Location: Boren Hall 173
E-mail: dsong@ou.edu
Phone: 405-325-0756
Education
David Shuang Song's work examines the experiences of and practices directed toward Chinese-diasporic and other Asian-diasporic youth in the American public education system, especially concerning academic inequality, multilingualism, and race. His current book project, Multiracial Mandarin, is an ethnographic study of the ethnic and racial dynamics of Mandarin language education in a working-class San Francisco-area of the ethnic and racial dynamics of Mandarin language education in a working-class San Francisco-area high school, attending to the relationship between educational equity, school culture, and language pedagogy. He is also co-writing a book on ethnicity and race, friendship-making, and institutional diversity projects in higher education, using social network analysis, titled Diversity Ends. His work has been published in the AmerAsia Journal and the National Bureau of Economic Research and is also forthcoming in the journal Race, Ethnicity, and Education and the Encyclopedia of Applied Linguistics. He was born in Wuhan, China.
Dr. Song's courses generally address ethnicity and race in the United States, with specific attention to Asian Americans (and Asians in America), ethnography, and the formal education system. As such, Dr. Song's teaching agenda, regarding content, draws from the tradition of ethnic studies and critical education research in order to have students examine structural inequalities, violence, and power dynamics in society, including American imperialism and settler colonialism, European colonialism, ghettoization and incarceration, panethnicity, migration from the Global South to the United States, and symbolic violence. As a social scientist, Dr. Song compels students to make breaks with hegemonic concepts of ethnicity and race by challenging them to coherently define these terms and consider how they may differ from seemingly commonsense logic. As an Asian Americanist, he compels them to understand the voicings of a historically constituted "Asian American" identity by way of activism, fiction, public policy, and disciplinary scholarship while also recognizing the missing intervals within this identity. Pedagogically, Dr. Song aims to generate student-centered discussions, where students engage consciously with the course's texts, the instructor, and most importantly each other. Dr. Song also aims to foster students' self-reflection about themselves as agents in the learning process.
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