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Nichole MoralesThe seminar helped me to learn about historical and modern Korean, Chinese, and Japanese gender and generation. While I was already familiar with many ideas about traditional gender and generational roles in China because I had lived there for some time, I wasn’t familiar with these elements in Korean and Japanese culture and history. It was a good opportunity for me to learn as a person and as a teacher.
The speakers brought in depth and specialized research on gender and generation in East Asia that helped me to push my understanding on the topics. Yan Yunxiang’s discussion on the development of individuals after the cultural revolution interested me. It puts words to what I witnessed when I lived in China. There were stark differences between generations and genders in terms of how individualism presented. I also liked how Professor Miyake displayed male and female writings alongside each other and had us look for clues about the gender of the author and discuss the implications. It’s an interesting way to learn about early writing in Heian and Kamajura periods and about the gendered roles of men and women. Films with enduring themes are a great way to bring historical information and concepts to students. In the clips from “Late Spring” that Kerim Yasar showed, we saw that family roles, gender roles, and change in Japan are ideas that students can relate to personally. Professor Wang argued that yinyang aren’t binary but each within the other, playfully developing and enhancing each other. That yinyang gender relationships are dynamic and fluid. Finally, since I personally love reading science fiction and dystopian literature like “Folding Beijing,” I found Brian Bernards’ lecture most interesting. Unlike most speakers, he identified text, which is important for me as a high school English teacher.
Learning about gender and generation in East Asia facilitates a greater appreciation of diverse histories and cultures. With this, I can include information about East Asia in instruction and also bring my students to a deeper respect for diversity.
Nichole MoralesThe article “Chinese History: A Useful Category of Gender Analysis” discusses gender in China from the perspective of western thought, the diaspora, and Chinese scholars, and the problem of limited anglophile accounts. Anglophone scholars drew from western ideas of gender and feminism. Joan Scott’s essay became a guide for analyzing female gender and helped to move away from western binary ideas. “Scott's injunction to attend to expanded meanings of gender was important to this reconfiguration of the imperial period.” Women had changing roles and the ability to influence family and society throughout different times. I appreciated the author’s deep dive into the history of gender analysis and the influence of western thought on gender in China. During the workshop at USC and generally, I find that when people view Chinese culture through the lens of western experience and history, they often miss the multilayered complexity of Chinese ideas that have had far longer time to simmer throughout China’s long history. And so, I look forward to the continued study of gender in China by Chinese people. In the classroom, I would like to use this idea of comparing Chinese perspective and Euro-American perspective through primary and secondary text.
Nichole MoralesI had never heard of He zhen and Liushi pei, but also found their revolutionary ideas thought-provoking. They're great examples to bring to the classroom regarding gender in China. My students mainly ask about footbinding and concubines. They aren't familiar with Chinese feminists or anarchists. I'd like to use this primary text in an activity in class, comparing women and thought in China.
Nichole MoralesI also liked how she used primary source exerpts with driving questions. It's a great way to let students access ideas and be critical thinkers.
Nichole MoralesI had never heard of the Munson report that Mas highlighted at the Japanese American National Museum. In 1940, Curtis Munson was commissioned by Roosevelt to survey and report on the loyalties of local Japanese people to Japan. He wrote that there was no threat. Further, he noted that Japanese people on the west coast were committed to the US. The government recieved this report but was already making plans for concentration camps and the report was buried. I can't help but think of immigrants in the US today. Oftentimes the immigrants I know are more "American" than most Americans. The Munson report carries an important concept that shouldn't be buried again.
Nichole MoralesUsing images as text is a great strategy. I often use this with students with disabilities at the high school level. The students see an image as text and then use a reading strategy (or writing strategy). It's useful because reading rigorous grade-level text sometimes takes all teh students' focus, making new skill acquistion a secondary cognitive process. With an image, they can practice hte new skill multiple times, reach mastery, and then apply the skill to grade-level text. I've found acquistion and generalization of new skills increases. And the students feel empowered by succeeding at grade-level. Thanks for reminding. I'll use this strategy in my lesson plan for the seminar.
Nichole MoralesI also wondered what the experience of the picture bride would've been like. Our docent shared that the women came with just a photograph of their husband. It sounds like there was no communication about the conditions of the husband's life before she arrived. Then, she began picking pineapples on the island with the other farmers.
Nichole MoralesI learned a lot about Busan at the Korean Cultural Center. A long time ago, I had a young student from Busan who adored her hometown, but couldn't articulate anything about it. From the docent, I learned that Busan is on the southern end of the South Korean penninsula and is known as a water city. The people speak the same Korean language as the rest of the country, but may have a few different words like "sour" and a harsher tone. Busan is a modern city with tall skyscrappers that are green on the top because green is the most water-resistant color. If you like seafood, you can visit Busan.
Nichole MoralesIt sounds like the more wealthy people are, the more pretty they become. I wonder if and how many fringe movements are popping up in rebellion of these beauty ideals.
Nichole MoralesI like your idea about pairing "The Wandering Earth" with current events. I'm confused about how to bring some of hte information we're learning into a high school English classroom for students wiht disabiltiies. It's a great idea to pair some ideas from East Asia when doing current events or warm-ups.
Nichole Morales“An Orchid in Bloom” by You Jin is about the transformation of a young girl in SIngapore under hte tutelage of her teacher. In the beginning of the story, Lan Hua (which means orchid) enters class late rebelliously using vulgar words. Rather than disciplining her new student, Madan Than takes her under her wing and guides her past personal struggles. When I started reading this story, I appreciated that Lan Hua wasn’t like Bao Zhao or the exemplary Confucian woman. Lan Han’s mother died when she was young and her father, a loan shark, raised her independently. Lan Hua uses foul language, is proud, and doesn’t respect her teacher in the beginning of hte story. She struggles with her identity and loneliness. Then, Madam Than notices that “she was really pretty - when she was quiet that is.” When she begins to motivate and guide, Lan Hua cleans up her language, donates money, and generally becomes a “virtuous” girl. I was disappointed with the end of the story, that in continued to share a story about how to become an orchid “in full bloom.”
Nichole MoralesFilms with enduring themes are a great way to bring historical information and concepts to students. In the clips that we saw about Late Spring, family, gender roles, and change are ideas that students can relate to personally. From that point of connection, they can insert new schema about postwar Japan or gender roles. This strategy would work great in a history class, but also in other classes. In English, students could compare the director of Late Spring and his choices to an author and the author’s choices of a similar time period, reading the film as text, informing writing choices.
Nichole MoralesI also noticed the female and male dress in the film clips. The director's choices were detailed, informed, and meaningful. For me, Clothing on Noriko, Ayako, and Masa were illustrative of generation and culture, and made me what to research Japanese clothing more.
Nichole MoralesMy students who love BTS aren't only huge fangirls, but they're experiementing with androgony. I didn't get it last year. But now I realize that they're far deeper into Hollyu than I realized. I can't wait to chat with them about what I learned about how Korean gender has developed over time.
Nichole MoralesThe theme of gender in East Asia really got home for me during Professor Jung-Kim’s lecture. Gender is a social construct that has developed and shifted over time in Korea. The moments of gender development that I found most interesting were about immigrants, war brides, and orphans. And the discussions my students will enjoy when I supplement the curriculum with this information is the “flower boys,” androgyny, and the Korean structure of Hollyu.
