Jun Xing – författare

General Education has taken center stage in the greater China area (Hong Kong, Taiwan and mainland China) because of a number of important developments. First, globalization has created both opportunities and challenges for college students. When they graduate and enter the real world, they must have the cultural sensitivities and social skills, in addition to their professional training, to compete in a knowledge-based global economy. Equally significant for institutions of higher education, pressing global problems challenge traditional disciplines and demand new forms of learning that reshapes the boundaries of knowledge. In response to those rapidly changing dynamics, general education has taken an increasingly important role in undergraduate education. As the first English publication on the subject, this anthology brings together a distinguished group of General Education scholars and teachers from Hong Kong, Taiwan and mainland China.

Over the past three decades, American higher education has witnessed a shift in demographics which has created a more diverse student body. However, many university campuses remain unsupportive or even hostile to minority faculty and students. This anthology introduces to readers the Difference, Power, and Discrimination (DPD) Program, a 15-year-old curricular model, at Oregon State University. DPD is concerned with helping students understand the complex dynamics of difference, power, and discrimination and how these dynamics influence institutions, with the goal of empowering students to alleviate oppression and other negative outcomes. Teaching for Change addresses the needs of those who are engaged in diversity training and curricular reforms both in higher education and public schools. It will serve as a useful guide for administrators as well as teaching faculty who are interested in initiating similar programs.

Over the past three decades, American higher education has witnessed a shift in demographics which has created a more diverse student body. However, many university campuses remain unsupportive or even hostile to minority faculty and students. This anthology introduces to readers the Difference, Power, and Discrimination (DPD) Program, a 15-year-old curricular model, at Oregon State University. DPD is concerned with helping students understand the complex dynamics of difference, power, and discrimination and how these dynamics influence institutions, with the goal of empowering students to alleviate oppression and other negative outcomes. Teaching for Change addresses the needs of those who are engaged in diversity training and curricular reforms both in higher education and public schools. It will serve as a useful guide for administrators as well as teaching faculty who are interested in initiating similar programs.

Indigenous peoples and racial minorities have lived and thrived in Oregon for centuries. Their legacy is interwoven with the state's history and culture even as they continue to struggle with prejudice, environmental pressures, shrinking state revenues, the effects of globalization, and the changing dynamics of the state economy. Current U.S. immigration policy and the forces of globalization have played a critical role in creating a dynamic process named the 'browning of Oregon.' This anthology brings together a group of noted multidisciplinary scholars, who explore the rich and varied experiences of Oregon's native communities and racial minorities. Anchored in a 'power relations' perspective, the book has been organized around several key historical themes, including: the foundation of ethnic communities; civil rights; social justice; ethnicity and labor; and various forms of cultural traditions. As disparate as they seem in style and topic, this collection of essays highlight the distinctive experiences of Oregon's people of color and communicates the broader interlocking categories of social identity. The book is essential reading for students, teachers, and the general public interested in contemporary racial politics.

While some Asian American films and filmmakers are beginning to achieve acclaim in mainstream U.S. culture, neither academic scholars nor society as a whole has sufficiently taken account of the history of this rich and growing body of cinematic production. In Asian America Through the Lens, Jun Xing accomplishes the colossal task of surveying Asian American cinema for the first time, allowing its aesthetic, cultural, and political diversity and continuities to emerge. Unique insight into Asian American experience in both mainstream and alternative film production is provided by textual analysis as well as by the voices of filmmakers and actors themselves. With constant attention to the specificities of Asian American histories and cultures, Xing engages a broad range of issues and theoretical perspectives, drawing insight from such bodies of scholarship as African American and Latino film studies, Marxian cultural theory, ethnic studies and the politics of representation, and post-structuralist and feminist discourses.

Reversing the Lens brings together noted scholars in history, anthropology, sociology, ethnic studies and film studies to promote film as a powerful classroom tool that can be used to foster cross-cultural communication with respect to race and ethnicity. Through such films as Skin Deep, Slaying the Dragon, and Mississippi Masala, contributors demonstrate why and how visual media help delineate various forms of "critical visual thinking" and examine how racialization is either sedimented or contested in the popular imagination. Not limited to classroom use, Reversing the Lens is relevant to anyone who is curious about how video and film can be utilized to expose race as a social construction in dialogue with other potential forms of difference and subject to political contestation.

General Education has taken center stage in the greater China area (Hong Kong, Taiwan and mainland China) because of a number of important developments. First, globalization has created both opportunities and challenges for college students. When they graduate and enter the real world, they must have the cultural sensitivities and social skills, in addition to their professional training, to compete in a knowledge-based global economy. Equally significant for institutions of higher education, pressing global problems challenge traditional disciplines and demand new forms of learning that reshapes the boundaries of knowledge. In response to those rapidly changing dynamics, general education has taken an increasingly important role in undergraduate education. As the first English publication on the subject, this anthology brings together a distinguished group of General Education scholars and teachers from Hong Kong, Taiwan and mainland China.

Through a collection of scholarly articles, Beyond the Model Minority: Asian American Communities and Social Justice Education examines the role of race and ethnicity in public policy and social justice. The anthology works to dismantle "model minority" myths by highlighting the cultural, social, and economic diversity within Asian American communities, as well as the prejudice, racism, and inequality they continue to face in modern America.The anthology is divided into six parts, each addressing a particular issue or area of disparity. Part I examines Asian American identity formation and development from a variety of perspectives. Part II features readings addressing immigrant labor, domestic service, and entrepreneurship. In Part III, students read about disparities in the U.S. educational system for Asian and Pacific Americans. Part IV focuses on healthcare inequality. The essays in Part V examine Asian American representation by the media. The final part, which is centered about politics and law, presents students with three sharply different but interrelated cases about racial politics, civic activities, and legal representation.A thought-provoking and justice-oriented collection, Beyond the Model Minority is an ideal text for courses in Asian and Asian American studies, ethnic studies, and social justice.

The book explores the growing tension between indigenous education, the teaching and learning of native knowledge, cultural heritage and traditions and the dynamics of globalization from the Asian perspective. It brings together a distinguished and multidisciplinary group of Asian scholars and practitioners from Nepal, Korea, India, Japan, Thailand, Indonesia, the Philippines, Hong Kong, Taiwan, mainland China, and the United States. After showcasing six in-depth case studies of local cultural traditions from East, South and Southeast Asia, the book examines a variety of pedagogical strategies in the teaching and learning of indigenous knowledge and culture in the region, reflecting both international trends and the distinctive local and regional characteristics resulting from the tremendous diversity within Asian societies.

The book explores the growing tension between indigenous education, the teaching and learning of native knowledge, cultural heritage and traditions and the dynamics of globalization from the Asian perspective.

This anthology brings together a distinguished group of service-learning scholars on the development of service learning in Asia around three themes: (1) service-learning and indigenous traditions; (2) service-learning and social justice education; and, (3) service-learning and multicultural education. The book is essential reading for students, educators, and the general public.