discussing Gene Luen Yang’s American Born Chinese, English homework help

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For this Discussion, we are discussing Gene Luen Yang’s American Born Chinese, a text that examines race, nationality, and the transformation of Self.

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The Monkey King and Chin-Kee (as well as, arguably, Danny) are both aspects of Jin’s identity as he struggles in American schools as one of the only Asian students in his classes growing up among White children and the only Chinese child in his social environment. The following are questions for you to respond to in your write up. I would like for you to respond to three questions from this list, one by one (this is not an essay). You should have 1-2 full paragraphs for each response.

For your responses to colleagues, see if you can respond to one person who answered the same question as you, and one who did not.

  1. Internalized Oppression (Links to an external site.)is a major part of the character of Chin-Kee who embraces every negative stereotype of Chinese people out there. Why does Yang present this character to be a part of Jin’s identity?
    1. Please click on the link above and explore this concept. Use some of what you find on the site in this answer.
  2. Yang readily makes use of humor to make light of exceedingly painful and difficult experiences that Jin, Suzy, and Wei-Chen go through. He does this for a few reasons – to help identify readers who share their experiences and to cause discomfort for people who have not had these experiences to shine a light on the very real issue of racism and xenophobia. Choose one such example in the book and elaborate on this idea of using humor to demonstrate the difficult reality of racial and ethnic discrimination.
  3. Why do you think I used this book for an Introduction to Sociology class? What is its value? What are you getting out of it?
  4. What can be learned from the Monkey King? Why is he in the story?
  5. What can be learned from Chin-Kee? Why is he in the story?Your Main DBs are a core part of the class and are meant to critically engage you with the material, each other, and occasionally with me. I monitor quietly and will “Like” your post once I’ve reviewed it. Occasionally I will ask you a question or request that you elaborate a bit more. Look for these throughout the term, as you will be prompted to improve your grade. If I do comment, it will be before the deadline so you have time to improve, if necessary.In addition to noting the late guidelines in the syllabus about these assignments (make sure you understand these, as they differ from regular assignments), you should follow the required writing guidelines in your syllabus, as with all of your assignments for this class. I deduct points for not doing so.Although Discussion Boards tend to lend themselves to brevity and colloquial language, you should not engage in either. Instead, think of these as thoughtful, “mini-essays” where you proofread, properly cite, and produce thoughtful, critical engagement with the questions and course material.When responding to your colleagues, you should write a full paragraph. Be thoughtful and responsive, feel free to ask probing questions. Please do not “correct” one another, or leave any grading language in these responses. Do not write “good job!”, etc. Engage one another in your discussions. Be interesting and interested. You are required to respond to the Initial Posts of at least two colleagues in every Main Discussion Board. This is your engagement credit.If I ask you a question, usually it’s to prompt you to grab at an opportunity to improve your grade. Watch for these queries throughout the term.The rules of engagement are as follows; please respect our space in our learning community.Ground Rules for All Discussions
    1. Confidentiality – Be sure to respect the privacy of other students in the classroom by refraining from identifying your colleagues when talking to people about the class. That is, what is said in class (or more specifically, who said what in class) should stay there.
    2. Respect – While it is difficult always to know what each person will consider “being respectful,” we can make an effort. These are some of the guidelines we should keep in mind:
    3. Make sure you understand what someone is saying before you respond. Don’t jump to the conclusion that you understand their intent; check it out with them first. Contact me when and if you think something is being said that shouldn’t.
    4. Remember that everyone has different knowledge bases. Assume that people aren’t willfully ignorant when they do not understand something.
    5. Own your attitudes and opinions. That is, don’t use passive voice when you are talking about something that you think or believe. If you say something that someone else takes offense to, acknowledge it and move on. This classroom is a safe space for everyone to express their opinions; all of them. Come to me with concerns, always.
    6. Do not dominate the class discussion. Discussion can get very interesting (which it should). Please, however, do not overpower your colleagues by saying everything that comes to mind. Remember many people in class have a lot to say, and some people can be shy, even in an online environment.
    7. Speak for yourself.
    8. NO ONE should be understood to be “representing” the racial/ethnic, gender, class, etc. group to which they belong. Very specifically, no Chicana/o speaks for all Chicana/os, no Vietnamese American speaks for all Vietnamese Americans, no Native American/Indian speaks for all Native Americans/Indians, no single parent speaks for all single parents, and so on. Among all groups there exists a diversity of opinions, feelings, and analyses. We can have access to this richness through discussion, readings, films, and other media – no one person can represent the complexity of any group.

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