2025 Series on Racial Justice and Reconciliation

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"An essential volume" -Hua Hsu, The New Yorker The collective voice of Japanese Americans defined by a specific moment in time- the four years of World War II during which the US government expelled resident aliens and its own citizens from their homes and imprisoned 125,000 of them in American concentration camps, based solely upon the race they shared with a wartime enemy. A Penguin Classic This anthology presents a new vision that recovers and reframes the literature produced by the people targeted by the actions of President Franklin D. Roosevelt and Congress to deny Americans of Japanese ancestry any individual hearings or other due process after the Japanese attack at Pearl Harbor. From nearly seventy selections of fiction, poetry, essays, memoirs, and letters emerges a shared story of the struggle to retain personal integrity in the face of increasing dehumanization - all anchored by the key government documents that incite the action. The selections favor the pointed over the poignant, and the unknown over the familiar, with several new translations among previously unseen works that have been long overlooked on the shelf, buried in the archives, or languished unread in the Japanese language. The writings are presented chronologically so that readers can trace the continuum of events as the incarcerees experienced it. The contributors span incarcerees, their children born in or soon after the camps, and their descendants who reflect on the long-term consequences of mass incarceration for themselves and the nation. Many of the voices are those of protest. Some are those of accommodation. All are authentic. Together they form an epic narrative with a singular vision of America's past, one with disturbing resonances with the American present.

Jhumpa Lahiri is among the few contemporary writers being read widely by both mainstream and minority audiences, the general public and academic scholars, in the U.S. and globally. While her works focus on specific ethnic experiences of highly educated, upper middle-class professional Bengalis and their children living in New England since the 1970s, they simultaneously address universal themes that consistently keep them on the New York Times bestseller lists, and that have made the film adaptation of her novel, The Namesake (2006), into a transnational phenomenon. Lahiri is also one of the first South Asian American writers to be included in the Heath Anthology of American Literature. Even though South Asian diasporic writers have won many prestigious international prizes, the meteoric success of Jhumpa Lahiri has raised new questions regarding her naming: Is she a Bengali American writer? An Asian American writer? An Indian writer? An American writer? A postcolonial writer? Does what we name her matter? Does this naming determine whether, and how, and by whom Lahiri's texts are read and taught, and to which literary canons they belong? Why is Lahiri's writing so successful among multiple audiences, whether in Bengal, Boston, or beyond? Naming Jhumpa Lahiri: Canons and Controversies addresses these and other questions, and explains why naming matters, to whom, and how paying attention to these questions can deepen our appreciation for the politics surrounding Lahiri's works and our understanding of the literary texts themselves. This collection marks a significant evolution of the field of Asian American studies as it does not merely include scholars of South Asian descent writing about a South Asian writer in an ethnically confined context, but rather allows for intertextualities and conversations among scholars of varied ethnicities and fields including postcolonial, popular culture, psychoanalytic, film, women's, American, and world literature studies.

Recovered Legacies: Authority and Identity in Early Asian American Literature employs contemporary and traditional readings of representative works in prose, poetry, and drama to suggest new ways of understanding and appreciating the critically fertile but underexamined body of Asian American writing from the late 1800s to the early 1960s. The essays in this volume engage this corpus--composed of multiple genres from different periods and by authors of different ethnicities--with a strong awareness of historical context and a keen sensitivity to literary form. As a collection, Recovered Legacies re-establishes the rich and diverse literary heritage of Asian America and argues persuasively for the significance of these works to the American literary canon.

In order both to prepare for an increasingly diverse society and to help students navigate diverse learning environments, many institutions of higher education have developed programs that support student learning and competencies around inter- and intra-group relations. Facilitating Change through Intergroup Dialogue: Social Justice Advocacy in Practice traces the impact of Intergroup Dialogue (IGD) courses on peer-facilitators who delivered Skidmore College's IGD curricula over a five-year period. Through a series of in-depth qualitative interviews and auto-ethnographies, this book explores how former IGD facilitators are applying what they learned to their personal and professional lives three to five years post-college. By exploring facilitators' application of IGD skills, understanding of social justice, and the challenges inherent in this work, Facilitating Change through Intergroup Dialogue offers concrete strategies for supporting undergraduate students in their enduring efforts towards justice.

Intergroup dialogue is a form of democratic engagement that fosters communication, critical reflection, and collaborative action across social and cultural divides. Engaging social identities is central to this approach. In recent years, intergroup dialogue has emerged as a promising social justice education practice that addresses pressing issues in higher education, school and community settings. This edited volume provides a thoughtful and comprehensive overview of intergroup dialogue spanning conceptual frameworks for practice, and most notably a diverse set of research studies which examine in detail the processes and learning that take place through dialogue. This book addresses questions from the fields of education, social psychology, sociology, and social work, offering specific recommendations and examples related to curriculum and pedagogy. Furthermore, it contributes to an understanding of how to constructively engage students and others in education about difference, identities, and social justice. This book was originally published as a special issue of Equity & Excellence in Education.

Indigenous Children's Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. Through a series of survivance stories, the book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers' attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students' experiences in schools. By documenting the nuanced intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book counters deficit framings of Indigenous students. The goal is also to develop educators' anticolonial literacy so that teachers can counter colonialism and better support Indigenous students in public schools.