Maggie Greene (a UMW History alum, for the gang cheering at home) shared a great post today on Chinese lianhuanhua 连环画, or picture storybooks. In particularly, she shared images — and, with the assistance of the very helpful Brendan O’Kane, a cleaned-up .pdf of the full text — of a 1980 Chinese Star Wars illustrated story book. Maggie dives nicely into an exploration of Chinese appropriation and improvisation on the story (as well as some of the odder characterizations that seem to appear along the way.)
The images from the text (see Maggie’s post for a link to the full work) struck me, bringing me back to the kinds of Sci-Fi novels I used to read in my younger days. Or which I would still find, until its recent closure, at a favorite used bookstore in my summers visiting family in Sandwich, Mass.
Neuromancer (1984) may not be quite as vintage a title as the others, yet that cover is definitely vintage 80s, rounding out an earlier collection above.
Meanwhile, another very good discussion happened recently at the Columbia Weatherhead East Asian Institute site, with an interview with Gregory Pflugfelder, associate professor of Japanese history and a long-time collector of materials related to Godzilla movies. Pflugfelder shares images and insights, including the ways in which the significance of Godzilla transcends the simple Japan-U.S. dichotomy and history. Monster movies bear much more meaning in their imagery, and carry much more mileage. All with an interest in cinema and global themes should find the discussion quite useful.
Earlier this spring (ages back in late March, my regrets for the belated post) I attended the Association of Asian Studies annual meeting. I had the welcome opportunity to participate in a roundtable on “Charting the Digital in Asian Studies: Promises, Realities, and the Future of Teaching and Research” organized by Amanda Shuman (who is finishing up an excellent dissertation in 20th c. Chinese history at UCSC). We were joined by Japan historian Alan Christy, who is also Co-Director of the Center for the Study of Pacific War Memories at UCSC, along with Maggie Greene (Chinese history, Montana State University), Nick Kapur (post-doctoral fellow, Harvard’s Reischauer Institute of Japanese Studies), and Hilde de Weerdt (Chinese history, Leiden), our round-table chair, who is doing some very interesting work in research and teaching with digital tools and mapping of sources in Chinese correspondence of the Song through Yuan period (~10th – 14th c.)
I’ll have more time to meditate on related topics over the summer. But now, in the meantime, some themes and links of note:
1. LANGUAGE. Alan eloquently raised the issue of language, which has been one I’ve been wrestling with greatly amid curriculum design for undergraduates in East Asian history. As he asked (I’m paraphrasing here): how do we begin to get students to negotiate with the texts (and related media) in whose languages they cannot immediately read or function?
As I sit with my colleagues — particularly folks doing very creative work with undergraduates in U.S. history, in English-language literature, in Anthropology and Sociology, and beyond… but most often with students working in their native languages, and we brainstorm curricular approaches that intersect with digital projects, I’ve found myself having major envy (and, at rarer but real moments, flashes of serious frustration) in regard to source availability and linguistic accessibility for my own undergraduate students exploring Chinese history. While I have worked with a few who have acquired enough Chinese to begin to work with primary sources in the original language, these students are very few and far between (I can count them on one hand in my ten year experience at UMW.)
So Alan’s contribution to the discussion was wonderful — as he suggested, rather than dodging the the language barrier, why not meet it head-on? Bringing students to this project seems an excellent curricular endeavor of its own. Don’t flee the barrier, meet it. One of the most important aspects of a college education, done right, is to help students learn the value of risk-taking, and, yes, at times, failure. Of not-getting something quite “correct.” And, most importantly, of learning the value of experiment and invention. Of tackling a learning curve. From Alan’s own testimony regarding work with Santa Cruz undergraduates on projects in Japanese source material, it’s clear that jumping into an opaque language on the page, then transforming parts of it into something intelligible seems an excellent way to work through that kind of skill and confidence-building.
Alan also spoke to the value of multilingual websites in related projects. The use of multilingual tagging systems is particularly valuable, he noted. Seems a great entry point for students who are just climbing into new languages, and new kinds of global consciousness.
2. JAPAN’S 2011 DISASTER ARCHIVE: Community Archives. The Digital Archive of Japan’s 2011 Disasters site, shared by Nick Kapur, who’s done wonderful work on it, also seemed to illustrate many of the themes Alan had raised, while also offering, as Nick shared, some great features to learn from.
This archive is one that places community participation at its center. Its features highlight this aim, as Nick detailed. Tagging is very flexible, with users able to add their own tags to any of the archived data they find relevant. Users can add items to the archive, and also build their own collections, which can be set to public or private status. Essays can be also added and presentations can be created.
Language is also a key aspect of the site. Not only is the site available in both English and Japanese, but translation itself is a feature: any logged-in user can add translations of text on the site. In a sense, all users are authors and translators too at this online archive.
3. RESEARCH, SOURCES, & TOOLS: ACCESSIBILITY. Amanda and Maggie both spoke eloquently on this subject at our panel (from two parts of the globe as it happened, thanks to to digital tools and teleconferencing.) Amanda spoke to the comparative ease by which resources for dissertation research on a range of topics on 20th century China might be obtained via electronic sites (e.g. auction blogs) versus the challenges of library access in China today.
Maggie, meanwhile, raised the issue of scholars losing access to much-needed search engines and online research tools upon leaving the research-focused “R1″ institutions they likely trained at as graduate student before making their way into careers at the majority of mainstream universities and colleges elsewhere that can’t necessarily afford these for their libraries. As she noted, our universities seem to be stuck negotiating contracts for such subscription databases in small groups or as individual institutions. Among other insightful notes, Maggie pointed to the German system, which has allowed members of all universities to have the same database access — for more, see Maggie’s own blogging on the topic here regarding a very important issue of disparity in higher education.
Collaborative projects shared by a gang of creative and generous folk are all-out awesome. Yesterday, looking ahead to a slightly lighter schedule over the winter break, I dropped a tweet to several current students with an interest in China & Taiwan, and also to one alum who is currently in graduate school at National Taiwan University.
I’ve been thinking that it’d be nice to find new ways for our current students to network with others who’ve studied or worked in China (and, now as I’m thinking of it, East Asia more broadly). I see students in office hour visits who are in the first steps of trying to figure out how to get from Fredericksburg to Beijing, Taiwan, Shanghai. And they’ve got important questions about daunting, if intriguing projects:
– how do I build a true fluency in Chinese? (A: get thee to a very good intensive program abroad…)
– where can I find funding for this kind of language study?
– Or, are there internships in East Asia to be had? Teaching opportunities abroad after graduation?
In the past, I’ve mentioned a few programs and often tell them of this or that UMW alum who’s travelled that path before them. But why not use social networking and the ready tools of the ‘net to help them connect with peers? Or find new ways for peers to share the resources they’ve discovered?
Our students have done a great job in finding programs and winning scholarships (cheers to Joseph Calpin and Shirley Martey for excelling in this effort!) So we’re jumping in, brainstorming some ideas, and kicking the project off. S.
Suggestions welcome as it percolates…
Here’s the Twitter convo that rolled on the topic yesterday, with some great ideas added already:
Image: “Young girl jumping on a trampoline at the Sarasota High School Sailor Circus,” 1952. State Library and Archives of Florida. Via Flickr Commons Collection – link.