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Chinatown and Urban Redevelopment: a Spatial Narrative of Race, Identity, and Urban Politics 1950 – 2000
CHINATOWN AND URBAN REDEVELOPMENT: A SPATIAL NARRATIVE OF RACE, IDENTITY, AND URBAN POLITICS 1950 – 2000 BY CHUO LI DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Landscape Architecture in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Professor D. Fairchild Ruggles, Chair Professor Dianne Harris Associate Professor Martin Manalansan Associate Professor Faranak Miraftab Abstract The dissertation explores the intricate relations between landscape, race/ethnicity, and urban economy and politics in American Chinatowns. It focuses on the landscape changes and spatial struggles in the Chinatowns under the forces of urban redevelopment after WWII. As the world has entered into a global era in the second half of the twentieth century, the conditions of Chinatown have significantly changed due to the explosion of information and the blurring of racial and cultural boundaries. One major change has been the new agenda of urban land planning which increasingly prioritizes the rationality of capital accumulation. The different stages of urban redevelopment have in common the deliberate efforts to manipulate the land uses and spatial representations of Chinatown as part of the socio-cultural strategies of urban development. A central thread linking the dissertation’s chapters is the attempt to examine the contingent and often contradictory production and reproduction of socio-spatial forms in Chinatowns when the world is increasingly structured around the dynamics of economic and technological changes with the new forms of global and local activities. Late capitalism has dramatically altered city forms such that a new understanding of the role of ethnicity and race in the making of urban space is required. -
Asians in Minnesota Oral History Project Minnesota Historical Society
Isabel Suzanne Joe Wong Narrator Sarah Mason Interviewer June 8, 1982 July 13, 1982 Minneapolis, Minnesota Sarah Mason -SM Isabel Suzanne Joe Wong -IW SM: I’m talking to Isie Wong in Minneapolis on June 8, 1982. And this isProject an interview conducted for the Minnesota Historical Society by Sarah Mason. Can we just begin with your parents and your family then? IW: Oh, okay. What I know about my family is basically . my family’s history is basically what I was told by my father and by my mother. So, you know,History that is just from them. Society SM: Yes. Oral IW: My father was born in Canton of a family of nine children, and he was the last one. He was the baby. And apparently they had some money because they were able to raise . I think it was four girls and the five boys. SM: Oh. Historical IW: My father’s mother died when he was about eight years old. And the father . I don’t know if I should say this, was a . .Minnesota . he was . he was addicted to opium as all men of that time were, you know. I mean, menin of money were able to smoke opium. SM: Oh. Yes. Minnesota IW: And so, little by little, he would sell off his son and his children to, you know, maintain that habit. Asians SM: Yes. IW: The mother’s dying words were, “Don’t ever sell my youngest son.” But the father just was so drugged by opium that he . eventually, he did sell my father. -
Alliance Connection May 2016 Is APA Heritage Month! Heritage Isapa 2016 May Gongbehalfwith Gave on Alongremarks Ofc.A.C.A
Volume 6, Number 2 May 2016 is APA Heritage Month! Spring 2016 Ed Gor: Have We Already Seen the Greatest Generation of Chinese Americans? Published almost 20 years ago, journalist and former NBC News broad- caster Tom Brokaw’s book, The Greatest Generation, chronicles what his parents’ generation—those born between 1910 and the mid-1920s— accomplished in youth and adulthood. From interviews and conversations with these women and men, he discusses the sacrifices those men and women made, the bodily harm and suffering in the war to end all wars, their remarkable diligence in building families and businesses, the cour- age they displayed in rehabilitating their physical and emotional war wounds, and the integrity of character and commitment to values that in- fused their lives. As they continued to stare down life’s challenges, they never griped or complained even as their lives were mixed with courage and perseverance, tragedy and sadness, and triumphs and miracles. Entering our 121st year of service, Chinese American Citizens Alliance continues to look ahead at how we see our role in this country by looking back at our history as an organization challenged to address society’s treatment and place for Chinese in the 1890’s. Our Archive Project to gather, categorize, and turn over our recorded history to the Stanford University Libraries remains a major undertaking. Just look for the stories of the Chinese who worked on the Transcontinental Railroad. You won’t find many names or photographs, but you can find their stories written on walls or artwork. We believe that within our own records, there may be documentation linking many C.A.C.A. -
Chinatown English Language Center. INSTITUTION New York City Board of Education,Brooklyn, N.Y
DOCUMENT RESUME ED 142 676 UD 017 226 AUTHOR Wohl, Seth F. TITLE Chinatown English Language Center. INSTITUTION New York City Board of Education,Brooklyn, N.Y. Office of Educational Evaluation. PUB DATE Nov 72 NOTE 85p.; New York City Board of EducationFunction No. 17-05433; Not available in hard copy due tomarginal reproducibility of the original document EDRS PRICE MF-$0.83 Plus Postage. HC Not Available fromEDRS. DESCRIPTORS *Adults; Asian Americans; Audiolingual Methods; *Chinese Americans; *Communication Skills; Cost Effectiveness; English (Second Language) ; *Immigrants; *Language Skills; *ProgramDescriptions; Program Evaluation IDENTIFIERS *New York (New York) ABSTRACT Situated in the heart of New york's Chinatown, the Chinatown English Language Center is acommunity based project designed to provide recent Chineseadult immigrants settling in New York City with basic Englishspeaking and listening and with reading and writing skills, which are necessaryto their functioning effectively in U.S. society. Five hundredand fifty-three adults attended classes 2 hours daily for twodays a week in an attenuated 10-month school year instructional program,slightly in excess of 103 cumulative hours average with only onethird of them (183) going the full year. The curriculum for theAdult Basic English (ABE) component of the Center was based on the LadoSeries with supplemental materials, workbooks, projectors and taperecorders. Participants were appropriately matched to theearlier books of the Lado Series. A second curriculum component was theComprehensive -
The Digital Diaspora in Sunset Park: Information and Communication Technologies in Brooklyn’S Chinatown
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2013 The Digital Diaspora in Sunset Park: Information and Communication Technologies in Brooklyn’s Chinatown Sarah Wendolyn Williams Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1759 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE DIGITAL DIASPORA IN SUNSET PARK: INFORMATION AND COMMUNICATION TECHNOLOGIES IN BROOKLYN’S CHINATOWN by SARAH WENDOLYN WILLIAMS A dissertation submitted to the Graduate Faculty in Anthropology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2013 © 2013 SARAH WENDOLYN WILLIAMS All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Anthropology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. ___Michael Blim___________________________ _________________________ _________________________________________ Date Chair of Examining Committee ___Gerald Creed___________________________ _________________________ _________________________________________ Date Executive Officer Professor Michael Blim Distinguished Professor David Harvey Professor Emeritus Jane Schneider Supervisory -
Portland Chinese Scholarship Foundation
1 Prosper Portland is honored to collaborate on projects that celebrate the past and support the Old Town/Chinatown community now and into the future. Find out more at prosperportland.us/otct THANK YOU to our 2020 Awesome Advertisers P. 36 Canton Grill P. 36 NW Natural P. 33 Capital Hill Mortgage P. 24 Ocean City Seafood Restaurant P. 22 Chang Fa Supermarket P. 38 Omega Services P. 22 Chen’s Good Taste Restaurant P. 12 OnPoint Community Credit Union P. 23 Chin’s Import & Export Co., Inc P. 29 Oregon Chinese Coalition P. 19 China Delight P. 24 OTA Tofu P. 22 China Wind Restaurant P. 34 Pacific Seafood P. 27 CT Auto Body & Paint P. 18 PCT Print & Design P. 38 Dignity – Sisi Zhang P. 37 Phoenix City Seafood Restaurant P. 24 Farmer’s Ins – Diane L Koelling P. 33 Pinon Insurance Agency - Jody Chan P. 27 Golden Horse Restaurant P. 22 Portland Chinatown Museum P. 32 Grace Insurance Services P. 34 Portland Lee’s Association P. 32 Great World Travel P. 02 Prosper Portland P. 32 Happy Dragon Chinese Restaurant P. 32 Red Robe Tea House and Cafe P. 28 HK Café P. 39 River View Cemetery Funeral Home P. 32 Hop Sing Association P. 12 Selfie Pod Photo Booth P. 18 Huber’s P. 30 Smart Foodservice P. 33 Imperial House P. 14 Taipei Economic and Cultural Office P. 27 J & P Accounting and Tax Services in Seattle P. 19 Keller Williams – Felicia C Louie P. 37 United CPAs & Co, LLC P. 24 Kern Park Flower Shoppe P. -
The Los Angeles Chinese Confucius Temple School: Heritage, Transformation, and Renovation
International Journal for Innovation Education and Research www.ijier.net Vol.3-2, 2015 The Los Angeles Chinese Confucius Temple School: Heritage, Transformation, and Renovation Yu-Ju Hung, Ph.D. Assistant Professor History Department, Chinese Culture University, Taiwan (R.O.C.) [email protected] Abstract The creation of mother-tongue language schools was the prevalent phenomenon in the American immigration communities in the nineteenth and twentieth century. Some European, such as German, immigrants capitalized their ethnic network to develop their ethnic language instructions within the systems of public school or religious parochial school, while certain Asian (Chinese or Japanese) immigrants created private language schools to maintain their heritage and culture for younger generations. Through the case study of history of the Chinese Confucius Temple School in Los Angeles Chinatown, along with the examination of theoretical frame of contemporary non-English mother-tongue schools in the United States, this study demonstrate the transformation of Chinese language school in the aftermath of 1950s. It shows that the development of language school not only dwells on the issues of Mandarin-learning and culture maintenance, but also accompanies with the transition of Chinese community from inner-city enclave to suburbs. Keywords: Language school, Los Angeles Chinatown, Chinese Confucius Temple School, Chinese tradition, cultural heritage Introduction: The development of Chinese language schools dates back to the late 1880s when the first one, Chinese Minister Zhang Yinguan, was established in San Francisco.1 In the following years to serve the needs of early immigrants, classes in Cantonese language were provided for the residents of Chinatown in a number of large cities in the United States. -
[Negotiating Global Chinatowns: Difference, Diversity and Connection]
DOI: 10.1400/218587 Cindy Hing-Yuk Wong, Gary W. McDonogh [Negotiating Global Chinatowns: Difference, Diversity and Connection] Abstract: Over the past two centuries, diverse and changing Chinatowns have become global enclaves where separation from a surrounding city and society intersects with both the construction of “Chinese” communities and the processes that integrate Chinese into wider contexts while challenging or changing these contexts. Based on a decade of fieldwork in Chinatowns in the Americas, Europe, Australia, Asia and Africa, the investigators highlight the tensions of segregation and communit(ies) through the lenses of physical form and boundaries, social centers, and imagery. Drawing on Henri Lefebvres’s tripartite vision of the social construction of urban spaces (les espaces perçus, conçus and vécus), this article shows that Chinatowns, as distinctive spaces within a city, encapsulate intense debates about place, citizenship, rights and diversity that speak more generally to cities, nations and global urbanism. Keywords: Chinatown, Urban form, Representation, Transnationalism, Boundaries. On September 14, 2013 we joined family and friends in Philadelphia, Pennsylvania’s downtown Chinatown to celebrate the Mid-Autumn Festival. For many modern Mainland Chinese, this harvest moon festival has become a largely private celebration, with rich, dense mooncakes shared in family gatherings. While the People’s Republic of China recognized this millennial celebration as part of China’s intangible heritage in the 21st century, it only became a national public festival in 2008. For Wong, having grown up in densely-populated 20th century Hong Kong, the public and family holiday spilled over into public parks, entailing children’s parades and elaborate, musical lanterns as well as competing brands of moon cakes. -
What Strategies Do Chinese Immigrant Parents Use to Send Their Children to High-Performing Public School Districts?
What Strategies Do Chinese Immigrant Parents Use to Send Their Children to High-Performing Public School Districts? Senfeng Liang Abstract This qualitative study examines how Chinese immigrant parents perceive the importance of sending their children to a “good” school district and ana- lyzes their strategies in doing so. Nine families from different economic and educational backgrounds participated in the study. Results show that some parents were not satisfied with children’s previous schools and decided to move to higher performing school districts. Parents had different levels of econom- ic preparation and thus used different strategies to achieve their goal. Higher income families chose to purchase homes in “good” school districts. In order to live in a “good” school district, lower income families’ strategies included: purchasing a house and renting out a bedroom to reduce the economic bur- den, renting an affordable apartment, and living with relatives or friends. This study contributes to a better understanding of factors contributing to Chinese American students’ educational experiences. Key Words: Chinese immigrant parents, district quality, public school choice, housing, family perceptions, home selection strategies, neighborhood, income Introduction Studies suggest that family income matters for students’ education, but it is not always clear in what ways family income matters (Davis-Kean, 2005; School Community Journal, 2015, Vol. 25, No. 2 135 Available at http://www.schoolcommunitynetwork.org/SCJ.aspx SCHOOL COMMUNITY JOURNAL Duncan & Magnuson, 2005). One way family income influences students’ education is the family’s practices of selecting a neighborhood (and related school district) in which to live. As most U.S. students attend their zoned public school, neighborhood and the quality of schools can deeply influence students’ education (Catsambis & Beveridge, 2012). -
Form, Space and Spiritual Enrichment: a Chinese Community Center in Des Moines
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1-1-2005 Form, space and spiritual enrichment: a Chinese Community Center in Des Moines Zhongkai Chen Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Recommended Citation Chen, Zhongkai, "Form, space and spiritual enrichment: a Chinese Community Center in Des Moines" (2005). Retrospective Theses and Dissertations. 20498. https://lib.dr.iastate.edu/rtd/20498 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Form, space and spiritual enrichment: A Chinese Community Center in Des Moines by Zhongkai Chen A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF ARCHITECTURE Major: Architecture Program of Study Committee: Paul Shao, Major Professor Julia Badenhope Cameron Campbell Iowa State University Ames, Iowa 2005 Copyright @ Zhongkai Chen, 2005. All rights reserved. 11 Graduate College Iowa State University This is to certify that the master's thesis of Zhongkai Chen has met the thesis requirements oflowa State University Signatures have been redacted for privacy lll Table of Contents Chapter 1. Introduction Intention Problem Statement 2 Methodology 3 Chapter 2. Background and Research 5 Traditional Chinese Philosophy: Confucianism, Taoism, and Buddhism 5 The Traditional Chinese Way of Life 9 The Character of Traditional Chinese Literati and Zen 11 Psychological Problems of Chinese Students in the United States and Iowa 14 Chapter 3. -
CHSA HP2010.Pdf
The Hawai‘i Chinese: Their Experience and Identity Over Two Centuries 2 0 1 0 CHINESE AMERICA History&Perspectives thej O u r n a l O f T HE C H I n E s E H I s T O r I C a l s OCIET y O f a m E r I C a Chinese America History and PersPectives the Journal of the chinese Historical society of america 2010 Special issUe The hawai‘i Chinese Chinese Historical society of america with UCLA asian american studies center Chinese America: History & Perspectives – The Journal of the Chinese Historical Society of America The Hawai‘i Chinese chinese Historical society of america museum & learning center 965 clay street san francisco, california 94108 chsa.org copyright © 2010 chinese Historical society of america. all rights reserved. copyright of individual articles remains with the author(s). design by side By side studios, san francisco. Permission is granted for reproducing up to fifty copies of any one article for educa- tional Use as defined by thed igital millennium copyright act. to order additional copies or inquire about large-order discounts, see order form at back or email [email protected]. articles appearing in this journal are indexed in Historical Abstracts and America: History and Life. about the cover image: Hawai‘i chinese student alliance. courtesy of douglas d. l. chong. Contents Preface v Franklin Ng introdUction 1 the Hawai‘i chinese: their experience and identity over two centuries David Y. H. Wu and Harry J. Lamley Hawai‘i’s nam long 13 their Background and identity as a Zhongshan subgroup Douglas D. -
A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars
Kansas State University Libraries New Prairie Press Adult Education Research Conference 2014 Conference Proceedings (Harrisburg, PA) Academic Sisterhood: A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars Maria Liu Wong Aimee Tiu-Wu Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Wong, Maria Liu and Tiu-Wu, Aimee (2014). "Academic Sisterhood: A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars," Adult Education Research Conference. https://newprairiepress.org/aerc/2014/pre-conferences/6 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Academic Sisterhood: A Collaborative Autoethnography of Two Asian Mothers, Adult Educators, and Scholars Maria Liu Wong1, Aimee Tiu-Wu2 ABSTRACT: In a global context where Western models and theories continue to dominate and influence adult educational research, multi-vocal perspectives of meaning making and learning from educators raised and educated in the East and West can contribute to more nuanced dialogue and exchange. Utilizing collaborative autoethnography, a qualitative research method that explores society through the lens of self in relation to other (Chang, Ngunjiri & Hernandez, 2013), we provide a window and a mirror into the complexity of East-West learning dynamics as two multicultural Asian immigrant academics educated and raising our children in the West.