Asian American Literature: Discourses & Pedagogies, Vol 4 (2013)

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Shattering the Binary: Teaching Critical Thinking Through John Okada’s No-No Boy

Sarita Nyasha Cannon


 In this article, I share the philosophical stance that I have developed in relationship to my teaching of U.S. Ethnic Literature and examine the rewards and pitfalls of this path by reflecting on my own experiences teaching John Okada’s No-No Boy in undergraduate American literature courses. By illuminating why texts (especially texts by Ethnic American authors) matter intellectually, emotionally, and politically, this discussion will provide a model for critical and self-reflexive pedagogy at the beginning of the twenty-first century.

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