality of the term, “comfort women,” many still opt for its
usage but
often enveloped by the diacritical disavowal of scare quotes.
Noting that
46 • JAAS • 6:1
64. “the use of the term ‘comfort women’ is obviously itself a
travesty, and it
would certainly be more accurate to refer to women who did
this work as
‘enforced military sex laborers or slaves,’” Kazuko Watanabe
elects to re-
tain it as “this remains the way they are most commonly
referred to.” She
adds, “I would prefer to at least encase the term in quotes to
register my
disapproval of it, but I have not done so because that would be
cumber-
some if it were done throughout the article.”53 In her
“Translator’s Intro-
duction,” to the English edition of Yoshimi Yoshiaki’s Comfort
Women:
Sexual Slavery in the Japanese Military During World War II,
Suzanne
O’Brien explains: “I place the terms ‘comfort women’ and
‘comfort sta-
tion’ in quotation marks on first use to emphasize the fact that
these terms
themselves played a role in concealing and normalizing the
violence used
65. against these women. . . . Many survivors explicitly reject the
term ‘com-
fort woman.’”54 However, she also notes that the original
Japanese title
Jugun ianfu or Military Comfort Women has been “changed to
Comfort
Women, as more commonly known in English.” The
predominant leg-
ibility of the term “comfort women” in the U.S. context is most
clearly
indicated in its adoption as a Library of Congress sub-
heading.55
Now that I have detailed the pitfalls of both identification and
knowl-
edge-production in the various conjurings of “comfort women,”
I would
like to close by considering possibilities for alternative
Korean/American
cultural and political work that may be opened up through a
measured
dis-identification with this compelling figure of Korean female
victim-
ization. The unfolding story of U.S. adjudication on the matter
of forced
66. sexual slavery calls for a sober accenting of the “American” in
“Korean
American.” On July 27, 1999 Governor Gray Davis signed into
law Cali-
fornia Senate Bill 1245, which refers to “any person who was a
member of
the civilian population conquered by the Nazi regime, its allies
or sympa-
thizers to perform labor without pay for any period of time
between 1929
and 1945, by the Nazi regime, its allies or sympathizers, or
enterprises
transacting business in any of these areas under the control of
the Nazi
regime or its allies and sympathizers.” Two crucial features of
the law are
that “successors in interest to World War II corporations” who
profited
from slave or forced labor could be named as defendants and
that the
statute of limitations could not be invoked as a defense to any
suit filed
67. 47CONJURING “COMFORT WOMEN” • KANG
•
before December 31, 2010. This California law complements
other provi-
sions in American law that allow foreign nationals to sue a
defendant if
that defendant has a presence in the United States as many of
these Japa-
nese corporations do. The Department of Justice has repeatedly
tried to
block these efforts by arguing, alongside the Japanese
companies, that all
claims were settled in the 1951 U.S.-Japan peace treaty. The
decision by
the Department of Justice to intervene actively in this case
implicates the
U.S. federal government as the protector of Japanese corporate
interests.
This begs the question of what U.S. citizenship might mean not
only for
differently racialized and gendered but also differently
capitalized sub-
jects.56
As amply illustrated in these state actions, these are strange
68. times for
thinking about what being “American” means. The aftermath of
Septem-
ber 11th has bestowed on the United States a subject-position
that it has
not had to assume since its founding: that of violated and
violable victim.
Rather than enable a sympathetic identification with the “losers
of His-
tory,” a vengeful and newly emboldened yet selectively vigilant
“Ameri-
can” militarized subject threatens to merge with and then to
displace the
mostly symbolic “American” judge and protector. The Bush
administration’s recent conjuring of North Korea as part of an
“axis of
evil” has brought to fore the peculiarly tripled splitting of
Korean/Ameri-
can subjects as it both calls for and yet also discounts the
maddening
abstractions and disavowals demanded of “American”
identification.57
In closing, I want to recall that the verb “to conjure” holds two
linked
69. meanings: 1) to call upon or order a supposed supernatural force
or be-
ing by reciting a spell; and 2) a more active sense meaning to
change or
influence something by reciting a spell or invocation. The
Korean/Ameri-
can conjurings of comfort women must resist the drawing of our
intense
investments towards the “back then” and “over there” if that
would make
us forget the possibilities and pitfalls of our vexed and
incomplete en-
tanglements in the here and now.58
Notes
1. The task of marking the beginning of the international
awareness of and
activism around the Korean “comfort women” issue is difficult
due to the
multi-sited, relational dimension of the processes of
remembering and
48 • JAAS • 6:1
forgetting across the different yet linked public spheres of
Japan, Korea, and
70. the United States. For example, in Japan, as Yoshimi Yoshiaki
claims,
Any military personnel with wartime experience knew of the
existence of
comfort women. In 1947, the writer Tamura Taijiro took up the
issue of
Korean comfort women in his novel Shunpuden (A Prostitute’s
Story),
which was later made into a movie. But did we really recognize
the system
then as a violation of women’s human rights, as a national or
war crime?
In 1973, Senda Kako published Military Comfort Women (Jugun
ianfu),
taking up the challenge to investigate the actual conditions
comfort women
endured. Thus it can’t be said that people were completely
unaware of the
issue until recently. Rather, social concern about its gravity was
never
widespread. Korean women’s movements, centering on the
Korean Council
for the Women Drafted for Military Sexual Slavery by Japan,
were
71. responsible for raising public awareness of the issue.
Yoshimi Yoshiaki, Comfort Women: Sexual Slavery in the
Japanese Military
During World War II, tr. Suzanne O’Brien (New York:
Columbia University
Press, 2001), 33. This account highlights a key difference
between knowing
about and knowing as since what appears crucial is the
qualitative recognition
of the historical episode in terms of certain prevailing
categories such as
women’s human rights or war crimes. While many have pointed
to the lack
of public awareness as an active suppression, especially of the
surviving
women’s voices, this account suggests that broader historical
and discursive
conditions shape the “emergence” of the “comfort women” as an
international
subject of cultural production, scholarship, activism and
adjudication. In
terms of a specifically Korean awareness and activism, many
accounts
attribute the beginning to a 1988 conference on sex tourism and
specifically
to a presentation by Korean scholar, Yun Chung Oak. Then, in
May 1990, a
coalition of Korean women’s groups took the occasion of then
President
Roh Tae Woo’s visit to Japan to demand an official apology and
financial
compensation for the surviving women. These groups joined to
form in
November of 1990 the Korean Council for the Women Drafted
for Sexual
72. Slavery (Chongshindae Munje Taech’aek Hyopuihoe). Another
important point
of beginning occurred in 1991 when Kim Hak Soon became the
first woman
to testify publicly about her experience of military sexual
slavery. Then in
December of 1991, Kim Hak Soon, along with two other former
“comfort
women,” filed a suit against the Japanese government in Tokyo
District Court.
The Korean Council’s submission of a report on the “comfort
women” case
to the United Nations Human Rights Commission (UNHRC) in
1992 is often
cited as a pivotal moment in the international publicizing of this
issue.
Hyunah Yang has incisively interrogated the centering of
Japanese and
especially Japanese male authority—she specifically targets the
over-reliance
on Senda Kako’s claims and interpretations in a Korean
television
documentary—on producing knowledge about the “comfort
women” issue,
which is scored by a positivist epistemology: “When the truth is
believed to
49CONJURING “COMFORT WOMEN” • KANG
•
exist in fixed time and space, the discursive hegemony of Japan,
which has
controlled the historical sources for this truth, cannot be
contested.” See her
73. “Revisiting the Issue of Korean ‘Military Comfort Women’: The
Question of
Truth and Positionality,” positions: east asia cultures critique
5.1 (1997): 57.
Pointing to how the submission of the report to the UNHRC
made “comfort
women” into “the subject of international news,” Yang adds,
“The possible
danger in this move is that it may freeze the identity of the
former comfort
women as international victims, ‘existential’ comfort women”
(66).
2. “Discomforting Knowledge, or, ‘Comfort Women’ and Asian
American
Critical Practice.”
3. Laura Hyun Yi Kang, Compositional Subjects: Enfiguring
Asian/American
Women (Durham: Duke University Press, 2002).
4. “Traveling Memories: Americanization of Japanese War
Crimes at the End
of the Post-Cold War.”
5. “Guest Editor’s Introduction,” positions: east asia cultures
critique 5,1 (1997): x.
6. In the Fall of 2000, an exhibit called “Quest for Justice: The
Story of Korean
‘Comfort Women’ as Told Through Their Art” traveled
throughout the United
States and appeared in Toronto, Canada. The sponsors of the
tour included
a diverse regional and international coalition of Japanese,
Korean, and U.S.-
74. based cultural, political, and educational organizations.
Alongside the
traveling artwork, some stops included a locally specific
“community forum”
that featured first-person testimony by a former “comfort
woman.” In the
San Francisco Bay area, a community forum was sponsored by:
Korean
Exposure and Education Program, Asians and Pacific Islanders
for
Community Empowerment (API Force), Arab Women’s
Solidarity
Association (N. America), Asian Immigrant Women Advocates,
Asian Women
United, Center for Political Education, Center for Third World
Organizing,
Channing and Popai Liem Education Foundation, Committee for
Human
Rights in the Philippines, GABRIELA Network, Jamaesori,
Kearney Street
Workshop, Korean Community Center of the East Bay, Korean
Youth Cultural
Center, Shimtuh: A Korean American Domestic Violence
Program, Women
of Color Resource Center. The Los Angeles part of the tour was
organized by
Young Koreans United of Los Angeles, and sponsored by the
House of Sharing
and the Historical Museum on Sexual Slavery by the Japanese
Military, both
based in South Korea. The exhibition is also endorsed by the
Korean Resource
Center (KRC), National Korean American Service & Education
Consortium
(NAKASEC), UCLA Asian American Studies Center,
Committee in Solidarity
75. with the People of El Salvador, Asian Pacific American Labor
Alliance, AFL-
CIO, Okinawan Peace Network, Asian Pacific Islanders for
Reproductive
Health (APIRH), Korean Students Association of UCLA, Asian
Pacific
Coalition of UCLA, Korean Immigrant Worker Advocates,
Coalition for
Humane Immigrant Rights of Los Angeles, Gabriela, NIKKEI
for Civil Rights
and Redress, State Senator Tom Hayden, and Korea Exposure &
Education
Program (KEEP). This lengthy list attests to how the issue has
served to bring
50 • JAAS • 6:1
together diverse local and transnational organizations and
political agents
in the United States.
7. An international conference entitled “The ‘Comfort Women’
of World War II:
Legacy and Lessons” was held at Georgetown University from
September 30
to October 2, 1996. This conference, in turn, “inspired” the
collection, Legacies
of the Comfort Women of World War II, ed. Margaret Stetz and
Bonnie B.C.
Oh (Armonk, NY: M.E. Sharpe, 2001). For a program of the
conference, see:
HtmlResAnchor
http://www.georgetown.edu/faculty/stetzm/women.html.
76. 8. See “Comfort Women: A Web Reference” at: HtmlResAnchor
http://
online.sfsu.edu/~soh/cw-links.htm. See also the website for the
Washington
Coalition for Comfort Women Issues, Inc. at: HtmlResAnchor
http://
www.comfort-women.org. This site includes a “Chronology and
Map” page
that lists significant events beginning with the Sino-Japanese
War of 1894–5
and ending with an exhibit organized by the group in
Washington D.C. titled,
“Comfort Women of WWII: An Indisputable Tragedy” as well
as a map
detailing the location of “Major Military Brothels” published in
the August
5, 1992 edition of Japan Times. In addition, a “Photo Gallery”
section features
twenty-one black-and-white archival photographs of mostly
“comfort
women,” Japanese soldiers and one recent photo of a
demonstration.
9. See Nora Okja Keller, Comfort Woman (New York: Viking
Penguin, 1997),
Therese Park, A Gift of the Emperor (Duluth, MN: Spinsters
Ink, 1997), and
Chang-rae Lee, A Gesture Life (New York: Riverhead, 1999).
Chungmi Kim’s
play, Hanako, was produced at the East West Players in 2000. In
the visual
arts, see Miran Kim’s paintings, the sculpture and installation
works by Yong
Soon Min and Mona Higuchi, and the photo-based work of
Sasha Y. Lee.
77. 10. In a 1997 Time review article of Comfort Woman, Keller
recalls attending a
symposium at the University of Hawaii, Manoa, in 1993 where
“she heard
an elderly Korean woman tell her true story of being a ‘comfort
woman’
during World War II.” The article reports that “The story
haunted Keller.
Who would pass it on? Who would write it down? The old
woman came to
her in nightmares. ‘Finally, I got up in the middle of the night
and started to
write down my dreams,’ say Keller. Those notes became a book.
And she
became a writer.” Christopher Farley, Time, May 5, 1997,
v.149, n.18, p.101.
11. Diane Haithman, “Baring the Scars of Shame; In ‘Hanako,’
playwright
Chungmi Kim gives voice to the plight of Korean ‘comfort
women’ who still
cannot talk about their World War II ordeal.” The Los Angeles
Times (April 4,
1999), 8.
12. Therese Park, “To Give a Voice.” This haunting experience
of the subject is
also described by Keller, cited above in note 10.
13. Dai-Sil Kim Gibson, “They Are Our Grandmas,” positions:
east asia cultures
critique 5.1 (1997), 274.
14. Sandra Lee Winter, “An Unsung Lament: The Suffering of
Korean Women
Taken for Military Sexual Slavery During World War II”
78. (Thesis D. Min.,
San Francisco Theological Seminary, 1996).
51CONJURING “COMFORT WOMEN” • KANG
•
15. Therese Park, “To Give a Voice” in Legacies of the Comfort
Women of World
War II, ed. Margaret Stetz and Bonnie B.C. Oh. (Armonk, NY:
M.E. Sharpe,
2001), 220.
16. Haithman, 8. Indeed the article begins with a long anecdote
about how the
playwright had tried to interview a former “comfort woman” in
Korea: “The
woman, a survivor of multiple suicide attempts could not talk,
even alone in
her room, to a tape recorder . . . ”
17. Cho Hae-joang, “Feminist Intervention in the Rise of
‘Asian’ Discourse,”
AJWS: Asian Journal of Women’s Studies 3.3 (1997): 127
18. Elaine H. Kim, “Dangerous Affinities: Korean American
Feminisms
(En)counter Gendered Korean and Racialized U.S. Nationalist
Narratives,”
Hitting CRITICAL MASS, 6:1 (Fall 1999): 7–8. Kim also
suggests, “Korean
American and Korean women’s identities may overlap in many
places, making
it difficult to place one as the sovereign and opportunistic
viewer and the
79. other as idealized or victimized and completely without agency”
(7). While I
agree that such clear dichotomies are impossible and also
unproductive, my
reading of these works focuses upon the non-overlapping, non-
equivalent
spaces between these identities.
19. This double-voicing aspect of these articulations—of the
silenced Korean
“comfort women” and the minoritized Korean/American female
artist—runs
the risk of an autobiographical fixation of these representations,
which some
of the artists have been quite emphatic about disavowing. As a
review article
for Comfort Woman clarifies, “Keller says that her own mother
was not a
comfort woman, but served as an inspiration.” Farley, 101.
Mona Higuchi
has also pointed out that “the particular issues that I’m dealing
with in the
installation are not based in any personal experience.” She adds,
“Neither
my mother nor any members of my family, especially on the
Korean side,
were among the Comfort Women, the women that this piece is
dedicated
to.” Tom Kiley and Junior Senat, “Interview with Mona
Higuchi” in Bamboo
Echoes: A New Work by Mona Higuchi- Dedicated to the
Comfort Women
(Boston, MA: Isabella Stewart Gardner Museum, 1996), 25.
20. Chuh, “Discomforting Knowledge.”
21. Kim-Gibson acknowledges the “controversy” surrounding
80. her use of these
dramatized re-enactments in her essay, “Making a Documentary
about
Korean ‘Comfort Women’” in Legacies of Comfort Women of
World War II,
ed. Margaret Stetz and Bonnie B.C. Oh (Armonk, NY: M.E.
Sharpe, 2001),
191. Despite this crucial admission, her very partial
reconstruction and indeed
reconstitution of the women’s experiences and voices as
cinematically
manageable “characters” is re-authenticated through an extra-
textual
reference to her conversation with “Grandma Chung Seo Woon”
who
expressed her approval of the final film product:
“‘You did a good job. It is a wonderful film.’” I sat still,
waiting for more.
‘Everything was pretty accurate, but one thing. You know, I
went by boat,
52 • JAAS • 6:1
but in the film my character rides a train.’ Sighing with relief,
but still
nervous, I explained how I combined her story with that of
Grandma
Hwang Keum Ju. ‘You know, for dramatic structure and
stronger impact,
81. in some cases I made composite characters, but I would still say
it is a
documentary based on facts. Do you think the dramatic license
distorted
facts in a fundamental way?’ ‘No, not if you look at all those
stories as our
stories—you know, the common experience of so many young
girls and
women.’”
22. This description accompanies the black-and-white
photographs of Mother
Load, which are published in the “The Comfort Women:
Colonialism, War,
and Sex” special issue of positions: east asia cultures critique
5.1 (1997).
23. Elaine H. Kim, “Dangerous Affinities,” 11–12, n10.
24. Jill Medvedow, “Comfort and Compassion” in Bamboo
Echoes: A New Work
by Mona Higuchi- Dedicated to the Comfort Women (Boston,
MA: Isabella
Stewert Gardner Museum, 1996), 10–11. This exhibition
catalogue also
includes an essay by Alice Yun Chai, “Japan’s Military Sexual
Slavery During
the Pacific War.” Medvedow argues,“The dedication of Bamboo
Echoes finds
its most direct expression in the gold square pendants that hang
from the
82. interstices of the bamboo panels. Subtly irregular, Higuchi cut
the
approximately 1,800 paper squares by hand, applying a thin
layer of
composition gold leaf to each surface. The repetitive, laborious,
and slow
process provided the framework, structure, and time for Higuchi
to meditate,
contemplate, and reflect on the Comfort Women. This ritual is,
by its very
nature, a private one. There are no overt images of enslaved
women or sexual
abuse; rather there is an environment for understanding,
compassion, and
healing” (12–13). Medvedow also points out the similarities
with an earlier
work by Higuchi titled Executive Order 9066: “The bamboo,
grid-like
sculpture was tied together with wire, and randomly covered
with black tar
paper, recalling the makeshift and flimsy barracks used to house
the internees
in camps from California to Arkansas” (13). A slightly altered
version of the
essay is published as“‘Unsuspecting Souls’: Art Evokes History
at the Isabella
Stewert Gardner Museum” in Legacies of the Comfort Women
of World War
II, ed. Margaret Stetz and Bonnie B.C. Oh (Armonk, NY: M.E.
Sharpe, 2001).
25. Sasha Y. Lee, “Cover-up and Denial/Playboy,” positions:
east asia cultures
critique 5.1 (1997), 284.
26. Choi, x.
83. 27. Sau-ling Wong, “Denationalization Reconsidered: Asian
American Cultural
Criticism at a Theoretical Crossroads,” Amerasia Journal 21,
1&2 (1995): 1–
27. See also King-kok Cheung, “Re-Viewing Asian American
Literatures” in
An Interethnic Companion to Asian American Literature, ed.
King-kok Cheung
(New York: Cambridge University Press, 1997), 9.
28. Susan Koshy, “The Fiction of Asian American Literature,”
Yale Journal of
Criticism 9, 2 (Fall 1996): 322.
29. Koshy, 336.
53CONJURING “COMFORT WOMEN” • KANG
•
30. Arjun Appadurai, “Patriotism and Its Futures,” Public
Culture 5 (1993): 422.
31. Appadurai, 423.
32. Appadurai, 424.
33. Appadurai, 424.
34. Kandice Chuh, “Transnationalism and Its Pasts,” Public
Culture 9 (1996):
93–112. Interestingly, Chuh also suggests that one reason why
Italy and
Germany did not incite as much hatred—and why in turn Italian
American
and German Americans were not interned—because “neither
physically
84. invaded the U.S. as did Japan”: “This transgression of the
geopolitical border
cast Japan as an enemy in close proximity, delocalizing
Japanese nationality
and further catalyzing an imagining of Japanese
transnationality” (100).
35. Ronald Takaki, Strangers from a Different Shore (Boston:
Little, Brown, 1989),
363–364.
36. Takaki, 365.
37. As Elaine H. Kim has pointed out in her discussion of
Theresa Hak Kyung
Cha’s Dictée, “many Hiroshima and Nagasaki atomic bomb
victims were
Korean conscripts in Japanese munitions plants and other war
industries.”
“Poised on the In-Between” in Writing Self, Writing Nation:
Essays on Theresa
Hak Kyung Cha’s Dictée, ed. Elaine H. Kim and Norma
Alarcon, (Berkeley:
Third Woman Press, 1994), 10. For a more in-depth
consideration, see Lisa
Yoneyama, Hiroshima Traces: Time, Space, and the Dialectics
of Memory
(Berkeley: University of California Press, 1999).
38. Haithman, 8. The article goes on to cite Tim Dang, the
artistic director of
the East West Players, as saying that the subject of the play was
appropriate
since “the theater had been looking for ways to reach out to Los
Angeles’
fastest-growing Korean community.”
85. 39. Writing about the Assembly Resolution 27 proposed by
Mike Honda,
Yoneyama points out that “the Resolution is lacking notably in
any reflection
on the U.S. imperialist presence in the Pacific and Asia before
and after the
war.” Yoneyama adds, “It certainly does not refer to the
postwar, Cold War
history in which U.S. foreign policies acted to deliberately
suppress pro-
democratic forces in different parts of Asia that also tried to
condemn the
colonial and military injustices brought about by Japanese
imperialism.” In
note 10, Yoneyama points to the coverage of the measure in the
Pacific Citizen:
“But overall, Honda’s introduction of JR 27 was collectively
welcomed as
fostering a new coalition among the increasingly diversifying
community of
Asian and Pacific Americans, uniting different North and South
East Asian
and Pacific Islanders.”
40. Press release by United States Department of Justice,
Tuesday, December 3,
1996. Included in Comfort Woman Speak: Testimony by Sex
Slaves of the
Japanese Military, ed. Sangmie Choi Schellstede (New York:
Holmes & Meier,
2000), 134.
41. Stetz and Oh, xii.
86. 54 • JAAS • 6:1
42. Margaret D. Stetz, “Representing ‘Comfort Women’:
Activism through Law
and Art.” IRIS: A Journal About Women 45 (October 31, 2002):
26.
43. Stetz, 83.
44. Pamela Thoma, “Cultural Autobiography, Testimonial, and
Asian American
Transnational Feminist Coalition in the ‘Comfort Women of
World War II’
Conference,” Frontiers: A Journal of Women’s Studies XXI, 1/2
(2000): 29.
45. Thoma, 36.
46. Thoma, 47.
47. Thoma, 29.
48. Chunghee Sarah Soh, “Prostitute versus Sex Slave: The
Politics of
Representing the ‘Comfort Women’” in Legacies of the Comfort
Women of
World War II, ed. Margaret Stetz and Bonnie B.C. Oh (Armonk,
NY: M.E.
Sharpe, 2001), 76. Soh adds, “In reality, some ‘comfort women’
who served
frontline soldiers in remote battlefields were indeed forced to
follow the move
of the military units, but those who labored in settled and/or
urban areas
such as Shanghai had no need to follow the troops.”
49. Soh, 77.
87. 50. Soh, 80.
51. See Chin Sun Chung, “The Origin and Development of the
Military Sexual
Slavery Problem in Imperial Japan,” positions: east asia cultures
critique 5:1
(1997): 219–253.
52. Alice Yun Chai, “Japan’s Military Sexual Slavery During
the Pacific War,” in
Bamboo Echoes: A New Work by Mona Higuchi-Dedicated to
the Comfort
Women (Boston, MA: Isabella Stewert Gardner Museum, 1996),
17–21.
53. See her “Militarism, Colonialism, and the Trafficking of
Women: ‘Comfort
Women’ Forced into Sexual Labor for Japanese Soldiers,”
Bulletin of Concerned
Asian Scholars, 26, 4 (October–December, 1994).
54. O’Brien continues, “Here I generally use ‘survivor’ and
‘victim’
interchangeably to refer to women who were forced to serve as
comfort
women. I’ve retained the use of ‘comfort women’ to describe
wartime
practices and attitudes that perpetuate wartime views of the
women.”
Translator’s note in Comfort Women: Sexual Slavery in the
Japanese Military
During World War II, Yoshimi Yoshiaki (New York: Columbia
University Press,
2001), 213, n2.
55. This category is sub-divided into various national and
88. disciplinary
boundaries. It is interesting to track how the three
Korean/American novels
discussed above are categorized. Nora Okja Keller’s Comfort
Woman does
not come up in a subject search for “comfort women,” and is
listed instead
under: “Mothers and daughters—Fiction”; “Korean Americans—
Fiction”;
“Hawaii—Fiction”; and the intriguing generic category of
“Domestic fiction.”
In contrast, Chang-rae Lee’s A Gesture Life, is the only book
that comes up
under the category of “Comfort women-fiction” along with
“Japanese
Americans—Fiction,” “World War, 1939–1945—Women—
Fiction,” and, New
York (State) Fiction. In contrast, Therese Parks’ A Gift of the
Emperor is the
55CONJURING “COMFORT WOMEN” • KANG
•
only one of the three categorized under “Comfort women—
Korea—Fiction”
along with a Korean-language collection of short stories by the
South Korean
writer, Paek U-am.
56. In a March 31, 2000 editorial in the Los Angeles Times,
Chalmers Johnson
points to how the “United States required that Japan pay only
minimal
reparations after the war because it was trying to integrate
89. Japan into the
U.S.’s Cold War structure” and thus “blocked all private claims
against Japan.”
He adds, provocatively, “The surviving American prisoners of
war thus could
make as good a case against their own government’s
indifference to their
sufferings as against Japanese corporations today.”
57. Lauren Berlant writes that “the subject who wants to avoid
the melancholy
of insanity of the self-abstraction that is citizenship, and to
resist the lure of
self-overcoming the material political context in which she
lives, must develop
tactics for refusing the interarticulation, now four hundred years
old, between
the United States and America, the nation and the utopia.” The
Anatomy of
National Fantasy: Hawthorne, Utopia, and Everyday Life
(Chicago: The
University of Chicago Press, 1991), 217.
58. This essay would not have been possible without the initial
invitation to
consider the issue of “comfort women” by Lisa Yoneyama for a
session at an
American Studies Association conference and the tireless
efforts by Kandice
Chuh to compile and edit this Special Issue. Their critical
brilliance and
political acuity inspire me to try harder. In addition, I would
like to thank
the faculty and students in Critical Gender Studies and Ethnic
Studies at the
University of California, San Diego, and in Women’s Studies
90. and Asian
American Studies at the University of Maryland, College Park,
for their
generative questions and helpful suggestions in response to
earlier versions
of this essay, especially Rosemary George, Yen Le Espiritu,
Lisa Lowe, and
Seung-kyung Kim.
PSY650 Week Four Treatment Plan
Behaviorally Defined Symptoms: Karen displays extreme
emotional reactions at the hint of perceived
abandonment in a relationship. There is a history of unstable
and intense interpersonal relationships,
impulsive behaviors, and recurrent suicidal gestures.
Diagnostic Impression: Borderline Personality Disorder
Long-Term Goal: Terminate self-harming behaviors (substance
abuse, cutting, and suicidal behaviors).
Short-Term Goal: Reduce the frequency of maladaptive
behaviors, thoughts, and feelings.
Intervention 1: Dr. Banks will outline the process of Dialectical
Behavioral Therapy.
91. Intervention 2: Karen will commit to attending group behavioral
skills training and individual
psychotherapy.
Intervention 3: Karen will participate in imaginal exposure to
trauma, until the memories no
longer cause marked distressed.
For additional information regarding Karen’s case history and
the outcome of the treatment interventions,
please see Dr. Bank’s session notes under Case 15 in Gorenstein
and Comer’s (2015), Case Studies in
Abnormal Psychology.