At the time of its founding in 1987, the Asian American Studies Program at Cornell University was the first such program in the Ivy League. Today the program has faculty members in the humanities and social sciences in a variety of departments in the College of Arts & Sciences, teaching students from across the University. This cross-college, university-wide position accommodates the extensive teaching and research interests of the Program's faculty and reflects the breadth of the vibrant field of Asian American studies in general. In the classroom, in scholarship, and through campus and community advocacy, the Program is committed to examining the histories and experiences; identities, social and community formations; politics; and contemporary concerns of people of Asian ancestry in the United States and other parts of the Americas.

Department website

Juliana Hu Pegues

Associate Professor

Tejasvi Nagaraja

Assistant Professor

Publications

Tejasvi Nagaraja (et al). 2020. "AHR Conversation: Black Internationalism" — American Historical Review. 125(5):1699–1739

Ivanna Sang Een Yi

Assistant Professor

Publications

Peer-Reviewed Articles and Book Chapters:

"Communal Mourning and Contemporary Elegy in Korean Poetry: Kim Hyesoon's Autobiography of Death." Journal of World Literature 8 (2023) 62-78.

"Continuing Orality in Korean Literature: Opening a P'an for the Page," in Heekyoung Cho, ed., Routledge Companion to Korean Literature. London and N.Y.: Routledge, 2022, 371-382.

"Cartographies of the Voice: Storying the Land as Survivance in Native American Oral Traditions." Humanities 5, no. 3 (2016).

"Cartographies of the Voice: Storying the Land as Survivance in Native American Oral Traditions," in Karen Thornber and Thomas Havens, eds., Global Indigeneities and the Environment. Basel: MDPI, 2016. 206-221.

Other Publications:

"The Corporeality of Writing: Kim Hyesoon's Autobiography of Death." Azalea: Journal of Korean Literature & Culture 13 (2020), 371-381.

"Engaging P'ansori as a Living Organism," Korean Literature Now 47 (2020), 59-61.

Translations:

"Translations of Classical and Modern Sijo," Sijo: An International Journal of Poetry and Song 1 (2018), 33,39,48,71.

"River and Other Sijo Poems: Translations of Contemporary Sijo," Azalea: Journal of Korean Literature & Culture 4 (2011), 193-204.

Juhwan Seo

Ph.D. Candidate in Sociology

Christine Bacareza Balance

Associate Professor

Publications

Books

Tropical Renditions: Making Musical Scenes in Filipino America. (Duke University Press, April 2016)

California Dreaming: Movement & Place in the Asian American Imaginary, co-edited with Lucy San Pablo Burns (University of Hawai’i Press, October 2020)

Articles

 “Revisiting Apocalypse Now: Hollywood in a Time & Place of Philippine Martial Law.” PELIKULA: a journal of Philippine cinema and moving image (Vol. 7, December 2022), 4-13

“Keynote Duet: Christine Bacareza Balance & Alexandra Vazquez.” Performance Matters: the journal, “Sound Acts, part 2” (Spring 2022), 1-12

Contributor, "Martial Law Now, as Then," edited by Neferti X. Tadiar. Social Text (149). (Duke University Press, December 2021)

“Time After Time: St. Jude, Stages, and Muñozian Traces.” Social Text (121). “Being-With: a special issue on the work of José Esteban Muñoz.” (Duke University Press, Winter 2014)

“Dancing to Rock & Roll Poetry: Jessica Hagedorn and the West Coast Gangster Choir.” BOOM: a journal of California Studies. 3.2 (Berkeley: University of California Press, Summer 2013), 72-81

“How It Feels to Be Viral Me: Affective Labor and Asian American YouTube Performance.” Special issue “Viral” for WSQ: Women’s Studies Quarterly. 40.1 & 40.2 (New York: The Feminist Press, Spring/Summer 2012), 138-152

“Dahil sa Iyo: the Performative Power of Imelda’s Song.” Special issue, “Shattered Ceilings”for Women & Performance: a Journal of Feminist Theory. 20.2 (London: Routledge Press, July 2010), 119- 140.

“Notorious Kin: Filipino America Re-Imagines Andrew Cunanan.” Special issue on “Violence” for Journal of Asian American Studies. Min Hyoung Song, ed. 11.1 (Johns Hopkins University Press, March 2008), 87-106

“On Drugs: The Production of Queer Filipino America through Intimate Acts of Belonging.”Women and Performance: a journal of feminist theory (16.2; London: Routledge Press, July 2006), 269-282

Bruno Mars & Janelle Monáe: "Hooligans in Wonderland," performance review.” Journal of Popular Music Studies. 23.4 (Hoboken, NJ: Wiley-Blackwell Press, December 2011), 491-496

Danielle Wong

Postdoctoral Associate

Sadaget Gurbanova

Administrative Assistant

Qi Wang

Joan K. and Irwin M. Jacobs Professor

Publications

(Selected. For a complete list of publications, see Curriculum Vitae)

Wang, Q. (2021). The cultural foundation of human memory. Annual Review of Psychology, 72, 151-179. doi:10.1146/annurev-psych-070920-023638

Yang, Y., Wang, L., & Wang, Q. (2021). Take your word or tone for it? European American and Chinese children’s attention to emotional cues in speech. Child Development, 92(3), 844-852. doi: 10.1111/cdev.13576

Swallow, K. M., & Wang, Q. (2020). Culture influences how people divide continuous sensory experience into events. Cognition. doi:10.1016/j.cognition.2020.104450

Wang, Q., & Jeon, H. J. (2020). Bias in Bias Recognition: People View Others but not Themselves as Biased by Preexisting Beliefs and Social Stigmas. PLoS ONE 15(10): e0240232. doi:10.1371/journal.pone.0240232

Wang, Q., Koh, J. B. K., Santacrose, D., Song, Q., Klemfuss, J. Z., & Doan, S. N. (2019). Child-centered memory conversations facilitate children’s episodic thinking. Cognitive Development, 51, 58-66. doi:10.1016/j.cogdev.2019.05.009

Wang, Q., Hou, Y., Koh, J. B. K., Song, Q., & Yang, Y. (2018). Culturally motivated remembering: The moderating role of culture for the relation of episodic memory to well-being. Clinical Psychological Science, 6(6), 860-871. 

Wang, Q., & Song, Q. (2018). He says, she says: Mothers and children remembering the same events. Child Development, 89(6), 2215-2229. 

Wang, Q. (2016). Why should we all be cultural psychologists? Lessons from the study of social cognition. Perspectives on Psychological Science, 11, 5, 583-596.

Wang, Q., & Koh, J. B. K. (2015). How will things be the next time? Self in the construction of future events among school-aged children. Consciousness and Cognition, 36, 131-138. 

Wang, Q., & Peterson, C. (2014). Your earliest memory may be earlier than you think: Prospective studies of children’s dating of earliest childhood memories. Developmental Psychology, 50(6), 1680-6.

Wang, Q. (2013). Gender and emotion in everyday event memory. Memory, 21, 503-511. 

Wang, Q., Hou, Y., Tang, H., & Wiprovnick, A. (2011). Traveling backward and forward in time: Culture and gender in the episodic specificity of past and future events. Memory, 19, 1, 103-109.

Wang, Q., Shao, Y., & Li, Y. J. (2010). “My way or Mom’s way?” The bilingual and bicultural self in Hong Kong Chinese children and adolescents. Child Development, 81, 2, 555-567. 

Wang, Q. (2009). Are Asians forgetful? Perception, retention, and recall in episodic remembering. Cognition, 111, 123-131 

Wang, Q. (2008). Emotion knowledge and autobiographical memory across the preschool years: A cross-cultural longitudinal investigation. Cognition, 108, 117-135.

Wang, Q. (2008). Being American, being Asian: The bicultural self and autobiographical memory in Asian Americans. Cognition, 107, 743-751.

Sofia A. Villenas

Associate Professor

Publications

Books (Edited)

2010 (co-edited with E. Murillo Jr., R. Trinidad Galvan, C. Martinez, J. Muñoz, and M. Machado-Casas) (2010).  Handbook of Latinos and education: Theory, research and practice. NY: Routledge and Taylor Francis Group.

2006 (co-edited with D. Delgado Bernal, C.A. Elenes and F. Godinez). Chicana/Latina education in everyday life:  Feminista perspectives on pedagogy and epistemology.  Albany:  State University of New York Press.  

1999 (co-edited with L. Parker, and D. Deyhle)  Race is ... race isn’t:  Critical race theory and qualitative studies in education.  Boulder, CO:  Westview Press.

Selected Articles and Book Chapters

2020. (with Carolina Osorio Gil). Latinx cultural programming as public pedagogy: Mobilizing cultura (culture) in a small town community in Upstate New York. In J. Hurtig and C. Chernoff (Eds.), Contested Spaces of Teaching and Learning: Practitioner Ethnographies of Adult Education in the United States. Lanham, MD: Lexington Books.

2019. The anthropology of education and contributions to critical race studies. Equity and Excellence in Education, 52(1), 68-74. https://doi.org/10.1080/10665684.2019.1632758.

2019. Pedagogies of being with: Witnessing, testimonio and critical love in everyday social movement. QSE: International Journal of Qualitative Studies in Education, 39(2), 151-166.

2014. Thinking Latina/o education with and from Chicana/Latina feminist cultural studies: Emerging pathways, decolonial possibilities. In A. Darder & R.D. Torres (Eds.), Latinos and education: A critical reader. New York, NY: Routledge. Originally published in Zeus Leonardo (Ed.), Handbook of Cultural Politics in Education. Sense Publishers (2010).

2013. The legacy of Derrick Bell and Latino/a education: A critical race testimonio. Urrieta Jr., Luis and Sofia Villenas. Race, Ethnicity and Education, 16(4), 514-535.

2013. Race talk and school equity in local print media: The discursive flexibility of whiteness and the promise of race conscious talk. Villenas, Sofia and Sophia L. Angeles. Discourse: Studies in the Cultural Politics of Education, 34(4), 510-530.

2012. Pedagogies from nepantla: Testimonio, Chicana/Latina feminisms and teacher education classrooms. Prieto, Linda and Sofia Villenas. Equity & Excellence in Education, 45(3), 411-429.

2011. Critical ethnographies of education in the Latino/a diaspora. Villenas, Sofia and Douglas E. Foley. In R. Valencia (Ed.), Chicano school failure and success:  Past, present and future, 3rd edition.  New York and London:  Routledge and Falmer.

2007. Diaspora and the anthropology of Latino education: Challenges, affinities, and intersections. Anthropology and Education Quarterly, 38(4), pp. 419-425. Reprinted in Roland Sintos Coloma (Ed.) Postcolonial challenges in education. New York, NY: Peter Lang Publishers, 2009.

2006. Latina feminist postcolonialities:  Perspectives on Un/tracking educational actors’ interventions.  International Journal of Qualitative Studies in Education, 19(5), pp. 659-672.

2006. Pedagogical moments in the borderlands:  Latina mothers and daughters teaching and learning.  In D. Delgado Bernal, C.A. Elenes, F. Godinez and S. Villenas (eds.), Chicana/Latina education in everyday life:  Feminista perspectives on pedagogy and epistemology (pp. 147-159).  Albany:  State University of New York Press.

2005. Between the telling and the told:  Latina mothers negotiating education in new borderlands.  In J. Phillion, M. F. He, and M. Connelly (Eds.), Narrative and experience in multicultural education (pp. 71-91).  Thousand Oaks, CA:  Sage.

2002. Reinventing educación in new Latino communities: Pedagogies of change and continuity in North Carolina.  In S. Wortham, E., Murillo Jr., and E. Hamann (Eds.), Education in the new Latino Diaspora:  Policy and the politics of identity (pp. 17-35).  Westport, CT:  Ablex Publishing.

2002. This ethnography called my back:  Writings of the exotic gaze, “othering” Latina, and recuperating Xicanisma.  In E. St. Pierre and W. Pillow (Eds.), Working the ruins:  Poststructural feminist theory and methods in education (pp. 74-95).  New York:  Routledge.

2001. To valerse por si misma (be self-reliant) between race, capitalism, and patriarchy:  Latina mother/daughter pedagogies in North Carolina.  Villenas, Sofia and Melissa Moreno. International Journal of Qualitative Studies in Education, 14(5), pp. 671-687.

2001. Latina mothers and small-town racisms:  Creating narratives of dignity and moral education in North Carolina.  Anthropology and Education Quarterly, 32(1), pp. 3-28.

2000. Other encounters:  Dances with whiteness in multicultural education. Richardson, Troy and Sofia Villenas. Educational Theory, 50 (2), pp. 255-273.

1999. Critical race theory and ethnographies challenging the stereotypes: Latino families, schooling, resilience and resistance.  Villenas, Sofia and Donna Deyhle. Curriculum Inquiry, 29 (4), pp. 413-445. 1996

1996. The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the field.  Harvard Educational Review, 66(4), pp. 711-731. Reprinted in 2010, 2000, and 1998 in various edited collections.

Viranjini P Munasinghe

Associate Professor

Publications

Academic Articles

2007 Dougla logics and nation building in Trinidad. South Asian Review. Special issue on “Empire and Racial Hybridity”. Edited by Deepika Bhari. 27(1):182-204.

2006 Claims to purity in theory and culture: Pitfalls and promises. American Ethnologist 33(4): 588-592.

2006 Theorizing World Culture through the New World: East Indians and Creolization. American Ethnologist 33(4): 549-562.

2005 Narrating a Nation through Mixed Bloods. Social Analysis 49(2): 155-163.

2002 Nationalism in Hybrid Spaces: The Production of Impurity out of Purity. American Ethnologist 29(3): 663-692.

2001 Redefining the Nation: The East Indian Struggle in Trinidad. Journal of Asian American Studies 4(1):1-34.

1997 Culture Creators and Culture Bearers: The Interface Between Race and Ethnicity in Trinidad. Transforming Anthropology 6(1):72-86.

Books

2001 Callaloo or Tossed Salad?: East Indians and the Cultural Politics of Identity in Trinidad. Ithaca, NY: Cornell University Press (CUP).

Chapters

2009 Foretelling Ethnicity in Trinidad: The Post Emancipation Labor Problem. In Clio/Anthropos: Exploring the Boundaries between History and Anthropology. Eric Tagliacozzo and Andrew Willford, eds. Pp 139-186. Stanford, CA: Stanford University Press.

2008 Rescuing Theory from the Nation. In Knowing How to Know: Fieldwork and the Ethnographic Present. Narmala Halstead, Eric Hirsch and Judith Okely, eds. Oxford: Berghahn Books.

 

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