On Teaching Kim’s Convenience: Asian American Studies, Asian Canadian Studies, and the Politics of Race in Asian Canadian Theatre and Performance Studies
Bibliographic record
Abstract
This article offers a critical overview and rationale for why and to what ends Daniher put a comparative Asian North American method into practice in her classroom on Asian American Theatre and Performance Studies at Brown University in Spring 2016. In particular, Daniher focuses on pairing Ins Choi’s play-text Kim’s Convenience (2011) alongside a viewing of the made-for-PBS broadcast of Anna Deavere Smith’s Twilight: Los Angeles, 1992 (2001) in order to broach the topic of anti-Black racism in both Canada and the US in the Black Lives Matter moment . Although Daniher describes here a course and learning experience from within a US-American institutional setting, she directs the following emergent queries to the field of Canadian Theatre and Performance Studies in light of its recent inauguration of the new “sub-field” of Asian Canadian Theatre and Performance Studies: How should we frame Asian Canadian theatre and performance in the classroom? For what purpose and under what curricular conditions do we teach racialized “minority” repertoires of theatre and performance in Canada? Drawing on overlapping genealogies of Asian American and Asian Canadian Studies, Daniher contends that a more rigorous engagement with existing theories, methods, and critical analyses of racial power is urgently needed if Asian Canadian Theatre Studies hopes to coincide with the larger political-ethical stakes of “Asian Canadian studies projects” writ-large.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.005 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".