Event Recap – Duke Kunshan University Humanities Research Center

November 18, 2024

Student Report on Forum and Exhibition on Multimodality in Multilingual and Intercultural Education

Report by Delfin Kaplan, class of 2027

On November 1st, 2024, Dr. Xin Zhang, assistant professor of Chinese and Intercultural Communication from the Langauge and Culture Center at Duke Kunshan University(DKU), and Dr. Peiru Tong, associate professor of International Education at Wuhan University (WHU) co-hosted the Forum and Exhibition on Multimodality in Multilingual and Intercultural Education. A collaboration between DKU and WHU, the forum and exhibition took place in-person at DKU, though it was also attended by audience online through Zoom and on Spot, the latter being a metaverse exhibition. The one-day forum consisted of invited talks, workshops, and faculty lightning talks by professors across multiple acclaimed universities beyond DKU and WHU, including Duke, University of Sydney, the Ohio State University and University of HongKong, and a student-led artwork exhibition.

The forum started with a welcome speech by the senior director of Language and Culture Center (LCC) Dr. Don Snow, followed by Dr. Peiru Tong’s introducation of the “Multimodal Intercultural Education Interdisciplinary Innovation Platform”, co-funded by the WHU and DKU Joint Research Platform Seed Funding and the Kunshan Municipal Government Research Funding, and the DKU HRC Small Event Grant.

The talks and workshops on Multimodality in Multilingual and Intercultural Education were led by nine accomplished professors: Dr. Francis Troyan from Ohio State University and Dr. Zhenjie Weng from Duke Kunshan spoke about the development of language teacher identity through photo-elicitation in TESOL teacher education, which is a reflection technique used to explore the connection between emotions and the teachers’ identities. They also shared some reflections from participating teachers. Dr. Yan Liu gave a speech on the multimodal approaches to teaching Chinese, focusing on the power of visual arts, followed by a collaborative presentation between Dr. Xin Zhang from Duke Kunshan University and Dr. Peiru Tong from Wuhan University on the visual narratives of international students’ multilingual identity (co)construction during their long-term studies abroad in China. After that, Dr. Hongzhi (Veronica) Yang from the University of Sydney shared her insights on the use of generative AI to create multimodal language learning resources.

After a lunch break to allow participants to explore the exhibition and discuss the contents of the morning presentations, Dr. Mari Noda and Dr. Galal Walker from the Ohio State University led a pedagogy workshop on applying performance watch tasks in language and culture classrooms. Dr. Tai, Kevin W.H. from the University of Hong Kong, led the a second workshop on research methodology for understanding the construction of translanguaging spaces in multilingual classrooms, focusing on insights from combining multimodal conversation analysis with interpretative phenomenological analysis. Another highlight of the forum was the faculty-led lightning talks which showcased various teaching and research projects by faculty in the Language and Culture Center at DKU, and faculty from peer institutions including Wuhan University and University of Sydney.

The student artwork exhibition consisted of artwork and reflections created by DKU, WHU, and University of Sydney (USYD) students, as part of a collaborative research project between Dr. Xin Zhang and Dr. Peiru Tong. Student participants were asked to reflect on their identity as international students in an intercultural student cohort and their experiences with multilinguality over two months with weekly check-ins, which were then processed through an extensive selection process and displayed by two student workers, Delfin Kaplan and Davit Kavkasyan, supervised by Dr. Xin Zhang. Both students responsible for the exhibition were also part of the preliminary artwork collection process in 2023.

Throughout the weeks leading up to the exhibition, Delfin and Davit individually inspected every single one of the dozens of artworks and the accompanying reflection and chose around 30 final artworks to be presented in the exhibition. The forum attendees could view these posters on the day of the exhibition, and they will remain visible in the foyer outside Performance Cafe in CCTE for another month. The artwork can also be viewed virtually via a metaverse exhibition.

In curating the exhibitions, the two student workers independently handled the budget, acquired the materials, communicated with the creators of the artworks, set up the exhibition, and they gave a short speech in the forum to talk about their experience and what they’ve learned. Both students reported that seeing the perspective of other international students was ‘eye-opening’ and that this exhibition was especially important to them due to both of them being the only students from their countries.

November 18, 2024

Event Report: Lecture on “Western Feminism and Its Analytics in Neoliberal Times”

On November 7^th 2024 Professor Anna Krylova delivered a zoom lecture for the Gender Studies Lab titled “Western Feminism and Its Analytics in Neoliberal Times.” Prof. Krylova is a professor of History and Gender, Feminist and Sexuality Studies at Duke University. She is a specialist on the history of gender and feminism, with a particular emphasis on the Soviet Union. She is author of the award winning book, Soviet Women in Combat: A History of Violence on the Eastern Front. Around 25 faculty and students were present, both in person and online.

Prof. Krylova’s lecture was based upon the current book she is writing, tentatively titled History-Writing or Sleepwalking Through History in Neoliberal Times. The lecture assessed the ways that “post-structural” forms of thinking, despite having many generative elements, were disarming both for feminist activism and feminist history writing in the west. As Krylova explained it, post-structuralism, broadly speaking, was politically disabling for feminism because it privileged discourse over structure, micro-level analysis over analysis of larger formations of economic power. As a result, post-structuralism focused more on localized and “everyday” forms of individual resistance and neglected, or even condescended towards, organized forms of resistance to power. This neglect, she argued, ultimately aligned post-structuralism, perhaps unwittingly, with western economic neo-liberalism and Cold War political imperatives. Krylova made her case by focusing particularly on James Scott’s highly influential work Weapons of the Weak as a case study. Scott is widely known for showing the ways peasants in Southeast Asia engaged in everyday forms of spontaneous, often individual resistance in order to survive and determine their own lives. Krylova provocatively suggested that Scott’s work overrates the effectiveness of everyday resistance while ignoring that “organized forms of power” requires “organized forms of resistance.” For Scott, “organized forms of resistance” are themselves repressive and thus his own framework of thought is a dissuasion from systematically organizing against structural injustices such as patriarchy.

The lectured lasted for roughly 35 minutes and was concluded with 40 minutes of discussion between Krylova and her audience. Questions by faculty and students were various. One faculty questioner asked about the recent elections and whether the Democrats had made a mistake by emphasizing identity politics over class-based issues. Another faculty questioner noted that not all aspects of Scott’s work were disarming, but truly generative, while yet student questioner noted (correctly) that Scott had worked for the CIA, and was a thinker devoted to “counterinsurgency” and not to emancipation. A number of other questions were also asked as part of the discussion.

November 13, 2024November 14, 2024

Student Report on Reading Group for “Stretched Kinship: Parental Rejection and Acceptance of Queer Youth in Chinese Families”

Report by Yaxuan Wang, class of 2027 & Photo by Ruixiang Hu, Class of 2027

On Friday, November 8, 2024, DKU faculty, staff, and students gathered for our last reading group session in this semester. This time, the focus was on John Wei’s Stretched Kinship: Parental Rejection and Acceptance of Queer Youth in Chinese Families(2023), an insightful exploration of the challenges faced by queer youth and their families in China.

The session began with an overview of the reading’s key themes, led by Dr. Zhenjie Weng and Dr. Yanan Zhao. Participants discussed the concept of “stretched kinship” as Wei defines it, particularly how parental expectations and societal pressures complicate family relationships for queer youth in China. The discussion highlighted the emotional and social challenges both parents and queer youth experience, especially under the pressure of filial duties and cultural norms.

The main highlight of the event was a talk by Guest Speaker Professor Andrew Wortham, Visiting Assistant Professor of Cultural Anthropology, who shared his experiences conducting research on LGBTQ+ groups in China, with a focus on gender and sexuality. Prof. Wortham also reflected on his time in Chengdu, providing personal insights into the complexities of queer identity and kinship within Chinese society. His experiences resonated with many attendees and brought additional depth to the themes of Wei’s work.

Following Prof. Wortham’s talk, participants were encouraged to ask questions. The Q&A segment saw a high level of engagement, with questions addressing various aspects of LGBTQ+ life in China, the influence of cultural expectations, and the academic challenges of studying sensitive topics in this field.

The event concluded with an open discussion, allowing participants to share their reflections and consider ways to foster greater inclusivity and understanding within their own communities.

The reading group session was organized by DKU’s Humanities Research Center and facilitated by Dr. Zhenjie Weng and Dr. Yanan Zhao, with the support of student worker Yaxuan Wang.

November 8, 2024November 8, 2024

Exploring Family Ties in Modernity: Pre-Screening of The Dependence of The Old House Captivates DKU Audience

Report by Zhuoyuan Chen, Class of 2026 & Photo by Ruixiang Hu, Class of 2027

On October 22nd, Duke Kunshan University hosted a special pre-screening of The Dependence of The Old House, an evocative feature film by director Anping Shi. Held in the IB 1008 Lecture Hall, the screening, organized by the Media Arts Lab and sponsored by the Humanities Research Center, brought students and faculty together for a rare preview before the film’s official release, followed by an engaging Q&A with Shi himself and one of the leading actors Zhanfu Cheng.

Set against a backdrop of modernity infringing upon the personal histories and structures of the past, The Dependence of The Old House tells the story of 73-year-old Lao An, who is unwilling to sell his cherished old home, despite the insistence of his son, Anping, who hopes to relocate him to Beijing. This refusal, however, is just the beginning of an emotional journey for Anping. During an unplanned visit to his hometown, he discovers a peculiar scenario: a security guard has been pretending to be him in negotiations with a construction company, raising questions and suspicions that soon lead to deeper family revelations. The film subtly unveils a web of family secrets, personal attachments, and the complexity of familial bonds against a changing urban landscape. As Director Shi’s first long film, The Dependence of The Old House is shortlisted in the main competition unit of the 10th Chongqing Youth Film Exhibition, and the 10th Barcelona International Film Festival Main competition section

Audiences were captivated by the story’s delicate handling of family dynamics and the introspective lens on elderhood and memory, themes that have universal resonance. With its 98-minute runtime, The Dependence of The Old House kept viewers enthralled from the first frame, offering a profound look into the lives of characters at a crossroads between the personal and the inevitable push of societal progress. For many in the audience, the screening served not only as entertainment but also as a deeply reflective experience, sparking conversations about familial obligations, the significance of home, and the sense of identity tied to our roots.

The post-screening Q&A brought a new layer of insight into the experience. Shi and Cheng were open and reflective about their artistic journey and the creative choices that shaped the film. Known for his nuanced approach to storytelling, Shi shared how his own background and experiences influenced the film’s themes and the character of Lao An, as well as his intent to explore themes of memory, nostalgia, and the inevitable shift brought on by urbanization. Students and faculty from DKU inquired about the making of this film, expressing interest in applying the techniques to their own creative journeys.

The DKU audience’s reception reflected a deep appreciation for Shi’s work. The event offered not just a viewing, but an immersive cultural and artistic experience that allowed the audience to delve into the film’s intricate layers. For those who attended, the screening was a powerful reminder of cinema’s ability to tell stories that touch the heart and provoke thought long after the credits roll.

November 5, 2024

Exploring Family Ties in Modernity: Pre-Screening of The Dependence of The Old House Captivates DKU Audience

November 4, 2024November 4, 2024

Student Report for “Gender + “Community Building” Event

By Nathan Franco, Class of 2028

On October 22, 2024, the HRC’s Gender Studies Lab held a stimulating panel discussion on gender and community building. The panelists included Professors Yeshim Iqbal, a social and community psychologist who primarily studies people’s responses to violence, and Andrew Wortham, a cultural anthropologist who primarily studies sexuality, gender, and LGBTQ+ groups. About 32 students and six faculty members were in attendance.

To start our discussion on gender and community building, we decided to address the differences between activism and community building. Professor Andrew Wortham stated that activism has a history and connotation primarily in the West concerning the policy of the state and religion, making it controversial to question longstanding beliefs under the term activism. Professor Yeshim Iqbal furthered this by identifying the primary connotation of the word “activism:” is actively trying to change something. Therefore, activism can be controversial and politically sensitive.

Community building can be generalized as a group with the same goal and qualities: “standing up” and supporting one another in the face of adversity. Such communities can exist by being in the same space with others, creating what our panelists note as mobilization: the bringing of people with the same goal/ideal together.

After our insightful talk on the difference between community building and the controversial term activism, the panelists discussed what a community is exactly and how it works.

While community building can be considered a form of activism, it doesn’t always need to be goal-oriented but rather value-oriented. Value, in this sense, can mean speaking about common experience among other activities where a bond is formed. However, when building a community, a boundary is present and we are working within the parameters of that boundary, hence affirming the boundary. People within this community aren’t actively trying to change any norms.

The panelists noted that community building can take different forms, especially considering the context of the people in the community and the country in which the community is formed. However, sometimes, creating a community will happen on its own in a passive sense. But other communities take lots of work. Whether that is clearing your home to make a space or even finding time in your day to get together, for example, workers may want to get together but have other responsibilities, making it difficult to find a place and time that align with other workers. While in the sensitive area where Professor Iqbal studied, 14 women struggled to find close, safe areas big enough to host all the women. Whereas men could go anywhere and would always be relatively safe due to their status of being a man. Hence, societal norms and the standing of the genders also impact the formation and sustainability of a community.

Among the many insightful questions posed by the audience, one audience member asked:

“When there is a community do you outline what the community is and what is expected of those in said community?”

In any community that wants to sustain itself, there is a lot of work needed to keep the community together through its norms, which include knowing the correct words and expectations of being in that community. So, if the goal is to keep the community going, then yes, the establishment of norms and expectations is necessary.

The Professors ended by stating that if funding by NGOs and other organizations were to cease that some of these communities would also cease, however, many may just take a new form.

October 31, 2024November 1, 2024

Student Report on Prof. Dorothy Wang’s Lecture: “Rethinking English Poetics”

Report by Yaxuan Wang, Class of 2027

On Wednesday afternoon, about 40 DKU faculty, staff, and students attended a lecture by Dorothy J. Wang, Professor of American Studies at Williams College and a prominent scholar in contemporary poetics. Prof. Wang’s acclaimed book, Thinking Its Presence: Form, Race, and Subjectivity in Contemporary Asian American Poetry, examines the intersections of literary form, race, and identity, challenging traditional notions of form as a neutral aspect of poetry.

Prof. Wang began by sharing her personal and family background in literature and poetry, leading into her exploration of English poetics. She introduced two perspectives: the traditional approach, which often overlooks a poet’s cultural or racial identity and focuses on analyzing poetic techniques, and a more inclusive view that considers biography and history as central to understanding poetry. Through a close reading of Louise Glück’s “The Past,” she examined the poem’s “presumed speaker” and “audience,” demonstrating how identity shapes both poetic content and its interpretation.

Prof. Wang then discussed the concept of “form,” arguing that it’s not a neutral construct but one influenced by cultural and racial contexts. Traditional criticism’s emphasis on “formal complexity” as a standard of artistic value can marginalize minority poets, whose forms may differ due to unique backgrounds. She called for a broader understanding of form that respects diverse expressions.

In the Q&A, participants asked about approaching poetry in other languages, understanding modern Chinese poetry, and the possibility of integrating other languages into English poetry. Prof. Wang acknowledged the difficulties, citing political factors and resistance, yet emphasized the importance of including varied voices in our understanding of poetry in English.

Prof. Wang concluded by highlighting DKU’s unique role as an international platform for exploring a more inclusive approach to poetics, envisioning it as a space where diverse cultural and linguistic perspectives can enrich our understanding of poetry.

The event was organized by Stephanie Anderson, Assistant Professor of Literature and Creative Writing, was sponsored by the Humanities Research Center.

October 31, 2024

Student Report on Exploring the Digital Archives of the English East India Company

Reported by Sydney Brown, Class of 2026 & Yuruo Zhang, Class of 2027

On Thursday, October 24th, “Exploring the Digital Archives of the English East India Company” event was held by Archives and History Initiative. Nineteen students and faculties, including Prof. Titas Chakraborty, Prof. Jan Hua-Henning, Prof. Kolleen Guy, Prof. Joseph Giacomelli, Prof. Jay Winters, and Prof. Ryder Kouba, attended this event. In cooperation with Professor Guy and the HIST201 class, this is the second gathering organized by the Archives and History Initiative since its establishment. Professor Chakraborty, the main speaker, first talked about the way to get access to the British Library website, where archives of the English East India Company are newly digitalised and stored, by using the DKU library website. Then, after generally introducing the website, she thoroughly showed how to use it to search for the primary historical archives as needed. Detailed advice, instructions, and warnings are also provided for using.

To get to the British Library website with English East India Company archives, DKU students should first of all click “Duke Research Databases” in the middle of the DKU library website page. A title named “East India Company” can be searched among all the 1163 databases. Eventually, the digital English East India Company archive website, which is a neat but delicate page, can be reached after clicking the title and login with NetID.

By clicking “Introduction” on the top of the page, students can see more information about this website such as official overview and guide. If planning to review documents by timeline, clicking “chronology” can be a good choice since all the primary materials from 1600-1950 are all listed under chronology.

After introducing the website, Professor Chakraborty went through the different methods through which the archival materials can be accessed. She pointed out the user guide provided on the site, but also recommended to search by class if someone has little knowledge or idea of what research they would like to conduct. Keywords are able to be typed into the search engine and relevant time periods and collections will appear. When searching within collections, students were also directed towards the volume of contents for each collection and the headings of each document. It was pointed out that even if a document is listed on the digital archive, the actual document might not be digitized yet.

Due to there not being a standard writing practice before 1750, a warning was given about not using the handwriting software on the website when searching for keywords in documents before this time. Regardless, even if the handwriting software does identify a key term, the results one gets can be wrong. The software can misinterpret a word within a document for the word that was searched, and modern day terminology might not exist and appear during the time period being researched. Professor Chakraborty suggested that students look for related topics and documents that address the term or topic being studied. Professor Kolleen Guy encouraged students to not be scared of these struggles, stating that it is through handwriting and reading that historians interact with archival materials.

To finish her demonstration, Professor Chakraborty explained how students can develop research questions based off of the documents they encounter in the archive. First, students have to figure out what kind of document they’re looking at and try to read it from the very top. The questions that develop during this process can lead to the next search and further interactions with more documents. What research is pursued depends on what archival materials are actually available to answer these questions.

The support for this event from Professor Guy’s HIST201 course and from other students and faculty within the Arts and Humanities reflect interest and intrigue in archival research. Throughout the event, Professor Chakraborty explained how students not only use the digital archive, but also read and interpret historical documents. Student questions highlighted the importance of handwritten documents, and ways to work around gaps in terminology or documentation.

Professor Joseph Giacomelli asked Professor Chakraborty what was the most exciting or interesting document she encountered within the English East India Company’s archive. For her, the answer was documents that revealed the depth of how local slave trade were being taxed. The documents suggested that the English East India company made direct profits from the slave trade even in the midst of British parliament’s bid for abolition of slavery. Her final point of interest and recommendation was for students to look into the factory records for China and the Middle East.

October 25, 2024October 28, 2024

Student Report: Reading and Q&A with Megan McDowell

Report by Rebecca Combs, Class of 2025 & Photo by Ruixiang Hu, Class of 2027

On October 22th, 2024, the HRC welcomed American Literary Translator Megan McDowell for a book reading and Q&A. About 25 students and 4 faculty members attended.

Originally from Richmond Kentucky and currently residing in Santiago Chile, McDowell has translated many of the most important Latin-American writers working today, including authors such as Alejandro Zambra, Samanta Schweblin and Mariana Enríquez. McDowell has won two O’Henry Prizes for short stories of exceptional merit, which she won for her translated works. Her writing has been published in The New Yorker, The Paris Review, and The New York Times magazine.

McDowell read from her newest work of translation: A Sunny Place for Shady People by Mariana Enríquez, an Argentinian author and journalist. Samanta Schweblin has described this book to be “a diabolical collection of stories featuring achingly human characters, whose lives intertwine with ghosts, goblins, and the macabre”.

Of the stories within the novel, McDowell read an excerpt from her translated version titled “Night Bird”, written under the influence of Mildred Burton, an Argintenian artist. The reading was filled with mesmerizing imagery, with combinations of folktale and trauma interweaved together to form a commentary on the roles of women and socialization.

During the Q&A, McDowell was questioned about the criteria she uses to choose books to translate. She described how she has a few authors who she works with over their careers, stating “the more we work together the more trust is built, now I am reading their works as they are writing them– the process is like an ongoing conversation”.

McDowell was asked whether it is possible for someone to simply know a language to be able to translate a book, and she provided DKUers with a poignant answer: “I don’t think it is enough to know the language at all, I think it is the first step”. She continued with “my approach to translation is that of a learner, I approach it with curiosity. I am not a native Spanish speaker, and I am always trying to learn more about the cultures and the language that I translate”.

McDowell also shared her personal experiences with translation errors to encourage aspiring translators to maintain an honest, ongoing conversation with their authors (should they be alive). Some other exciting topics of discussion during the event included her priority in translation, the danger behind the concept of “untranslatability,” and issues with mistranslation with examples from Deborah Smith’s translation of Han Kang’s The Vegetarian.

October 14, 2024October 14, 2024

Student Report on US-China Relations Symposium

Report By Yaxuan Wang, Class of 2027 & Photos by Ruixiang Hu, class of 2027

On October 11, 2024, DKU’s AB1079 was buzzing with discussions as around 15 faculty, staff, and students gathered for the US-China Relations Symposium. This event brought together a diverse group of scholars and students eager to dive into one of the most critical global relationships of our time. From deep historical analyses to cutting-edge geopolitical debates, the day was packed with engaging sessions that left everyone reflecting on the complexities of Sino-American dynamics.

Opening and Morning Research Presentations

Prof. Erez Manela from Harvard University began the morning session with an exploration of how racial equality movements following WWII influenced global diplomacy, particularly in the context of US-China relations. His insights into the role of racial dynamics within international organizations sparked a lively conversation among attendees.

Shifting focus to China’s internal strategies, Prof. Peter E. Hamilton of Lingnan University examined the country’s adoption of scientific management post-1978. He highlighted how these management practices contributed to China’s economic rise and their continued influence on international relations today.

Offering a different angle, Prof. Ivan Willis Rasmussen from NYU Shanghai challenged the common narrative of a “New Cold War” between the US and China. His thought-provoking take invited the audience to reconsider whether this term accurately describes the current geopolitical situation.

As the only Chinese speaker here, Prof. Ariel Shangguan of Xi’an Jiaotong-Liverpool University delved into the epistemological differences between the two nations, exploring how contrasting approaches to knowledge shape policy-making. Her talk encouraged reflection on the deep-rooted cultural distinctions that impact global relations.

Turning the conversation towards the Middle East, Prof. Gürol Baba from the Social Sciences University of Ankarahighlighted China’s expanding influence in the region. He drew comparisons between China’s diplomatic efforts and the US’s traditional dominance, particularly focusing on China’s role in brokering Saudi-Iran relations.

Closing the session, Prof. Zach Fredman from Duke Kunshan University provided a historical perspective, focusing on US military rest and recreation during the Vietnam War. His analysis uncovered the often-overlooked effects of military policy on US-Asia relations, adding a unique historical layer to the day’s discussions.

Afternoon Discussions and Workshops

After lunch, the event moved into more interactive sessions. During the syllabus workshop, faculty discussed ways to improve how US-China relations are taught, with an emphasis on making the curriculum more interdisciplinary. There was a lot of excitement as professors shared ideas on how to bring fresh perspectives into the classroom. The following pedagogy session focused on connecting academic learning with real-world experiences. Professors shared examples of integrating current events, internships, and co-curricular activities into their teaching, sparking practical discussions on how to make learning more dynamic.

Wrap-Up and Reflections

By the end of the symposium, participants left with a sense of accomplishment and curiosity. The discussions had raised more questions than answers, highlighting the complexities of US-China relations. The event showcased the dedication of both faculty and students to understanding this vital relationship, making it a memorable and thought-provoking day.

Special thanks go to all the professors, students and the workers whose contributions made this symposium a success.