How did the pandemic compel creative, new approaches by faculty teaching Asian Studies courses in 2020? In what ways did these experiences expose fissures in the discourse and framing of Asia-centric pedagogy in the U.S? This panel addresses these questions in the shadow of global pandemic. The participants, each a contributor to the AAS “Asia Shorts” book Teaching About Asia in a Time of Pandemic, explore a range of innovative pedagogical approaches developed in the earliest months of the COVID-19 shut down. Panelists and contributors span diverse disciplines and range from seasoned online instructors to those forced suddenly into an online environment. Their papers reflect scaffolded approaches to online/offline teaching and learning that resonate with regional area studies alongside disciplinary approaches and priorities. Pedagogical interventions discussed include asynchronous student blogging and social media activism, somatics as radical pedagogy, interrogating impermanence and loss through Medieval Japanese exile narratives, and an effort to salvage a study abroad experience through student-to-student autoethnographic collaboration. Their regional foci include Southeast and South Asia, as well as East Asia. Panelists additionally discuss the ways the pandemic and their responses to it have led them to approach Asian Studies teaching through new lenses, exposing weaknesses in their earlier epistemological framings, and arming them with compelling, new pedagogical toolkits.
Paper Presenter: Gareth Barkin – University of Puget Sound
Paper Presenter: Adam Frank – University of Central Arkansas
Paper Presenter: Nabaparna Ghosh – Babson College
Paper Presenter: Susan Spencer – University of Central Oklahoma