Georgetown University

Asian American Studies Major Program Outline

1 Georgetown University Diversity in the Academic Curriculum Working Group

Comparable Colleges and Universities Assessment

Name: Georgetown University Rank and Affiliation: Private/COFHE/Jesuit #23 Acceptance Rate: 20.8% Size: Endowment: $1 Billion 7,038

Profile of the Student Body (According to National Center for Education Statistics)

African American: 6.7% Asian American: 9.5% Hispanic: 6.4% Total: 22.6% Students Receiving Financial Aid: 46%

Undergraduate Core Curriculum

Diversity Requirement Structure: No diversity-related program Georgetown College MSB

 Humanities and Writing 2 courses 13 Business Courses  History 2 courses - 1 Social Responsibility of Business  Philosophy 2 courses 2 Economics  Theology 2 courses 2 Humanities and Writing  Math/Science 2 courses 1 Calculus  Social Science 2 courses 2 Philosophy  Mastery of a foreign language 2 Theology through the intermediate level 2 Social Sciences 2History/Government/Classics SFS 5 Electives

 1 Pro-Seminar NHS

 2 Philosophy  2 Theology 2 English 2 Philosophy  2 Humanities & Writing 2 Theology  2 Government  3 History (2 non Western)  4 Economics Program of Study varies beyond these  Map of the Modern World requirements. Link: http://bulletin.georgetown.edu/

Asian American Studies Proposal

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Name . Asian American Studies Major

Description “The Asian American Studies curriculum examines, across the disciplines, the past and present positions of Asian primarily in the United States. Its methods and theories draw from allied fields such as ethnic, women’s queer, critical, and Asian Area studies, as well as from disciplines across the humanities and social sciences. Its subject matter is as capacious as the “Orient” and the naming, classifying, and ranking of those peoples, lands, and waters by Europeans, and Asian engagements with those discursive constructs and material realities. The United States, although simply one site of those global relations, figures prominently within Asian American studies, and in turn the field claims an apprehension of the nation-state from the perspective of the Asian American experience. Importantly, thus, Asian American studies enables explanations of majority-minority relations, interactions among peoples of color, and the intersections of racial and other social formations in the U.S., in effect, “American” studies, along with the transnational concentrations and flows of capital, labor, and culture.

The program’s curriculum builds upon the foundational course Introduction to Asian American Studies, which surveys the methodologies and theories central to the field of study, offers a critical analysis of key concepts and texts, and provides a historical overview of Asians in the Americas. Asian American subjectivities are explored in introductory courses on Asian American literatures and cultures and on diasporic and transnational communities and social formations. Advanced course on gender and sexuality, Asian American women, race and media, and Asian American immigration allow students to deepen their understanding of Asian Americans and their social locations.”*

*Description modified from Columbia University.

http://www.college.columbia.edu/bulletin/depts/asia_amer_studies.php

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Undergraduate All undergraduates seeking to complete a course of study majoring in Requirements Asian American Studies are expected to complete a minimum of 33 credit hours and eleven courses. The program is structured: Major  Intro to Asian American Studies (1 Course)  Asian American Literature (1 Course)  Asian American History (1 Course)  Asian Americans in Social Science (2 Courses, at least one upper-level )  2 Semesters of an Asian language  3 Elective Courses  Senior Seminar All undergraduates seeking to complete a course of study minoring in Undergraduate Asian American Studies are expected to complete a minimum of 18 credit Requirements hours and six courses. The program is structured:  Intro to Asian American Studies (1 Course) Minor  Asian American Literature (1 Course)  Asian American History (1 Course)  Asian Americans in Social Science (1 Course )  2 Elective Courses

Relevant ASIAN AMERICAN STUDIES 170 Syllabi Transnational Perspectives on Asian America FALL 2009 MW 2:00-3:50pm Dodd Hall 167 Asian Prof. Toyota American Office: Rolfe Hall 3321 Hours: TBA Studies in “Becoming a national citizen cannot be the exclusive narrative of emancipation for the Asian Social American subject. Rather, the current social formation entails a subject less narrated by the modern discourse of citizenship and more narrated by the histories of wars in Asia, immigration and the Sciences dynamics of the current global economy.” (Lowe 1996) “Migrations do not just happen; they are produced. And migrations do not involve just any possible combination of countries; they are patterned.”(Sassen 1998) “Transnationalism represents a novel perspective, not a novel phenomenon.” (Portes 2003)

Course Description: Enormous social transformations have occurred in America in the last four decades—the consequence of global economic restructuring and new immigration. This survey course will introduce new frameworks for understanding these changes in post- modern Asian Pacific American communities. Readings and discussion will focus on the transnational aspects of a wide range of historical and contemporary topics in the context of Asia/Asian American experience. We will utilize theories of transnationalism and Asian American political and racial history. Linkages will be built between the roots of social constructions of race, and the multi-sited social processes that now constitute a globalizing Asian America. Much of the assigned reading is theoretical. A background in Asian Pacific American social and legal history is highly recommended. Open to Juniors and Seniors.

Course Requirements: This is not just a lecture class but also an analytical discussion. You are expected to keep up with course readings and come prepared to ALSO talk about the readings and related topics. There will be an in-class midterm, two 1-page critical response papers and in lieu of a final exam, a final essay of 6-7 pages. Essay length DOES NOT include

4 bibliographic sources. We will discuss essay topics in class and each of you will come talk to me about your topic. Class assignments will be submitted on line through Moodle. Late papers will be graded accordingly. Writing skills are important in this class. In each essay and response paper, good, clear writing is required as well as a demonstrated understanding of issues. Failure to competently construct your arguments, such as a lack of a clearly stated essay topic and supporting statements, spelling errors, poor punctuation and other grammatical mistakes that make your essays unreadable will be graded accordingly.

FIRST CRITICAL RESPONSE PAPER: OCT. 14 2PM MIDTERM EXAM IN CLASS: NOV. 2 (short answer essay questions. Bring bluebook) SECOND CRITICAL RESPONSE PAPER: NOV. 18 2PM FINAL ESSAY DUE: DEC. 7 11AM

GRADING: 1. Critical Response Papers (each 15%) 30% 2. Midterm Exam 25% 3. Final Essay 45% 100%

SCHEDULE OF ASSIGNMENTS: Week 1: Sept 28 Introduction: What is it? Nations Unbound—Basch, Glick Schiller chap 2 Sept 30 Historical Roots What’s New About Transnationalism?—Foner Globalization—Modelski Week 2: Oct 5 Global Transformations Global Capitalism-What’s Race Got to Do with It?—Brodkin Chinese Coolies & African Slaves—Yun Oct 7 Transnational Racial Constructs Orientalism Introduction—Said The U.S. in Asia & Asians in America—Odo, et al. Week 3: Oct 12 Nation/State Positionings Measuring Globalization—Foreign Policy America’s Immigration “Problem”—Sassen Oct 14 Global Themes & Localizing Community Nations Unbound—Basch, Glick Schiller chap 7 pp 225-256 Asians on the Rim—Dirlik FIRST CRITICAL RESPONSE PAPER DUE 2PM Week 4: Oct 19 New Demographics of Transnational Asian America Maid to Order—Constable chap 2 Thai Workers Settlement—Los Angeles Times Oct 21 Constructing a Vietnamese American Community—Vo Virtually Vietnamese: Nationalism on the Internet—Lieberman Week 5: Oct 26 From Wandering to Wat: Creating a Thai Temple—Bao Hmong Transnational Identity—Julian Oct 28 New Local Tensions Race & Politics—Saito—Chaps. 1, 2 Week 6: Nov 2 MIDTERM IN CLASS –BRING BLUEBOOK Nov 4 Rethinking Residential Assimilation—Zhou et al. Week 7: Nov 9 American and Foreign How DNC Got Caught in Donor Dilemma—Los Angeles Times Nov 11 People From China Crossing the River—Wu Week 8: Nov 16 Breach at Los Alamos—New York Times

5 Press Shares Blame on China—Plate Lee’s Defenders—Stout Case Against Lee Flying Out Window—Scheer Wen Ho Lee Freed—Los Angeles Times Statement by Judge—New York Times Nov 18 Shifting Borders and Identities Globalization & Cultural Identity—Tomlinson Crafting Places Through Mobility— Louie SECOND CRITICAL RESPONSE PAPER DUE 2PM Week 9: Nov 23 Reworking/Resisting the Global Manilatown: Global Exclusion--LaGuerre McDonald’s in Seoul—Bak Nov 25 The De Facto Transnationalizing of Immigration—Sassen The Vietnamese Double Gender Revolt—Thai Week 10: Nov 30 Recovering Community, Redefining Citizenship Still the “Other?”—Comm. of 100 Working Democracy—Toyota Dec 2 Asian American Studies in the Age of Transnationalism—Okamura Week 11: Dec 7 FINAL ESSAY DUE 11AM!! Asian ASIAN AMERICAN LITERATURE IN A TRANSNATIONAL CONTEXT American Literature Spring 2008

English 223

T/Th 10:15AM-11:30AM

WALSH 397

Professor Christine So Office: 414 New North Email: [email protected] Phone: 687-7605 Office Hours: Fridays 9-11AM and by appointment

Course Description: Throughout U.S. history, Asian Americans have been perpetually marked as “alien,” “foreign,” and “un-American.” Such charges have left Asian Americans struggling to claim their place as citizens and to transform our national history, language, and culture into ones more inclusive of Asian American peoples. In this era of globalization, however, as information, capital, and peoples move more rapidly than ever before, the connections between Asian Americans and Asia have become even more complex. Should Asian Americans be primarily situated within an “American” context? In an effort to tease out the new positions of Asia and Asian Americans, this course will focus on representations of Asia by Asian diasporic writers in the Americas. Even though several of the writers we will be reading are second and third generation Asian Americans or Asian Canadians, their “memories” of Asia are thought to offer a presumably “authentic” representation of Asia to U.S. and Canadian audiences. How are these writers imagining Asia, and how do their depictions offer new ways of analyzing how Asia, the United States, Canada, and Asian American/Canadian identities are imagined? Reading works set in China, Korea, Pakistan, the Philippines, Sri Lanka, and Vietnam, as well as theories of post-colonialism, race, and transnationalism, we will explore, problematize, critique, and analyze the changing relationship between Asian Americans, Asia, and the Americas.

Course Requirements: 1. This class is organized around the concepts of class engagement and active learning. It is

6 important that students are thoughtful about the issues and works we are discussing, come to every class with opinions on the text for that day, and make every effort to understand and improve the ways in which they read, write, and think. 2. Analyses—You will be asked over the course of the semester to submit writing analyses on the works we are currently reading. Analyses should be one to two pages analyzing the text assigned for that day. These analyses should NOT be a summary of the work. In the analysis, please choose a quotation and “closely read” and analyze what the author reveals in that quotation. Make a number of observations about that passage and explain their significance. What are the contradictions in the quotation? What language, sentence structure, and images does the author choose, and how do they reveal the tensions and/or larger arguments in the work? How do those contradictions and tensions reveal larger conflicts in terms of the relationship between the U.S. and Asia and Asian Americans and Asia? Think “analysis” and not “summary” or “response.” These assignments will be graded check plus, check, check minus, and zero. You may submit as many as seven analyses (or as few as zero). Only your top three grades will be recorded. (15% of final grade – late submissions will not be accepted) 3. Group Project: You will be divided into groups and asked to provide a lesson plan for one day’s discussion. What are the 10 to 15 questions that you think would be the most useful and effective for getting to a deeper understanding of the text? Think of questions that fully capture the confusion, contradiction, and complexity of what the author is doing. You may frame the questions within one or two larger issues, while grounding those issues with larger queries or particular questions about specific quotations. You might also include a summation of your thinking as context for the question. If you find a secondary essay that might be particularly useful as a means of framing the discussion, please feel free to submit one but it is not required. Imagine that this lesson plan could be given to any teacher of that text. (20% of final grade) 4. Midterm essay, 5-7 pages long. (25% of final grade – late submissions will be penalized one full letter grade for each day that the paper is late.) 5. Final exam – In this short final exam, you will be given a series of quotations and asked to identify the text, place the quotation in terms of the plot, and to analyze the quotation. The quotations chosen will be largely based on (but not necessarily limited to) those discussed in class. (15%) 6. Final essay, 5-7 pages long. (25% of final grade – late submissions will be penalized one full letter grade for each day that the paper is late.)

Criteria for Grading: A “A” papers exhibit a complex argument and insightful analysis that moves well beyond the points covered in class discussion. By closely reading a literary text as well as connecting that analysis to the larger political contexts of the work itself, “A” essays will offer the reader new ways of thinking about the text and its cultural context beyond what has been discussed in class. “A” essays also demonstrate excellent organization, development, transitions, grammar, and style of prose.

B “B” essays exhibit a mastery over the issues and work discussed by closely reading the text and connecting it to the larger political contexts that we have discussed in class. “B” papers might contain minor limitations in one of the following areas: argument, organization, analysis, introduction/conclusion, or style. The central argument might be a bit too general or the analysis somewhat basic; the organization centers around a list of items rather than a progression of thought and argument; the style might be somewhat stilted; the essay is abruptly introduced or concluded; or grammar errors exist. “B” papers must offer a clear argument, concise and pertinent points, smooth transitions, and good grammar overall.

C “C” papers demonstrate a weakness in one of the following areas: argument, organization, analysis, grammar, or style. “C” essays might contain an argument that is more of an observation than an argument, a lack of transitions, a small amount of analysis, more than two errors in grammar or spelling per page. Despite such limitations, “C” papers fulfill the requirements for an “acceptable” paper.

7 D “D” essays contain one or more of the following: - A weak argument - Unclear organization - No analysis, only summary - Poorly presented evidence - Frequent errors in grammar, spelling, and word choice

F Unacceptable essays are characterized by one or more or the following: -incomprehensibility -no recognizable argument - no determinable plan of development or organization - incoherent, vague, or unclear support -overwhelming errors in grammar and word choice -plagiarism

Plagiarism will not be tolerated. If you use the ideas of somebody else, you must acknowledge and cite them. From the Georgetown University web page on plagiarism and academic honesty:

Students who submit written work in the University must, therefore, be the authors of their own papers. Students who use facts or ideas originating with others must plainly distinguish what is theirs from what is not. To misrepresent one's work ignorantly is to show oneself unprepared to assume the responsibility presupposed by work on the college level. It should be obvious that none of this prohibits making use of the discoveries or ideas of others. What is prohibited is simply improper, unacknowledged use (commonly know as “plagiarism”). http://www.georgetown.edu/departments/english/undergraduate/documentationpla.htm

Required Texts: Jessica Hagedorn, Dogeaters Le Ly Hayslip, When Heaven and Earth Changed Places Mohsin Hamid, The Reluctant Fundamentalist David Henry Hwang, M. Butterfly Chang-rae Lee, A Gesture Life Shyam Selvadurai, Funny Boy Amy Tan, The Joy Luck Club

The required texts can be found on Amazon.com, at the Georgetown Bookstore, or on reserve. The critical essays can all be found on Blackboard.

Week 1: 1/10 Introduction Week 2: 1/15 Edward Said, Orientalism (pp. 1-28) 1/17 Sau-ling Wong, “Denationalization Reconsidered: Asian American Cultural Criticism at a Theoretical Crossroads,” (pp. 1-27) Robert Lee, Orientals (pp. 1-14)

Week 3: 1/22 David Henry Hwang, M. Butterfly (Act I) 1/24 David Henry Hwang, M. Butterfly (Act II) writing analysis

Week 4: 1/29 Oscar V. Campomanes, “The New Empire’s Forgetful and Forgotten Citizens: Unrepresentability and Unassimability in Filipino-American Postcolonialities” (pp. 145-200) 8 Unrepresentability and Unassimability in Filipino-American Postcolonialities” (pp. 145-200) 1/31 Jessica Hagedorn, Dogeaters (pp. 1-78)

Week 5: 2/5 Jessica Hagedorn, Dogeaters (pp. 79-158) 2/7 Jessica Hagedorn, Dogeaters (pp. 159-251) GROUP PROJECT DUE writing analysis

Week 6: 2/12 Chang-rae Lee, A Gesture Life (1-116); chapters 1-6 2/14 Chang-rae Lee, A Gesture Life (117-240); chapters 7-11

Week 7: 2/19 Laura Kang, “Conjuring ‘Comfort Women,’ (pp. 25-55) 2/21 Chang-rae Lee, A Gesture Life (241-356); chapters 12-17 GROUP PROJECT DUE writing analysis

Week 8: 2/26 Excerpt from Frantz Fanon, Black Skin, White Masks Introduction to The Empire Writes Back 2/28 Shyam Selvadurai, Funny Boy, (pp.1-39) MIDTERM PAPER DUE IN CLASS

Week 9: 3/4 SPRING BREAK 3/6 SPRING BREAK

Week 10: 3/11 Jasbir Puar, “Transnational Sexualities” – (pp. 405-422) Shyam Selvadurai, Funny Boy, (pp. 40-97) 3/13 Shyam Selvadurai, Funny Boy, (98-203) GROUP PROJECT DUE writing analysis

Week 11: 3/18 CLASS CANCELED 3/20 EASTER BREAK

Week 12: 3/25 Shyam Selvadurai, Funny Boy, (pp. 204--305) 3/27 Le Ly Hayslip, When Heaven and Earth Changed Places (pp. 1-131)

Week 13: 4/1 Le Ly Hayslip, When Heaven and Earth Changed Places (pp. 132-235) 4/3 Le Ly Hayslip, When Heaven and Earth Changed Places (pp. 236-367) GROUP PROJECT DUE writing analysis

Week 14: 4/8 Film – Heaven and Earth

9 4/10 Amy Tan, The Joy Luck Club (pp. 1-155)

Week 15: 4/15 Amy Tan, The Joy Luck Club (pp. 157-332) GROUP PROJECT DUE writing analysis 4/18 Mohsin Hamid, The Reluctant Fundamentalist (1-92)

Week 16: 4/22 Mohsin Hamid, The Reluctant Fundamentalist (93-184) writing analysis 4/24 In class exam 5/2 FINAL PAPER DUE AT NOON IN 306 NEW NORTH

------Asian Lecture: Asian American history – W3417 American Fall 2007 History Mae M. Ngai

Description: The course surveys the major issues and events in Asian American history from the colonial period to the present. Using a transnational framework, we will consider Asian American history as a product of contact and exchange between Asia (defined broadly, East Asia, South Asia, and Southeast Asia) and the United States that are economic, cultural, political, and military in nature. It examines the impact of U.S. and European colonialism in Asia as a factor in emigration and the role of western ideas about Asia, American trade with Asia, migrants from Asia, and U.S. wars in Asia in the development of Asian American communities and U.S. society more broadly. Students will read history, fiction, and primary source documents.

Requirements: midterm, final, two short essays; discussion section.

Required Books: Madeline Hsu, Dreaming of Gold, Dreaming of Home (Stanford 2000) Erika Lee, At America’s Gates (UNC 2003) Lon Kurashige, Japanese American Celebration and Conflict (California 2002) Milton Murayama, All I Asking for is My Body (Hawaii 1988) Cathy Choy, Empire of Care: Nursing and migration in Filipino-American history (Duke 2003) John Okada, No No Boy (Washington 1981,1957) Louis Chu, Eat a Bowl of Tea (Washington 1979, 1961) Lan Cao, Monkey Bridge (Viking 1997) Margaret Chin, Sewing Women (Columbia 2005)

10 Plus articles and chapters

Lecture schedule and readings for discussion section Week 1. Intro -- framing a. Intro / background on Asian Am history and new perspectives that chart the field (transnational, Asia and Pacific, colonialism, race, gender); how Asian Am history fits into US history, comparative race studies, transnational (Pacific) history. b. Asia and America in colonial period to the revolution / colonial trade routes from Asia to Americas (Spanish and British) Reading: Ben Franklin on China and Chinese on George Washington

Week 2. From objects to subjects a. The China trade, 1790 to early 1800s b. Emigration from China and the diaspora Reading: June Mei article and Jack Tchen chapter

Week 3. Chinese and the development of the West a. The gold rush and the railroads b. San Francisco’s Chinese quarter Reading: Wells Fargo Chinese-English phrase book; Saxton, Army of Canton

Week 4. Labor, nativism, and exclusion a. the anti-Chinese movement b. exclusion (legal) Reading: Erika Lee

Week 5. Life under exclusion a. transnational families b. work and community Reading: Madeline Hsu

Week 6. Japanese immigration a. migration patterns b. Japanese exclusion (land laws etc) Reading: Kurashige

Week 7. South Asian and Korean migrations a. South Asians and Koreans b. Midterm exam

Week 8. Hawaii a. Colonization b. Asian migrations and the plantation system Reading: Murayama

11 Week 9. Philippines a. Colonization b. Filipinos in the US Reading: Cathy Choy

Week 10. World War II and the Internment a. The Pacific War and internment b. Internment, cont Reading: Ngai essay on internment; No No Boy

Week 11. World War II and repeal of exclusion a. Chinese and the war; repeal of exclusion b. Post-war migration patterns (war brides, orphans, professionals) Reading: Karen Leong, The China Mystique, chapter; Oh article on Korean adoptions, K. Scott Wong chapter on WW2.

Week 12. Reimagining Asian Americans after WWII a. Negotiating the terms of citizenship (Rose Hum Lee, model minority, ‘confessions’) b. 1965 immigration reform Reading: Eat a Bowl of Tea; Christina Klein article on South Pacific

Week 13. Vietnam and its legacies a. Vietnam war and refugees b. In-class film: Who Killed Vincent Chin? / the Asian American movement Reading: Gidra articles on war; Lan Cao, Monkey Bridge

Week 14. Globalization and the new Asian America a. New migration patterns of labor and capital b. conclusions Reading: Chin, Ong chapter from Flex Citizenship; Abelman and Lie, Blue Dreams (chapter)

Existing Courses at Crosslisted Courses Georgetown ANT 305 01 Class/Culture/Race in America Fall 2009 H ANT 325 01 Urban Tensions in China H ANT 404 01 Post-Soviet People & Cultures: Asia H ANT 490 01 Religion and Globalization in South Asia H CHIN 324 01 Literature of China and the World

12 CHIN 331 01 Topics in Current Affairs CHIN 351 01 Literature and Culture in Modern China CHIN 352 01 Images of Women in Contemporary Chinese Films (also JAPN 358, KREN 358) Cultures of CHIN 358 01 Modernization in East Asia CHIN 462 01 Contemporary Chinese Women Writers GOV 438 01 Justice and Immigration T GOV 643 01 Sovereignty, Nationalism & State Formation in Asia T JAPN 349 01 Catholicism in Japanese Culture JAPN 411 01 Japanese Literature in Film JAPN 430 01 Japanese Nationalism LSHS 429 01 U.S. Vietnam Relations: Five Themes LHSH 432 01 America and China in Historical Perspective LHSH 436 01 China, Japan, and the Modern World SOCI 144 01 Race and Ethnic Relations SOCI 164 01 Japanese Society Globalization and Social Change in Developing SOCI 167 01 Countries

SOCI 225 01 Consumer Culture and Asian Society SOCI 226 01 Consumer Culture: East Asia

13 Sample Asian American Sample Track of Study: Student Major Track Freshman Year –  Intro to Asian American Studies Fall Freshman Year –  AsAmerican History Spring Sophomore Year -  Elective 1 Fall  AsAmerican Literature Sophomore Year -  AsAmerican Social Sciences (1/2 Lower Level) Spring Junior Year – Fall  AsAmerican Social Sciences (2/2 – Upper Level)  Asian Language (1/2) Junior Year –  Asian Language (2/2) Spring  Elective 2 Senior Year – Fall  Elective 3 Senior Year -  Senior Seminar Spring

Resources  Hire three new tenure-track faculty. Necessary for  Hire Administrative Assistant for Asian American Studies Program. Expanded  Identify Universities with Ph. D programs for new graduates. Program  Raise money for new hires.  Hire Program Director  Endow a Chair

Career “ Some of the options afforded by the major and concentration include further Opportunities study in ethnic studies, American studies, law, business administration, human for Asian resources, social work and such disciplines as anthropology, area studies (such American as Asian studies), art history, history, political science, and sociology. The Asian Studies American studies major or minor can also open up a wide variety of careers in Scholars law, social work, public affairs, cultural exchange programs, and human resources, to name just a few, in both the public and private sectors. It is an especially excellent major if you are interested in working in fields that require intercultural understanding.”*

*Description from Columbia University

14 Co-Curricular  Asian American Student Association Opportunities  CSA, KSA, VSA, TASA, Club Filipino, Hawaii Club, J-Net, SAS, Thai Society, Singaporean Society  NAACP – Georgetown Chapter  Asian Pacific American Heritage Month  CMEA

Through co-sponsorship with Asian and Asian American cultural and political organizations on campus, Asian American Studies majors can participate in a variety of events, projects, and activities.

“All of these can add an intellectual and social dimension to your studies, and we strongly encourage our majors to participate in them. As a major or minor in Asian American Studies, you will receive current information about such events and gatherings, as well as other conferences and seminars.”*

*Description from Columbia University.

Study Abroad with Asian Georgetown offers Study Abroad programs in Asia that would greatly enrich the American experiences and scholarly work of Asian American Studies majors. It would also help Studies improve their fluency in an Asian language.

“Because Asian American Studies promotes cross-cultural understand both within and outside of the U.S., study abroad, especially in Asia, as well as in the diasporic populations of Africa, Latin America, Australia, and the Caribbean, offers the kind of cross-cultural contact, study, and experience that will help students to develop the critical and comparatives skills that they have been learning in their classes. It also can provide students with the opportunity to contextualize the issues that they have been exploring in their courses.”*

*Description from Columbia University.

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