An Asian American Studies Writing Pedagogy: Reformulating the Work of Writing in Asian American Studies Classes

Abstract

Abstract:This article examines how and why writing and writing pedagogy are essential to the political project of Asian American studies (AAS). Drawing on the principles of Ethnic Studies pedagogy and the original learning outcomes of the first AAS writing classes offered at UC Berkeley in 1971, this article offers three guiding principles for an AAS writing pedagogy that AAS instructors can use to integrate student-centered, transformative writing practices into their classrooms: writing to document students' evolving analysis of power and oppression, writing to build original lines of inquiry and analytical lenses, and writing to generate relevant and situated writing approaches that serve community needs.