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• W14593577 abstract "In teaching Asian American literature on the college level, the first consideration is to try to choose works that dispel the dominant stereotypes. One of these stereotypes is the myth that Asian American culture is very exotic, distant, mysterious, as in the mysterious and far East. In reality, Asian Americans are here, have been here, and from. say, the perspective of San Francisco, their roots are not so very far to the west across the Pacific. Closely linked to the myth of otherness is the myth of the exotic Asian woman, like Madame Butterfly, who can be loved and left without remorse by the dominant White male. Furthermore, the Asian American culture is huge and varied. To lump together all these cultures into one category is, of course, entirely inappropriate. In fact, there are many definitional issues worthy of investigation. Students need to learn the history of the various cultures, many of which have been in conflict with each other and many of which have been treated badly in the United States. The main reason for teaching Asian American literature at Lesley College is because the instructors value voice and the power of stories to build understanding between people. In the search for authentic voices. Asian American literature is fertile ground. (Lists 24 literature selections and several useful sources.) (TB) Reproductions supplied by EDRS are the best that can be made from the original document. ***************************************************if************** . MA'''. A -A'. CPA,4'F:, G. ')F From Far East to Near West: Teaching Asian American Literature Presented in panel format at The College English Association Conference, Orlando, 1994 by Bard Rogers Hamlen, Lesley College First, I want to make it very clear that I am not an expert in Asian American literature. In fact, our presentation is exactly about that: how do those of us who are not experts in this literature and who have been educated, as I certainly was, in a Eurocentric fashion, steeped in the canon, taught almost always exclusively by white menhow do we re-educate ourselves to be able to include other voices in our classrooms? For me in particular, the issue has to do even more with the theories of literary criticism I was taught than the canon voices which I was asked to read. It has taken me quite a while to realize just how culture laden that literary criticism wastaught as I was in the waning days of the New Criticism, challenged to explicate the text without context or biography, encouraged to look for ambiguity, to recognize the great American themes of self reliance, independence, guilt, death, and war. I certainly don't remember reading any Asian American writers; in fact I hardly remember reading any women, except for Emily Dickinson, that isolated female allowed into the canon, a few African American classics, Booker T. Washington, perhaps. also remember vividly the first conference on multicultural literature I attended. All these intelligent people were discussing whole bodies of work I had never heard of, titles and authors totally unknown to me. I started jotting down these references, fragments of book titles, names of authors spelled as I heard them, on the fly leaf of the conference folder they had given me. Since I understood so little of what was really going on during that weekend, I just kept writing these references on that flyleaf. By the end of the conference I had filled the entire inside of the conference folder. When I got home, I started researching those fragments and my education began. Many years later, in the spring of 1993, I had the privilege of attending the MLA conference at Penn State and being in the group led by Amy Ling. What I have been asked to share with you today briefly is what I learned, as a non-expert in Asian American literature, about how to include this literature in the classroom. First" @default.
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• W14593577 title "From the Far East to Near West: Teaching Asian American Literature." @default.
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