In Aoyagi Storm’s article, the CRAASH movement is described in great details and truly exposed the emotions of the students involved in the movement. Prior to this course I had no idea in such action taken to revitalize the AASP program here at Hunter. After reading this article I admire Olivia Lin for speaking out passionately, at the same time representing the rest who felt the same way about gaining justice and more attention for the program. I like how this article transitions, and in the conclusion it brings a Californian student to provide her take and comparison of the AASP program here to the one in CSUN. I like the quote of, “This is New York City, this is not Middle America, and we are fighting for Asian American studies. We are fighting for the education we were promised.” As one of the most diverse and popular city in the world, and one of the only CUNY that offers AASP courses, the students have the right to fight for the best of their education especially if they take great interest in the field.
In Karen Umemoto’s article, “the San Francisco State College strike was a microcosm of this struggle over cultural hegemony.” The main focus of the strike was to redefine education in links to American society. (25). She analyzes the strike in four stages; from 1964 to Summer of 1969. She also talks about the concept of “internal colonialism” which “became popular to depict the oppressed status of minorities in America. (30). Also self determination was stressed to be an important term. For PACE members, the term helped people to understand what they were trying to express. The Asian American Political Alliance saw the importance to build alliances based on race and common oppression, and “political organization should not only effect change but build new non-hierarchical social relationships.” (36- 37). However they were only to create ideas to effect social, economical and political changes. In Third World Liberation Front, “the demands of the coalition set a foundation for unity and defined the political issues and struggles which occurred through the course of the strike.” (38). In their goals, the themes of freedom and self- determination are evident. The TWLF people saw self-determination to give “each nationality the right to determine its own curriculum and hire its own faculty” for ethnic studies courses. (40). I found it interesting when they said their students found those who lived the ethnic experiences could best teach about it.
In Yamashita’s I-hotel, which is a 600 pages novel and we were assigned about 76 pages of it, I found the style to be very interesting. It is almost written in a play form sometimes, or overview for an actor or director’s scripts. I found it interesting when some of the names mentioned were hidden in black highlight, and the voice over’s job to provide us the settings. On page 136, I found the policeman 1 very violent to punch the student in the stomach with his club and ignorant with the policeman 2 when they thought all the students looked alike because they “all got black hair and brown eyes”, while they continued to beat the student up. Then they booked the student for assaulting them.