Archives: Submissions

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Asia Matters Podcast: South Asia’s Dual Crisis: Covid-19 and Climate Change

South Asia has become one of the worst-hit parts of the world by COVID-19, with the pandemic causing particular harm among society’s poorest. In April, The World Bank forecast the region is likely to record their worst growth performance in four decades this year due to the health crisis. Its struggle against the virus has

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Godzilla and Global Anxiety from Hiroshima to COVID-19​

Since Godzilla’s first appearance in the 1954 classic Gojira, the King of the Monsters has become a cinematic icon and a globally recognized symbol of Japan. Born of American H-bomb testing in the South Pacific, Godzilla tapped into Japanese audiences’ traumatic memories of Hiroshima and Nagasaki, as well as international fears of the Cold War nuclear

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Reimagining Transnational Student Mobility in the Post-COVID-19 Era

This roundtable discusses a critical challenge facing universities in the post-pandemic Asia: online enrollment and teaching. With the COVID-19 pandemic, student mobility has ground to a halt in Asia, and in some instances demonstrated the extent to which universities have grown overly dependent upon foreign students as a source of income. This brought forth various

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The COVID-19 Pandemic in East and Southeast Asia: Comparative Perspectives

This session examines how historical backgrounds, contemporary discourses and practices, as well as government strategies have shaped the COVID-19 pandemic in China, Vietnam, and Japan. The discussant for the session will add an important regional perspective on the pandemic.

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New Threats to Academic Freedom

This roundtable webinar brings together scholars who are researching or witnessing censorship and self-censorship across various parts of Asia. In anticipation of an Association for Asian Studies’ publication project on the same subject, this late-breaking news roundtable will start a scholarly discussion about emerging threats to academic freedom in Asia as well as their downstream

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Reports from CULCON

The U.S.-Japan Conference on Cultural and Educational Interchange (CULCON) is the binational advisory group established in 1961 to further deepen the dialogue among cultural, educational and intellectual spheres, and it has been serving to submit the policy recommendations to both heads of the states in the past 60 years. As CULCON closes two sub-committees, Arts

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When multi-species meets infrastructure: anthropological studies of materiality and commodity in Taiwan

The idea and application of authenticity has been discussed in cultural industries and anthropological literature. However, its substantial meaning and modernized formats are emerging and engaged with dialogues to local variations. There are at least two themes to be considered: first, critiques and review on the construction and extension of colonial technologies in the name

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The technologies of state-making in the India-China Himalayan borderlands

This panel examines the different technologies of state-making in the Himalaya, focussing on infrastructure, language, land tenure and tourism. State-making practices, spurred by increasing geo-political anxieties of India and China have produced integrationist projects encompassing language, territory, waterways and land. This is transforming the region, culturally, environmentally and politically. In the context of these geo-political

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Approaching Critical Thinking through Confucius’ ‘Li’ and ‘Cheng’

In view of the strains currently put on educators to churn out students capable of rational reasoning and critical thinking, this paper, will consider the understanding of Cheng in terms of creativity by Ames and Hall, examining the socio-political implication of “bu cheng ze wu wu 不誠則無物” as “without this creativity, there are no events.”

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Pupils’ Belief and perception on Chavacano as medium of communication

This study solicited the beliefs and use of the 39 participants about Chavacano (L1) as a Medium of Instruction in reading in English (L2). Using Descriptive Coding, the validated guided questions were coded, transcribed and analyzed. Results showed that the respondents were not yet proficient in their L2 and they were not exposed to L2