Special Session

Professional and Pedagogy / Multiethnic and Indigenous

Michael Pak (University of Hawaii - West Oahu)
pakm@****.com (Log-in to reveal)

This virtual (online) roundtable explores intersectionality in the teaching of literature. Although the focus of the roundtable is centered on Hawai'i and the Pacific, the roundtable discussion may also examine any area of ethnic literature so a fruitful conversation can be had concerning pedagogical approaches that can be mobilized when approaching this rich body of literature.

As an approach to literary analysis, intersectionality can provide a framework of reading that carefully considers many different aspects of identity. These markers of identity include, but are not limited to, class, race, sexual orientation, age, religion, ability, and gender. Writers like James Baldwin can be read through many approaches (e.g., Modernism, LGBTQ+, African-American), and intersectionality offers that all of these different lenses interact through the literature. In addition, where we as instructors teach literature also introduces interesting critical lenses. For example, at the University of Hawai?i, teaching Ethnic Literature may bring forth the sensibilities and ideologies of Indigenous theory or Translation Studies, two trajectories perhaps disparate from typical Baldwin criticism yet very productive within an intersectional approach.

In our virtual (online) roundtable, we will share examples of teaching Ethnic Literature in short informal presentations to build more pedagogical and philosophical webs of intersectionality. Like a classroom space, we want the roundtable to encourage both participants and the audience to engage in conversation. Some questions we will ask are: what pressing social issues can be illuminated by turning to Ethnic literature? What new literature has emerged that can be incorporated into the classroom? What pedagogical approaches work best? How can place-based approaches benefit the teaching of Ethnic Literature?