GISDepartment of Global and Interdisciplinary Studies

Scholarship on diaspora has drastically increased in the last three decades, and the issues pertaining to immigration and exile, as well as nation-state, nationalism, citizenship, identity and belonging have been explored and examined through a lens of diaspora in various academic disciplines. The course will address various issues that constitute diaspora such as the process of transmigration, settlement, and creation of diasporic communities, as well as identity formation, cultural hybridization, and cultural/knowledge productions –all of which are informed by race, gender, sexuality, class, religion, language and others.

In so doing, the class will first locate the roots of diasporas. As early historical references of the Jewish diaspora and the Black diaspora suggest, the displacement of people and communities from the original homeland often involved both internal and external forces that rendered them “exiles” or “slaves” against their will. Similarly, more recent diasporas emerge as a result of conflicts, wars, colonization, decolonization and globalization that result dispersion of people as “immigrants,” “refugees” and “adoptees.” Situating diaspora in broader projects of nation-building and empire-building, the course will ask and complicate the questions not simply about who, but also when, how, and under what circumstances people become disaspora, as well as how they (re)construct diasporic subjectivity and identity. Finally, the course will have a special focus on women’s experiences and voices.

At the end of this course, students should be able to:
•Explain such concepts as nationalism, citizenship, identity and belonging
•Explain historical and contemporary issues faced by various displaced people categorized as “immigrants,” “refugees,” and “adoptees” in their process of transmigration, settlement, and creation of diasporic communities
•Analyze various data sources including policies, legislations, historical facts, popular cultural production and personal narratives
•Use intersectionality as a lens of analysis to discuss issues pertaining to identity formation

Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

英語 / English

Although the instructor will provide the basic framework in a lecture format, students are expected to actively participate in and contribute to class discussion. This includes asking questions, seeking clarification and offering critical ideas and interpretation. In addition, a small group of 3-5 individuals will work on a project and present findings and analyses on a topic of their choice. Further directions will be given in class.

In addition, it is possible that some comments from the reaction papers may be introduced in class to elaborate on each lecture and to facilitate discussions.
Comments for assignments and the final reports are given through email.
Students are expected to regularly check (at least once or twice a week) their university email account and Hoppii for course announcements and updates.

あり / Yes

あり / Yes

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Course Overview & Self-introduction

Introduction and course expectations.

2[対面/face to face]：Definitional questions

Theories and concepts: Migrant categories, return migration, migrants to citizens, diasporas and transnational communities.

3[対面/face to face]：Identity/ies for diasporic subjects

Why the poorest don't migrate: examining systems, links, chains, routes, networks and diverse migrant motivations.

4[対面/face to face]："Military Wives"

Japanese women's departure, becoming American, the "modernized subjects"

5[対面/face to face]："To Save the Children"

Origin of international adoption

6[対面/face to face]：Militarized process of “Leaving”

How "refugee" subjects are created and mobilized through spaces and modernity.

7[対面/face to face]：War, racism and incarceration

Japanese American internment experience during WWII

8[対面/face to face]：Forced identity

Representation of “Good” & “Grateful” minority

9[対面/face to face]：Racialized as “Invisible Asians”

Korean adoptees' experience

10[対面/face to face]：Orphan with two mothers

Film: Liem, Deann Borshay, First Person Plural (2000)

11[対面/face to face]：Diasporic homecoming

Homecoming experiences: Japanese Brazilians v. Japanese Americans

12[対面/face to face]：Between home and homeland

Film: Yang, Yonghi. Dear Pyongyang (2005)

13[対面/face to face]：Group presentation I

Student presentation

14[対面/face to face]：Group presentation II

Student presentation

In addition to preparing for discussions, students are expected
to review class materials after each class, note down reflections
on the videos shown in class, and do the prescribed readings. Preparatory study and review time for this class are 2 hours each.

No textbook will be used. Handouts, readings and other mate-
rials will be distributed in class and/or uploaded on online course management system.

Espiritu, Y. Home bound Filipino American lives across cultures, communities, and countries. UC Press, 2003.

Participation: 30%
Reading and Writing Assignments: 20%
Presentation on Weekly Reading: 20%
Group Project: 30%

Students are not allowed for more than 2 unexcused absences. These exclude absences due to medical reasons, job interviews, but include those due to family emergency and train delays. If students arrive late or leave early, each will be counted as one ½ absence. If students miss 20 min of class time, it will be considered as 1 absence. 3 or more absences will result in not-passing. Students must complete all the assignments to pass the course. If students have special need, exceptions may be made. Contact the instructor no later than Week 3.

NA

NA

Changes to the above class schedule may take place.
Students who intend to enrol in this class are expected to
have passed or taken Understanding Society or Introduction to Sociology.
This prerequisite may be waived through consultation with the instructor.