Thanks, Gordsellar, for the comments that inspired this post.
So, are you a white instructor of some sort with the enlightened goal of trying to break the idea that "real" Americans are as white as patterns of hiring for English teachers would make it seem, coupled with the nearly all-white media that gets filtered into Korea, namely on television and movies? With the exception of music videos and a few other, non-threatening major Hollywood stars who happen to be non-white (e.g. Denzel Washington, Will Smith, Halle Berry) – most "good" images of Americans happen to be that of what Benjamin Franklin called the "lov'ly white." Read on to help broaden out your media selections and liven up them classes!
People ask me all the time how "real" black people live in the US. Most Koreans find it difficult to believe that I've never been mugged, only seen a gun not on a cop once in my life, and that all black folks don't wear the hip-hop duds sported by 18-year-olds on MTV. Isn't that scary? Let me say this another way to drive the point home:
Most Korean people find it surprising to see representations of black people that doesn't show them dancing, singing, playing a sport, being funny, or getting shot. It's not surprising, given the nature of American media itself and how much white Americans are scared of colored folks, but it still feels kinda funny.
At a recent academic conference here in Korea about racism in America, focusing on the mishandling of things around Hurricane Katrina, I was the only black person in the audience. People were also astounded to hear me give, during the Q&A session, feedback in Korean about what the other grad students might add to their paper, for example, not taking such a narrow and singular disciplinary approach and that it's ok to use other interpretive frameworks. Whew. Yes, I delivered that all 1) in public, and 2) in pretty decent Korean. I prefaced my comments with "As an African-American scholar..." I don't think anyone had ever heard an African-American scholar speaking in Korean at an academic conference in Korea before.
So I do this to make a point, which is the advantage that being able to situationally switch my identity – which is something everyone does, by the way, to some extent, although not everyone does it "racially" as so-called "mixed race" people tend to have the option to do – to help steer how my people are represented. Inevitably, I have the choice to represent black folks wherever I go, especially in Korea. Mine is still a small voice in a chorus of negative images, since most of what you see in the entertainment media and the news about black folks isn't necessarily "positive" in then end.
Given the way I am usually seen as racially ambiguous these days, I could easily get away with passing not for black to some extent. But I make the choice to do so for the same reason that I check "Black" when the census man last came to my door. Oakland needs as many black folks as possible for the district I was in, I have always identified as Black, and it was politically "useful" to my peeps. For me, a person who doesn't really feel that identifying in terms of fractions has any meaning (e.g. "I'm 1/8 Cherokee, 1/4 German, 1/2 blah blah blah"), checking off multiple boxes that includes Black means that I may or may not get counted toward that group. And frankly, I think African-Americans in Oakland need the representation and funding and whatnot more than say Korean Americans; as if I'd get counted as Asian/Pacific Islander anyway.
So my point is that I feel the need to represent in certain contexts. And since I am teaching a course called "Understanding American Culture," I have a lot of pressure to cover quite a bit. So what do I do? I take the "social problem" approach. According to certain ways of thinking in the social sciences – specifically sociology – one of the best places to look is where the societal values and practices come into conflict and fissures become present; it's where you actually see some "action" happening in the society and can come to understand it by means of a sort of reverse engineering: when you inspect where values and norms are violated, you then come to understand what they are in the first place.
Before I came to inherit this course, it was taught and caught inside a reductive definition of "culture" – set up in terms of cultural items and practices, comparing Korean "Thanksgiving" (chuseok) to its American counterpart, as well as other things that were mostly concrete customs and practices. To my mind, I couldn't see the students learning much of anything new about who Americans are, how they think, and what they value, all topped off with a little bit of history.
In this way, a critical point of view – critical defined not in terms of "bashing" but in terms of placing things into a real analytical framework. And for Korean students who tend to lean a little left-of-center and in some cases "anti-American," a critical view is one they take to well. The funny thing is that once they get an explanation instead of why certain things happen in American society, they are able to see that similar social forces and interests result in Korea's own particular social problems. I give them theory within which to ground the particular examples I look at – and I think it goes a long way to explaining who the hell Americans are and what motivates them.
For example, lots of Koreans think that the American school system is perfect, is a model for the world. In a way, they're right – in terms of pedagogy. The theory of American education, which doesn't pooh-pooh asking questions (and before my education department friends jump down my throat by talking about all the reasons students in America might feel unable to freely speak out, I beg them to take a trip into a standard Korean high school), encourages students to speak up, values individual achievement. But the American problem lies in allocation of resources, not in teaching style. Exactly the opposite is true in the Korean case.
So I use an excerpt from Jonathan Kozol's classic, somewhat muckraking work Savage Inequalities, which not only lays down the basics of what structural problems plague the American education system, but also paints a frustrating and even heart-wrenching picture of some of the kids who literally have no chance at all in our society and know it from the beginning of their difficult lives. When Korean students read this, they are usually shocked; isn't America perfect? What's going on here?
In taking a look where values and practice clash or break down, I don't at all feel I'm giving an "unbalanced" view of American society; I feel that my critical view is but a chip off an iceberg of notions about America as perfect, omnipotent, and "advanced." When Korean students see this confirmed through a movie such as Lean on Me (I wanted to do some Stand and Deliver, but it's not available on DVD in Korea), they actually see several windows in on American society and match that against the other stuff they're learning: race, class, city government, the fact that American public schools are as inanely bureaucratic as Korean ones.
It humanizes the abstract concept of "America" and importantly – in addition to subtly – places America into a position as a real place that is inherently "like" one's own; add on the fact that students really get the ideas that 1) they never really understood America except on a superficial level of pop culture and mass consumption, and 2) that "America" as a concept is nothing more than an amalgamation of real places, people, and problems – just like "us."
One of the biggest reasons people idealize – and therefore tend to fail to connect with – the notion of America is because it is so often represented as the land of the civilized, rich, powerful, and comfortable. Yeah, yeah – I know there's a lot of superficial "anti-Americanism" that gets expressed in very public ways here, but even that is 1) laced with a good dose of guilt and envy in addition to indignation over the specific perceived slight or complaint, which goes away after a few months, and 2) even that criticism or anger tends to be quite compartmentalized away from deeper notions of the place, i.e. many (younger) people hate some abstract idea of America, but how many would turn down a chance to live there? This is the fundamental contradiction.
I really get the feeling that my attempt to tell students that "anti-American" really doesn't have any meaning in a culture that is so caught up in the American project – I get the feeling that this approach works. I really do. One of the reasons that this works is that I approach my teaching of American Studies in a critical way. It's not anti-American, but rather simply critical. This works with a lot of Korean students because 1) it's more in line with their generally critical and suspicious sentiments about the USA in the first place, 2) I present both the "good" and the "bad" as things belonging to the same rubric, 3) this approach means that much of the material I present to them is brand-new (even the many of my Waedae students who've lived overseas), and 4) most of the materials I present also come with some of my theoretical framework that can also be used to criticize any culture, even their own.
So most of the examples I use in class I also present along with an example from Korean society. This helps in that not only is it a more familiar example, but since there are always differences between two things in different societies and cultures (say, for example, debates over education reform, which in the US generally take place around the concept of inequality and structure, whereas in Korea, this is not as much of a problem as pedagogy and reform of educational style), the places where the overlap falls apart helps explicate the places of commonality.
Ya feel me?
In any case, to the point of examples. If you are going to represent America with media or other examples, I suggest thinking about using critical and non-standard examples – something that shows cracks and fissures in the culture – because you see where things come together when you are looking at where they come apart. It's part of the same picture. Like me and the census man or in the conference – you represent America with the choices you make.
You might also find a lot more places where Koreans can connect. In any case, you're not discriminating against the white man in not showing Friends, people; all of your students have watched more hours of Friends than God ever intended and many probably own the complete DVD set. If you pull out The Bernie Mac Show, trust me – no one has every really watched that show in Korea, save the single strange student who watches AFN Korea with a scary kind of religious fervor.
COMEDY TV SHOW – BERNIE MAC
Korean students have all seen Friends as (questionable) parts of English education. How about The Bernie Mac Show? It shows real situations, is a a sitcom, and was a #1 show for a long time. Too much black slang, say you? How much weird "Friends slang" is there, on top of other general slang that instructors often take the time to explain? Why are people so concerned with a "Black accent" when Aussies and Kiwis – bless their hearts – are sometimes barely intelligible by even me, a native speaker of English?
SLICE OF LIFE – BARBER SHOP
Want to show a "slice of life?" This was also a #1 movie for weeks, has a nice balance of comedy and a little serious drama, and shows a slice of real life that is more "real." Anyone ever wonder how the characters in Friends can even find, let alone pay the rent on those nice apartments with their pretty low-income (in NYC) jobs? How does Carrie on Sex in the City pay for her clothes, drinks, and apartment as a...a...writer?! Which is more realistic – barber shop conversation in the city or paying a $2000 a month as a magazine columnist?
LIGHTHEARTED SOCIAL CRITIQUE – HAROLD AND KUMAR, DUDE!
Marijauna. Drug culture. Legalize? Asian Americans! A little racism. Stereotyping. Work life. What real people do to pass the time – highways, drive-thrus, watching TV in da crib. Harold & Kumar Go to White Castle, dudes! It's also interesting because I think of it as the first true commercial arrival of Asian Americans in film. I don't think much of that pretty indie-feeling, heavy film Better Luck Tomorrow; in Harold and Kumar, we get Asian Americans who get to be Asian American, yet it's not the source of the humor itself (mocking, Long Duck Dong stuff) nor is it completely ignored (liked most of the de-raced Asian Americans that pop up in small roles here and there, such as in Bring It On).
DIRECT SOCIAL CRITIQUE AND CREATIVE USE OF LANGUAGE – MARGARET CHO AND/OR CHRIS ROCK
A few excerpts from Margaret Cho's I'm the One That I Want that should send most Koreans into a terminal blush and get them thinking about American modes of humor, what Americans talk about, as well as how she's probably the most famous American of Korean descent there is, but you don't hear a peep about her here. Chris Rock's a veritable pop sociologist, and his Never Scared concert video goes one further – in his conversation about the difference between being "rich" and "wealthy," he actually channels a new differentiation in sociology between wealth and income that (see Oliver and Shapiro's Black Wealth, White Wealth: A New Perspective on Racial Inequality).
There are a million other examples; I'm just trying to think of a few that might liven up a conversation class or provide some new content for talking about American culture and/or society. For those of you who might actually be teaching literature, I think you know and are probably trying to balance your reading lists already; so I make these suggestions because it's often easier to pull out the ole' Friends disc to get through a lesson. But how about planning ahead and pulling out something else?
Here's to puttin' a different spin on things, ya'll.
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