This course introduces students to qualitative and quantitative research methods commonly used in social sciences and humanities, including narrative research, phenomenological research, ethnographic research, case study research, correlational research, and survey research. Students are expected to identify a topic of interest of their own choosing within Contemporary Asian and Asian American Students and develop a pilot research project. The instructor plays the role of a facilitator by leading methodological as well as thematic discussions on research topics initiated by students. This course takes the formats of lectures, workshops, student presentations, peer critique, and one-on-one instructor-student conferences.

This cultural studies course examines the cultures of travel (i.e. fiction, memoirs, photography , and filmmaking) in narratives by and about the Pacific, South and Southeast Asia. We will student ¿empire¿ by analyzing narratives about the former colonies of Spain, France, Britain and the United States. As we discuss the metaphors or tropes of empire, we will also examine the concept of empire as a historical and contemporary formation, or what an empire meant in the 19th century and what is means today in the early 21st century. The course begins with the premise that travel narratives and modern visual culture illuminate the relationship between the violence and romance of travel. The course includes modern travel narratives (i.e. novels by Asian Americans) that focus on the lives of those who are forced to travel or migrate due to civil war, poverty and/or economic instability.

Study of the expanding roles of English in South Asia, East Asia, and Southeast Asia. With more non-native speakers than native speakers, and more in Asia than elsewhere, English has acquired new identities. We will study functions of English in colonial and post-colonial times; how it competes with, and complements local languages in business, advertising, media, education, research, administration, judiciary, creative literature, call centers, and on the Internet; the evolution of dynamic new Asian Englishes, such as Indian English, and their social and cultural contexts; controversies regarding English medium education and its impact on local languages, relevance of native English standards, and implications for theory, description, and method in diverse disciplines, such as, business communication, cultural studies, English, lexicography, speech recognition, journalism, media studies, sociolinguistics, teaching English as a second language, and Asian Studies.

This course will analyze the cognitive processes involved in the acquisition of Asian languages as second or foreign languages. We will start with discussion of first language acquisition and compare it with second language acquisition (SLA). Methodologies such as contrastive analysis and error analysis, and concepts such as interlanguage, native and non-native competence, bilingual competence, acceptability, correctness, standard language will be critically examined. We will also consider the variables that affect SLA, including age, context, exposure, attitude, cognition, attention and motivation. Special attention will be given to the applicability of current research paradigms and findings to the acquisition of languages such as Chinese, Japanese, Korean, and Hindi, both in terms of their structural characteristics and in their socio-cultural context.

This course provides an opportunity for graduate students in Contemporary Asian and Asian American Studies to pursue readings in an area of their interest as part of their graduate program studies. Independent readings in graduate topics in Contemporary Asian and Asian American studies. May be repeated. Prerequisites: Approval by Director of Graduate Studies

English has long been the dominant language used in the United States, while the languages of numerous indigenous and immigrant communities have declined and many have died. At the same time, the United States¿ extensive global role, the rising geopolitical rise of Asian powers, such as China, India, Japan, South Korean, and others has highlighted the need to foster greater Asian language and cultural skills among Americans. In that context, maintaining the existing diversity of languages spoken among American immigrant populations becomes as important and effective as teaching the languages to new populations. There is an increasing recognition that the advantages of such multilingualism are not only cultural, but also cognitive, diplomatic, security, commercial, social, and political as well. Retaining knowledge of the home language is found to promote the minority individuals¿ psychological well-being, facilitate communication and bonding across generations, and ease the process of adjusting to life away from the home country, while promoting a pluralistic outlook and providing globally valuable job skills. Still, the brunt of the actual effort to foster multilingualism has been left to individual families despite the known fact t

Asian American literary scholars have focused on the tropes of immigration and settlement as major paradigms for mapping the landscape of Asian American writing. The late 1990s, however, witnessed the emergence of novels , memoirs, narrative and experimental films the departed from current notions of Asian American literature and films. A distinct cohort of writers and filmmakers, who are first-generation immigrants, created cultural forms that focus on the heimat or the homeland, narrating history, the legacies of war, violence, personal and national memory. The seminar considers how these fictional and non-fictional narratives engage with new aesthetic and political questions regarding Asian American writing, filmmaking and the limits and the possibilities of memory in the digital age.

¿An authentic taste of Asia¿ is a marketing phrase haunted by the violent histories of Orientalism, Western expansion and wars in Asia. In truth, the success and popularity of some Asian food is more than the celebration of the immigrant work ethic. Behind the popularity are geopolitical and labor issues. The consumption of beef and poultry in the U.S., for example, is intimately connected to the exploitation of immigrants from the global south. Undocumented immigrants and refugees from Southeast Asia, East Africa and the Americas perform the dirty task of slaughtering millions of animals: chickens, turkeys, pigs, ducks, sheep, lamb, calves. In 2009 alone, 33,300,000 cattle were killed for their meat in the United States. Immigrant laborers of American industrial slaughterhouses carry out dirty and dangerous work, killing and dismembering animals even as the laborers themselves live in crowded, unsanitary quarters. Similarly, the cooks of America¿s kitchens are immigrants from Asia and other parts of the world. This new MA course focuses on the emerging field known as ¿food studies,¿ in particular the politics and histories of Asian food and its popularity in the United States. If the old adage is ¿we are what we eat,¿ what does it mea

Islam is commonly considered a Middle-Eastern religion, but most of the Middle East lies within the Asian continent, and the vast majority of Muslims over the centuries have been non-Arabic speakers, living across south and central Asia into India, China, and Indonesia. We will survey the importance of Island as the todays¿ largest Asian religion (numerically speaking) and look at some of the distinctive features of its local variants. We will pay special attention to the manner in which teachings were presented in the languages besides Arabic that became Islam¿s vehicles, in particular Chines, which witnessed a remarkable synthesis of the Islamic and Confucian worldviews.

This course presents in-depth student of specific topic in an Asian philosophical tradition. Students are expected to demonstrate knowledge through mastery of native terms and concepts from that tradition. May be repeated as the topics changes.

Pages

 

Please note that this is a beta version of the Classie website which is still undergoing development and testing before its official release.

 

The website and all content found on it are provided on an “as is” and “as available” basis.

For more information please contact tlt@stonybrook.edu