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This essay offers a theoretical and reflective exploration of critically informed acts of creativity expressed in my course design for and teaching of Asian American literatures at a predominantly white, public land-grant, Midwestern university. I argue that teaching is both a creative and critical activity as it generates new ways of knowing and being through an assessment and curation of extant literary texts and scholarly discourses. Given my geographic, scholarly, and personal orientations, my course features intersectional, regional, and ethnically diverse perspectives that aim to queer what “Asian America/n” signifies. I hope my situated pedagogical insights inspire other scholar-teachers to enact more expansive approaches to Asian American literary studies that unsettle normative onto-epistemes of American and US multiethnic and multicultural literatures, create spaces for minoritarian subjectivities to thrive, and transform students' relationship to Asian America.



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