Conventional scholarship reads the story of Japan's late 19th-early 20th century encounter with China backward through the lens of wartime, cherry picking evidence to develop a picture consistent with Japan's later acts of aggression. Using a wealth of resources, including diaries, newspaper accounts, and contemporary journals, Asia for the Asians: China in the Lives of Five Meiji Japanese dispenses with dominant narratives to explore the Meiji view of China, imagined, real and evolving, through the eyes of five people who actually lived and traveled in China and worked with the Chinese. The new picture that emerges, while highly complex, suggests that the potential for cooperation was stronger, the road to conflict less certain, and the responsibility for things gone wrong more difficult to assign than is usually assumed.
Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.
"The Greater East Asia Co-Prosperity Sphere offers a lucid, dynamic, and highly readable history of Japan's attempt to usher in a new order in Asia during World War II." ― Cross-Currents: East Asian History and Culture Review In The Greater East Asia Co-Prosperity Sphere, Jeremy A. Yellen exposes the history, politics, and intrigue that characterized the era when Japan's "total empire" met the total war of World War II. He illuminates the ways in which the imperial center and its individual colonies understood the concept of the Sphere, offering two sometimes competing, sometimes complementary, and always intertwined visions—one from Japan, the other from Burma and the Philippines. Yellen argues that, from 1940 to 1945, the Greater East Asia Co-Prosperity Sphere epitomized two concurrent wars for Asia's future: the first was for a new type of empire in Asia, and the second was a political war, waged by nationalist elites in the colonial capitals of Rangoon and Manila. Exploring Japanese visions for international order in the face of an ever-changing geopolitical situation, The Greater East Asia Co-Prosperity Sphere explores wartime Japan's desire to shape and control its imperial future while its colonies attempted to do the same. At Japan's zenith as an imperial power, the Sphere represented a plan for regional domination; by the end of the war, it had been recast as the epitome of cooperative internationalism. In the end, the Sphere could not survive wartime defeat, and Yellen's lucidly written account reveals much about the desires of Japan as an imperial and colonial power, as well as the ways in which the subdued colonies in Burma and the Philippines jockeyed for agency and a say in the future of the region.
"Easily the most informed and comprehensive analysis to date on how and why East Asian countries have achieved sustained high economic growth rates, this book] substantially advances our understanding of the key interactions between the governors and governed in the development process. Students and practitioners alike will be referring to Campos and Root's series of excellent case studies for years to come." Richard L. Wilson, The Asia Foundation Eight countries in East Asia--Japan, South Korea, Taiwan, Hong Kong, Singapore, Thailand, Malaysia, and Indonesia--have become known as the "East Asian miracle" because of their economies' dramatic growth. In these eight countries real per capita GDP rose twice as fast as in any other regional grouping between 1965 and 1990. Even more impressive is their simultaneous significant reduction in poverty and income inequality. Their success is frequently attributed to economic policies, but the authors of this book argue that those economic policies would not have worked unless the leaders of the countries made them credible to their business communities and citizens. Jose Edgardo Campos and Hilton Root challenge the popular belief that East Asia's high performers grew rapidly because they were ruled by authoritarian leaders. They show that these leaders had to collaborate with various sectors of their population to create an environment that was conducive to sustained growth. This required them to persuade the business community that their investments would not be expropriated and to convince the broader population that their short-term sacrifices would be rewarded in the future. Many of the countries achieved business cooperation by creating consultative groups, which the authors call deliberation councils, to enhance accountability and stability. They also obtained popular support through a variety of wealth-sharing measures such as land reform, worker cooperatives, and wider access to education. Finally, to inhibit favoritism and corruption that would benefit narrow interest groups at the expense of broad-based development, these countries' leaders constructed a competent bureaucracy that balanced autonomy with accountability to serve all interests, including the poor. This important book provides useful lessons about how developing and newly industrialized countries can build institutions to implement growth-promoting policies.
This book focuses on cultures that shape contemporary Asian tourist experiences. The book consists of 10 chapters, which are organised into two themes: Collectivist Culture and Wellbeing. The chapters cover emerging forms of tourism (e.g., wedding and bridal photography tourism, roots/affinity tourism and shamanic tourism), investigate a wide range of topics (e.g., tourist motivation, tourist anxiety and decision making) and consider Asian perspectives from diverse backgrounds (e.g., China, Hong Kong, Singapore, Taiwan, South Korea, Japan, Philippines, Malaysia, Indonesia, India, Bangladesh, and Nepal). The book provides tourism researchers, students and practitioners a consolidated, comprehensive and updated reference for the understanding of Asian tourists.
Introduces key terms, research frameworks, debates, and histories for Asian American Studies Born out of the Civil Rights and Third World Liberation movements of the 1960s and 1970s, Asian American Studies has grown significantly over the past four decades, both as a distinct field of inquiry and as a potent site of critique. Characterized by transnational, trans-Pacific, and trans-hemispheric considerations of race, ethnicity, migration, immigration, gender, sexuality, and class, this multidisciplinary field engages with a set of concepts profoundly shaped by past and present histories of racialization and social formation. The keywords included in this collection are central to social sciences, humanities, and cultural studies and reflect the ways in which Asian American Studies has transformed scholarly discourses, research agendas, and pedagogical frameworks. Spanning multiple histories, numerous migrations, and diverse populations, Keywords for Asian American Studies reconsiders and recalibrates the ever-shifting borders of Asian American studies as a distinctly interdisciplinary field. Visit keywords.nyupress.org for online essays, teaching resources, and more.
The essays in Knowing Southeast Asian Subjects ask how the risingpreponderance of scholarship from Southeast Asia is de-centering Southeast Asian studies in the United States. The contributions address recent transformations within the field and new directions for research, pedagogy, and institutional cooperation.
A guide to bilingual education for Asians contains chapters on bilingual and multicultural education characteristics; the learner; Asian and Asian American learners; bilingual program designs, methodology, and classroom activities; instructional materials and resources for Asian bilingual education programs; and teacher competencies, staff development, and certification. Appendixes, which make up 75% of the document include materials on: compiling Asian bilingual curriculum development materials; the question of literacy and its application in Chinese bilingual education; a taxonomy of bilingualism-biculturalism; a Philippine experiment in multicultural social studies; an example of a multicultural alternative curriculum; bridging the Asian language and culture gap; students from Korea; an Asian-American profile; learning styles of Chinese children; the early history of Asians in America; Korean-Americans; Asians as Americans; the Japanese American in the Los Angeles community; Koreans in America, 1903-1945; organized gangs taking refuge in the United States; cultural marginality and multiculturalism as they relate to bilingual-bicultural education; problems in current bilingual-bicultural education; new approaches to bilingual-bicultural education; an outline for a guided study course; a list of competencies for university programs that train personnel for bilingual education programs; inservice bilingual teacher training; state bilingual teacher certification requirements; and behavioral outcomes for bilingual program students. (MSE)
Addresses the rise of China and its impacts on Southeast Asia's economies and businesses, especially on those of ethnic Chinese. Also discusses Southeast Asian government policies, particularly their economic and business policies, towards local Chinese, and Southeast Asian Chinese businesses, both conglomerates and SMEs, in an era of globalization.
