Grounded in the most fundamental premise of anthropological research–the fieldsite-students will explore the relationship of ethnicity to place and space. The fieldsite for this course is Los Angeles. In the first part of the course ethnicity, place and space will be analyzed on three levels: 1) local or regional manifestations; 2) national constructions; and 3) transspatial or diasporic creations. In the second part of the course, Los Angeles will be examined as a microcosm of multicultural America, a location rich for the study of ethnic construction and production. In the part three of the course, the salience of ethnicity, place and space to cultural products and production will be explored. Students will gain an understanding of the interplay between the three levels of analysis, and the ways in which cultural productions express the tensions therein.

Course Objectives

1) To introduce student to the properties and products of culture, and to examine the various ways in which notions of ethnicity and social difference are expressed;

2) To examine the significance between people, territory, subsistence and the geo-political processes from which local, national and transspatial notions of ethnicity are based and explore the ways in which those ideas are embodied in cultural production;

3) To study the ways in which the expression of literal and figurative ethnic boundaries establish the foundations of social conflict and cooperation;

4) To evaluate the ways in which cultural products reveal the impact of geo-political particularities (local, national and transspatial) and their influence the on the negotiation, appropriation, and re-construction of ethnic identities.

5) To assess the factors that contribute to the expression of "global" or "transspatial" citizenship, and explore its destabilizing effects on the local and national boundaries.

Course Assignments

Midterm 1 15%
Midterm 2 15%
Final 20%
Term Project 40%
Participation 10%

Term project

In lieu of a term paper, students are required to participate in an 8 week community service project administered by the Joint Education Project office (JEP). This project will begin in week 6 of the course, after the fundamentals have been covered. Designed to give students an understanding of cultural products and importance of cultural production, students will sign up to work in groups for an arts education project with middle school students at either Forshay or St. Agnes School for one hour each week. Students will work in collaborate with U.C. Irvine students enrolled in a course entitled Cultural Diversity in Art Education.

In the 8 weeks students will:

1 . Observe an arts education program in action in a gallery or have arts education professionals give an in-class presentation.

2. Take middle school students on a tour of the exhibition, planning an interactive gallery program based on the arts education program observed;

3. Develop four course plans for classroom workshops;

4. Coordinate the installation of the middle school students' works work for an exhibition;

5. Coordinate the opening of the exhibition of the collected works for students, families, teachers, etc.

In order to document your participation in the project, students are required to submit as a group:

1. Copies of all lesson plans (required as part of JEP);
2. Corrected journals entries for each site visit (required as part of JEP);
3. Assessment of the JEP project in terms of
a. fit with course materials and
b. what you learned.

Readings

Erikson, Thomas Hylland. 1993. Ethnicity & Nationalism: Anthropological Perspectives. Boulder: Pluto Press.

Chalmers, F. Graeme. 1996. Celebrating Pluralism: Art, Education, and Cultural Diversity. Los Angeles: Getty Center for Education in the Arts.

Course Reader


SEMESTER SCHEDULE

PART 1: THE SIGNIFICANCE OF PLACE TO ETHNIC IDENTITY

Week One (Sept. 2): Introduction
Introduce course. Go over syllabus & course requirements. Sort out the details. Start talking about culture, place and space.

Week Two (Sept. 7, 9): Cultural Properties & Products
Explicate the properties and products of culture.
Reading: Eriksen, Thomas Hylland. 1993. Ethnicity & Nationalism: Anthropological Perspectives. Boulder: Pluto Press Chapters 1-4, pp 1-77.

Week Three (Sept 14, 16): The Historical Siting of Ethnicity
Examine the shift in terminology from bands, tribes, and chiefdoms to ethnic group. Places the ideas of ethnicity, and explores the relationship between new categories designating "moderns" from "tribals" and the emergence of the nationstate. Explores the impact that the nation has on people and their physical and social designations, and explores the possibilities of a post-national world.
Reading: Eriksen, Thomas Hylland. 1993. Ethnicity & Nationalism: Anthropological Perspectives. Boulder: Pluto Press. Chapters 5-7, pp 78-146.

Week Four (Sept. 21, 23): Literal and Figurative Places
Investigate the importance of place, real and imagined, in the construction of ethnic identity. Interrogates the significance of "territorial rights," "homeland," and "place" for people displaced in the partitioning of the world.
Reading: Appadurai, Arjun. 1996. Chapter 8: "Patriotism and its futures." In Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press.
Bowman, Glenn. 1993. "Tales of the Lost Land: Palestinian Identity and the Formation of Nationalist Consciousness." In E. Carter, J. Donald & J. Squires, (Eds), Space & Place: Theories of Identity and Location. London: Lawrence & Wishart, 1993.

Olwig, Karen Fog. "Cultural Sites: Sustaining a Home in a Deterritorialized World." In Siting Culture: The Shifting Anthropological Object.

Mazzoleni, Donatella. 1993. "The City and the Imaginary." In E. Carter, J. Donald & J. Squires, (Eds), Space & Place: Theories of Identity and Location. London: Lawrence & Wishart.

Said, Edward. "Reflections on Exile." In Ferguson, Russell, Martha Gever, TrinhT. Minh-ha, Cornell West (eds). Out There: Marginalization and Contemporary Cultures. Cambridge: The MIT Press.

Week Five (Sept. 28, Oct. 1):
Review & Exam
Section Reading: Chalmers, F. Graerne. Chapter 1: "Cultural Diversity and Arts Education," & Chapter 2: "Dealing with Our Past: Ethno- and Egocentrisms in the Art Curriculum."

PART II: ETHNICITY IN LOS ANGELES

Week Six (Oct. 5, 7): Traumatic Dislocation, Structuring Ethnicity

The Urban Context: we will study the importance of ethnic identity for people who have adapted to the global urban context. While international cities such as Rio, Tokyo, Moscow, London, New York, Amsterdam, Nairobi, Sydney, or Beirut fit the bill, as we are in Los Angeles, it will serve as our case study. The importance of ethnicity as an organizing principle in the fragmenting urban setting will be explored.

Reading:
Laslett, John H.M. 1996. "Historical Perspectives: Immigration and the Rise of a Distinctive Urban Region, 1900-1970. In Ethnic Los Angeles. New York: Russell Sage Foundation.
Sababh, Georges, and Mehdi Bozorgmehr. 1996. "Population Change: Immigration and Ethnic Transformation. In Ethnic Los Angeles. New York: Russell Sage Foundation.
Davis, Mike. 1990. Chapter 4: "Fortress L.A." In City of Quartz. New York: Vintage Books.

Section Reading:
Chalmers, F. Graeme. Chapter 3: "Why do We Make Art? How Do We Use Art? What Is Art For?" and Chapter 4: "Pluralism and the Content of the Art Curriculum."

Wednesday, October 7: Friday, October 9: Arts Education Training Meet with middle school children for introductions.

Week Seven (Oct 12, 14): Latino Los Angeles: Chicano Culture
The Latino population is the fastest growing segment of the Los Angeles population. We will explore the transformation of people of central American descent in Los Angeles to Latino-Americans, focusing on the manner in which issue of ethnicity and culture take root in time, place and space.

Reading:
Sanchez, George J. 1993. Chapter 3: "Newcomers in the City of Angels" In Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900–1943. New York: Oxford University Press. Ortiz, Vilma. 1996. "The Mexican-Origin Populations: Permanent Working Class or Emerging Middle Class?" In Ethnic Los Angeles. New York: Russell Sage Foundation.
Diaz, David R. 1994. "La Vida Libre: Cultura de la Calle en LosAngeles Este" (The Free Life: The Street Culture of East LosAngeles) Places 8(3):30-37. Rojas, James T. 1994. "The Enacted Environment of East Los Angeles." Places 8(3): 42-53.

Section Reading:
Chalmers, F. Graeme. Chapter 5: "Designing and Implementing a Curriculum for Multicultural Art Education" & Chapter 6: "Art Education and Cultural Diversity: A Summary."

Friday, October 16: Take students on tour of exhibition

Week Eight (Oct 19, 2 1): The Influx of Asian Americans
After an overview of the Asian American population, we will focus of Korean Americans who have settled en masse in Los Angeles, making it the third largest Korean city in the capitalist world. The shattering of Korean's America's insularity after the riots post-Rodney King decision will be examined.

Readings:
Cheng, Lucie and Philip Q. Yang. "Asians: The "Model Minority" Deconstructed." In Ethnic Los Angeles. New York: Russell Sage Foundation. Abelman, Nancy and John Lie. 1995. Chapter 1: "The Los Angeles Riots, the Korean American Story," Chapter 2: "Reckoning with the Riots," and Chapter 4: "Mapping the Korean Diaspora." In Blue Dreams. Cambridge: Harvard University Press.

Friday, October 23: Art project #1

Week Nine (Oct 26, 29): African Americans in the City of Angels
While African Americans have always played a vital role in Los Angeles and Los Angeles was considered by many, in the 1930's and 1940's, to be the center of African American life, African Americans are becoming a declining presence in the increasingly multi-racial and multiethnic region. We will cover general demographic trends, and explore the lives of African Americans who remain in Los Angeles.

Readings:
Grant, David M., Melvin L. Oliver, and Angela D. James. 1996. "African Americans: Social and Economic Bifurcation." In Ethnic Los Angeles. New York: Russell Sage Foundation. George, Lynell. 1992. Introduction: "Lives Behind the Veil," Chapters 1: "Waiting for the Rainbow Sign," Chapter 2: "Guns No Butter," Chapter 3: Sometimes a Light Surprised: The Life of a Black Church," & Chapter 6: "Going Between." In No Chrystal Stair. African Americans in the City ofAngels. New York: Doubleday.

Friday, October 30: Art project #2

Week Ten (Nov. 2,4)
Review & Exam

PART III: CULTURAL PRODUCTION: From Popular To Privileged.

Week Eleven (Nov 9, 11) Claiming Public Spaces
In an increasingly multicultural metropolis, public space has become a arena of contestation. The politics and aesthetics of space use are issues that are inextricably tied to cultural and economic ideology, and will be explored in terms of street life and mural art.

Readings:
Crawford, Margaret. 1995. "Contesting the Public Realm: Struggles over Public Space in Los Angeles." Journal of Architectural Education. 49(l): 4-9.
Crawford, Margaret. 1993. "Mi casa es su casa." Assemblage 24:12-19.
Martinez, Ruben. 199 1. "Sidewalk Wars." L.A. Weekly. December 6-12.
Benvaldez, Max. 1995. "Mural L.A.: The Rise and Fall of a Popular Art." Art Issues 37:20-23.
Graffiti Art and Mural Making. Public Art Review. Spring/Summer 1995: 22-29
Drescher, Tim. "Graffiti Language: An Interview with Jim Prigoff."
Geer, Suvan and Sandra Rowe. "Thoughts on Graffiti as Public Art."
Kuramitsu, Krissy. "Notes from the Other Side: A Dialogue in the Sparc Gallery, Los Angeles.
Haley, Lindsey. "Youth in the Crossfire: Graffiti Hysteria, Urban Realities, and Sparc."

Video: Pepino Mango Nance

Friday, November 6: Art project #3

Week Twelve (Nov. 16, 18): Literary Spaces
While not an actual place, literary spaces are powerful in that to the written works engage readers' imaginations like few other mediums can. In our exploration of literary space, we will explore the ways in which ethnicity is marked.

Reading:
Yamashita, Karen Tei. 1997. "Monday: Summer Solstice." In Tropic of Orange. Minneapolis: Coffee House Press.
Fischer, Michael M. J. 1986. "Ethnicity and the Post-Modem Arts of Memory. In Clifford and Marcus, Eds., Writing Culture: The Poetics and Politics of Ethnography. Berkeley: U.C.Press.

Friday, November 20: Art project #4

Week Thirteen (Nov. 23, 25): Sites for Dramatic Interventions
The live performance is yet another site for the performance of racial and ethnic issues. We will be exploring two works-a staging of Anna Deavere Smith's Twilight. Los Angeles (on video), and we will view portions of Couple in a Cage, an alternative type of performance.


Reading:
Gomez-Pena, Guillermo. 1993. "A Binational Performance Pilgrimmage." In Gringostroika. St. Paul: Graywolf Press.

Videos: Twilight in Los Angeles
Couple in a Cage

Week Fourteen (Dec. 1, 3): Museums: Re-Presentation of the Official Story
As institutions, museums serve to assert the ideology of those who control the apparatus of representation. We will examine the ways in which museums confer a sense of truth to a collection of objects, set standards of aesthetics, as well as rank people and products.

Readings:
Svetlana Alpers. "The Museum as a Way of Seeing." In Exhibiting Cultures: The Poetics and Politics of Museum Display. Ivan Karp and Steven D. Lavine, Eds.
Washington D.C.: Smithsonian Institution Press, 1990.
Carol Duncan. 1990. "Art Museums and the Ritual of Citizenship." In ExhibitingCultures: 7he Poetics and Politics of Museum Display. Ivan Karp and Steven Davine, Eds. Washington D.C.: Smithsonian Institution Press.
Tomas Ybarra-Frausto. 1990. "The Chicano Movement/The Movement of Chicano Art." In Exhibiting Cultures: The Poetics and Politics of Museum Display. Ivan Karp And Steven D. Lavine, Eds. Washington D.C.: Smithsonian Institution Press.

Wednesday, December 2: Install students' work.

Friday, December 4: Finish installing work & have opening for children's show

Week Fifteen (Dec 7, 9): Contesting Hegemonic Representation
We will only have two short readings about representations that contest hegemonic ideology. We will discuss the positioning of visual art in galleries as one example of counter-hegemonic representation. Your task is to bring your own examples of counter hegemonic representations, and think about the spaces in which your examples operate.

Reading:
Hook, bell. 1994. "Seeing and Making Culture: Representing the Poor." In Outlaw Culture: Resisting Representations. New York: Routledge Press. Kim, Elaine. 1997. "Bad Women: Asian American Visual Artists." In Elaine H. Kim And Lilia V. Villanueva (eds)., Making More Waves. Boston: Beacon Press.

FINAL EXAMINATION: WEDNESDAY, DECEMBER 15-2:00-4:00pm


JEP JOURNALS: ADAPTATION FOR MDA215
Another term for the JEP journals that are required are "fieldnotes." Fieldnotes are observations, conversations, insights, and other thoughts that might have occurred to you while you were engaged in participant-observation. Participant-observation is the activity in which you are engaged when you are working with the children. These notes, in addition to interviews, are data from which anthropologists craft ethnographies. The guidelines for the journal entry are just that: guidelines. If there is more you want to add, be it personal or theoretical, feel free to include it. Not only is fieldwork a research methodology, it is an enterprise that can change your perceptions and understanding about the world around you. These journal entries will document the ways in which your thinking evolved during the course of the project. Feel free to write more than one entry per week, and submit more than one journal, if you are so compelled. If you do write more than one entry per week, please submit the just one to Ben and a copy of all entries to me. I don't want to overwork Ben.

Week 1 (October 8): 1-3 Orientation/Introductory Game

I. The setting

This is the first day, and you should introduce yourselves to the students. Who are you? Where are you from? Tell them what you are studying, what you want to do after school, etc. For those of you who are in the class with UCI arts students, the UCI students will start by introducing themselves and their work. Get to know all everyone, plan a short activity in groups. Those of you who are working without UCI art students might want to plan a short drawing exercise.

Write about the setting: take a look around-what are your first impressions of the site? Describe the settings, people, and actions. Is this setting familiar to you? If so, what memories does it evoke? Is it different from your experience in middle school? If so, how? What are your reactions? Are you scared? Excited? What are the children's reactions to you in the classroom setting? Is it different from the fieldtrip setting? How do they respond to instruction? Do you think you will be able to bond with the kids in any manner, shape, or form? What about the stuff they're producing? What does that say about the ways in which the children interact with their world? What have you learned?

Submit – journals to Ben. Make sure you have a copy for to submit to Prof Chin in your group folder at the end of the semester.

Week 2 (October 15): Arts Ed. Training at UCI

Arts education director will give you a tour of the photo exhibition on display of the drum festival at Watts. Learn about the center and view photos that you will show to the students from the exhibition. Write journal about the trip to Watts Towers Art Center, the neighborhood, your initial reactions, and the center itself. Think about what the constituency of the center might be and how a center like this might serve its constituency. Also write about what might tell the students on the fieldtrip that you will be introducing to the center. Submit journal entry to Professor Chin. 2 pages, typed & double spaced.

THIS ENTRY IS OPTIONAL FOR 2 POINTS EXTRA CREDIT. SUBMIT TO PROFESSOR CHIN. DO NOT SUBMIT TO BEN.

Week 3 (October 22): Tour-Watts Towers Art Center

Players in the Drama:
Describe the students' attitude going on a field trip. How are they behaved? Are they excited? What do you think of their behavior? Is it appropriate? How do they treat you? Are they attentive as you take them on the tour of selected works? What are their reactions to the pieces that you are showing them? What are your reactions to the children in this setting? Is this the first time they've been to Watts Tower?

Week 4 (October 29): Classroom Project #1

Describe the activity that you have done in the classroom, and the persons with whom you have been working. Describe your relationship and the types of reactions of the children have towards you. Describe your emotional response to their reaction. What do their products tell you about the production of art? What affects the content of their art at this age? Examine your responses to their work. What are you learning about yourself?

Week 5 (November 5): Classroom Activity #2

The Action

Describe how your presence in the community is affecting the children? You may want to illustrate your point with an experience. If you feel you are having no impact, describe the reason(s) why that seems to be the case. What is their impact on you? How does the experience connect with the content that we are covering in class? Do you have a deeper understanding of notions of ethnicity and place? How does class affect access to cultural capital? Is cultural capital important? If so, in what ways?

Week 6 (November 12): Classroom Activity #3

Describe in some detail your JEP session, including bits of conversation or sample of work that you and the children have been involved in.? Be creative. What is the significance of the selection you have made? What does it say about the child's imaginaries? What is that? How does it bear upon concepts learned in MDA215?

Week 7 (November 19): Classroom Activity #4

After being in the community for several weeks now, how have your initial impressions been altered? If they haven't changed, describe observations that confirm your initial impressions. Think carefully about issues of race, ethnicity, class, age, and how it bears upon cultural production. What does place mean for the children and you? Is it social? Spatial? Economic? Cultural? How do you think your presence shaped the children's sense of their possibilities in the future? Do you think knowing you changed the contours of their imaginaries?

Week 8 (December 3): Help Install Students' Work in Cafeteria or other Exhibition Site IF NECESSARY. No Journal Entry

Week 9 (December 10): Exhibition of Students' Work

Reception with Students

Write a summary on your 8 weeks. What did both you and the children you worked with learn? Include any special highlights you might have had. What worked and did not work? Was there any mentoring taking place? How does mentoring shape a child's sense of him/herself? Please expand this journal entry and integrate concepts learned in class with observations and presentations made in class as well as at the reception/exhibition.


MDA 215M
Ethnicity and Place
Professor Chin
Fall 1999

1. Appadurai, Arjun. 1996. Chapter 8: "Patriotism and its futures." In Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University of Minnesota
Press.

2. Olwig, Karen Fog. 1997. "Cultural Sites: Sustaining a Home in a Deterritorialized World." In Karen Fog Olwig and Kirsten Hastrup, eds. Siting Culture: The Shifting Anthropological Object. London: Routledge.

3. Bowman, Glenn. 1993. "Tales of the Lost Land: Palestinian Identity and the Formation of Nationalist Consciousness." In E. Carter, J. Donald & J. Squires, (Eds), Space & Place: Theories of Identity and Location. London: Lawrence & Wishart.

4. Mazzoleni, Donatella. 1993. "The City and the Imaginary." In E. Carter, J. Donald & J. Squires, (Eds), Space & Place: Theories of Identity and Location. London: Lawrence &
Wishart.

5. Said, Edward. 1990. "Reflections on Exile." In Ferguson, Russell, Martha Gever, Trinh T. Minh-ha, Cornell West (eds). Out There: Marginalization and Contemporary Cultures.
Cambridge: The MIT Press.

6. Laslett, John H.M. 1996. "Historical Perspectives: Immigration and the Rise of a Distinctive Urban Region, 1900-1970. In Ethnic Los Angeles. New York: Russell Sage
Foundation.

7. Sababh, Georges, and Mehdi Bozorgmehr. 1996. "Population Change: Immigration and Ethnic Transformation. In Ethnic Los Angeles. New York: Russell Sage Foundation.

8. Davis, Mike. 1990. Chapter 4: "Fortress L.A." In City of Quartz New York: Vintage Books.

9. Sanchez, George J. 1993. Chapter 3: "Newcomers in the City of Angels" In Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1943.
New York: Oxford University Press.

10. Ortiz, Vilma. 1996. 'The Mexican-Origin Populations:
Permanent Working Class or Emerging Middle Class?" In Ethnic Los Angeles. New York: Russell Sage Foundation.

11. Diaz, David R. 1994. "La Vida Libre: Cultura de la Calle en Los Angeles Este" (The Free Life: The Street Culture of East Los Angeles) Places 8(3):30-37.

12. Rojas, James T. 1994. "The Enacted Environment of East Los Angeles." Places 8(3):42-53.

13. Cheng, Lucie and Philip Q. Yang. "Asians: The "Model Minority" Deconstructed." In Ethnic Los Angeles. New York: Russell Sage Foundation.

14. Abelman, Nancy and John Lie. 1995. Chapter 1: "The Los Angeles Riots, the Korean American Story," Chapter 2: "Reckoning w th the Riots," and Chapter 4: "Mapping the
Korean Diaspora." In Blue Dreams. Cambridge: Harvard University Press.

15. Grant, David M., Melvin L. Oliver, and Angela D. James.
1996. "African Americans: Social and Economic Bifurcation." In Ethnic Los Angeles. New York: Russell Sage Foundation.


16. George, Lynell. 1992. Introduction: "Lives Behind the Veil," Chapters 1: "Waiting for the Rainbow Sign," Chapter 2: "Guns No Butter," Chapter 3: Sometimes a Light Surprised: The Life of a Black Church," & Chapter 6: "Going Between." In No Crystal Stair. African Americans in the City of Angels. New York: Doubleday.

17 Crawford, Margaret. 1995. "Contesting the Public Realm: Struggles over Public Space in Los Angeles." Journal of Architectural Education. 49(l): 4-9. Crawford, Margaret. 1993. "Mi case es su case." Assemblage 24:12-19.

19. Martinez, Ruben. 199 1. "Sidewalk Wars." L.A. Weekly. December 6-12.

20. Benvaldez, Max. 1995. "Mural L.A.: The Rise and Fall of a Popular Art " Art Issues 37:20-23.

21. Graffiti Art and Mural Making. Public Art Review. Spring/Summer 1995: 22-29 Drescher, Tim. "Graffiti Language: An Interview with Jim Prigoff." Geer, Suvan and Sandra Rowe. "Thoughts on Graffiti as Public Art." Kuramitsu, Krissy. "Notes from the Other Side: A Dialogue in the Sparc Gallery, Los Angeles. Haley, Lindsey. "Youth in the Crossfire: Graffiti Hysteria, Urban Realities, and Sparc. "

22. Yamashita, KarenTei. 1997. "Monday: Summer Solstice." In Tropic of Orange. Minneapolis: Coffee House Press.

23. Fischer, Michael M. J. 1986. "Ethnicity and the Post-Modem Arts of Memory. In Clifford and Marcus, Eds., Writing Culture: The Poetics and Politics of Ethnography. Berkeley: U.C.Press.

25. Gomez-Pena, Guillemmo. 1993. "A Binational Performance Pilgrimage." In Gringostroika. St. Paul: Graywolf Press.

26. Svetlana Alpers. 1990. "The Museum as a Way of Seeing." In Exhibiting Cultures: The Poetics and Politics of Museum Display. Ivan Karp and Steven D. Lavine, Eds. Washington D.C.: Smithsonian Institution Press.

26. Carol Duncan. 1990. "Art Museums and the Ritual of Citizenship." In Exhibiting Cultures: The Poetics and Politics of Museum Display. Ivan Karp and Steven D. Lavine, Eds. Washington D.C.: Smithsonian Institution Press.

27. Tomas Ybarra-Frausto. 1990. "The Chicano Movement/The Movement of Chicano Art" In Exhibiting Cultures: The Poetics and Politics of Museum Display. Ivan Karp and Steven D. Lavine, Eds. Washington D.C.: Smithsonian Institution Press.

28. Hook, bell. 1994. "Seeing and Making Culture: Representing the Poor." In Outlaw Culture: Resisting Representations. New York: Routledge Press.

29. Kim, Elaine. 1997. "Bad Women: Asian American Visual Artists." In Elaine H. Kim and Lilia V. Villanueva (eds)., Making More Waves. Boston: Beacon Press.