Mellon/ACLS Community College Faculty Fellows

The Mellon/ACLS Community College Faculty Fellowships recognize humanities and social science faculty who teach at two-year institutions and their vital contributions to scholarship, teaching, and their communities. The awards are tailored to the circumstances of these faculty and support their wide-ranging research ambitions. Fellows may use the awards to pursue projects with a variety of outcomes, including articles, book chapters, or books; course materials; exhibitions; community or campus events; online resources; and more. This program is made possible through the generous support of The Andrew W. Mellon Foundation.

Read more about this fellowship program.

Please note: affiliations shown are as of time of award. Please click on fellows' names for current information.

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Watch "Emerging Themes and Methods of Research: A Discussion with ACLS Fellows," an annual meeting session featuring recent ACLS fellows. 

Leah Anderst
Leah Anderst  |  Abstract
This project focuses on the vast body of online #MeToo testimonials as a form of collective autobiography, a form whose voice and rhetorical contours have yet to be delineated. This project suggests that #MeToo has created a distinctive narrative community where individuals take part in a larger cultural story comprised of and amplified by many voices. #MeToo is driven by a “testimonial imperative” that asks victims of sexual harassment or abuse to contribute to an autobiographical act authored less by “I” than by “we.” And for its contributors, this plural mode carries affordances and limitations that this project unpacks. A key element, for instance, is the way that some voices may get lost in #MeToo’s emphasis on a single first-person plural narrative community. In spite of the traditionally amplifying role of autobiography for stories of marginalized groups, #MeToo may highlight the dynamics of legibility, power, and privilege.

Associate Professor, English, City University of New York, Queensborough Community College  -  #MeToo: A Testimonial Imperative and A Collective Autobiography

Marci Littlefield
Marci Littlefield  |  Abstract
The transatlantic slave trade terrorized and dismantled the lives African people. This reality is well documented in the British Caribbean and North America but ignored in the United Kingdom. In the eighteenth century, enslaved people experienced various forms of forced labor and are remembered as servants but not as enslaved people who were not free. This reality is critical to the national narrative of slavery and the persistence of racism in the world. This research challenges the national narrative of servitude in the United Kingdom to produce a social history of the enslaved. Using critical fabulation and archival ethnography, this project interrogates the geography of freedom and unfreedom and the complexities of agency in the lives of enslaved Africans. This book project recovers the mutilated histories of enslaved people in the United Kingdom in the eighteenth century and reconciles the sordid history of slavery and agency in the diaspora.

Associate Professor, Social Sciences, City University of New York, Borough of Manhattan Community College  -  Reconstructed Legacies: Black People, Freedom, and the United Kingdom

Habiba Boumlik
Habiba Boumlik  |  Abstract
The project investigates Amazigh visual narratives and focuses on the newfound voice about Amazigh people in North Africa and the diaspora and brings to light Amazigh film production. While there is no consensus on the existence of an Amazigh cinema, a transnational Amazigh cinema is on the verge of blossoming, thus addressing the fragmented representation of Amazigh characters and shifting position from a marginalized status to the presence in national and international artistic arenas. A new generation of filmmakers is constructing new discourses and expressing opposing voices. The project attempts to make sense of the critical aspects of Amazigh filmmaking—through the eyes of six filmmakers—and the artistic and political principles underlying its very existence.

Professor, Education and Language Acquisition, City University of New York, LaGuardia Community College  -  Amazigh Cinema in North Africa and the Diaspora: Finding A Newfound Voice for a Pan-Amazigh Identity

Sophie A. Maríñez
Sophie A. Maríñez  |  Abstract
This project examines representations of violence in literature, political discourse, and cultural productions from Haiti and the Dominican Republic across three centuries. Focusing on material pertaining to various registers and disciplines, it draws on perspectives, aesthetics, and epistemologies from both sides of the island. In doing so, it responds to calls for deploying indigenous tools to interpret Afro-diasporic experiences, offering a homegrown, decolonial, island-centric framework through which to interpret reality across the entire island. As it examines various tropes, figures, and episodes tied to violence, it expands discussions on the relationship between Haiti and the Dominican Republic beyond simplistic binaries, unraveling the complexity born of superimposed French, Spanish, British, and U.S- geopolitical interests, and emphasizing not optimism, as recent scholarship has done, but precisely the contentious as a productive, realistic site for change.

Professor, Modern Languages, City University of New York, Borough of Manhattan Community College  -  Spirals in the Caribbean: Representing Violence in Haiti and the Dominican Republic

Betsy Teresa Brody
Betsy Teresa Brody  |  Abstract
Standing at the intersection of scholarship on Dallas history, Asian American studies, and food studies, this project examines how restaurants and food markets shape the social, economic, and political development of Asian communities in Dallas. By documenting the stories of immigrant entrepreneurs through oral history, archival research, and content analysis of restaurant reviews, this study explores the interaction between food, culture, and class in the Asian immigrant communities of Dallas. In particular, this project examines how the growth of the Asian community coincided with the rise of foodie culture in Dallas to create unique opportunities for economic and social engagement between and among different Asian immigrant groups as well as with the larger Dallas community. The digital storytelling exhibit associated with this project combines oral histories, digitized artifacts, and analysis into a powerful and accessible tool for future researchers of immigrant integration in the Texas and the New South.

Professor, Political Science, Collin College  -  Digging In: How Food, Culture, and Class Shape the Story of Asian Dallas

Jack Neal Morales
Jack Neal Morales  |  Abstract
“The People’s College” is a rhetorical history of the student press in New York City’s public community colleges during the post-civil rights era. The project uses a combination of microhistorical methods, critical historiography, and critical race theory to center the writing lives of African American and Latinx student communities in the social history of higher education reform. By analyzing ephemeral texts in the history of rhetorical education — zines, disorientation guides, and campus newspapers — this project narrates student efforts by students across four community college campuses to use writing and rhetoric as a means of building social, economic, and political networks during the coterminous rise of the Black Campus and Puerto Rican student movements. Broadening the archive of relevant texts to include self-sponsored community writing enables a retelling of the history of higher education reform as a student initiated cultural project of rhetorical and linguistic resistance rather than a neoliberal project of remediation.

Associate Professor, Communication Arts, Community College of Allegheny County  -  The People’s College: Race, Rhetoric, and Higher Education Reform in New York, 1965-1981

Stacy Davidson
Stacy Davidson  |  Abstract
Southern Illinois has been known as “Egypt” and “Little Egypt” for nearly 200 years. Throughout the turbulent nineteenth century, Egyptian Illinoisans strengthened their regional cohesiveness in spite of and in response to internal and external political and social upheavals. Distinct from the rest of Illinois in dialect, superstitions, folk tales, and musical traditions, traces of this Egyptian identity still resonate in Southern Illinois today. “We Are For Egypt” is an interdisciplinary project that integrates underrepresented voices into an inclusive history of the region, generates a handbook for educators to incorporate local history into their curricula, and produces musical recordings that bridge the past and present artistic heritage of Egyptian Illinois.

Adjunct Faculty, History, Johnson County Community College  -  We Are For Egypt: The History, Culture, and Legacy of Egyptian Southern Illinois

Brandon Morgan
Brandon Morgan  |  Abstract
This project historicizes the theme of violence in the United States-Mexico Borderlands through an examination of the history of the rural region that centers on the towns of Columbus, New Mexico, and Palomas, Chihuahua. Various forms of violence, including military campaigns against the Chiricahua Apache, raids on the Palomas customs house, the reallocation of resources along racial lines through the imposition of the border, and Mexican revolutionary campaigns, proved to be simultaneously destructive and constructive at the turn of the twentieth century. Although public discourse and histories of the borderlands often treat violence as the formative force in the region, this project aims to reorient the existing literature by contributing a more nuanced understanding of violence along the United States-Mexico border.

Instructor, History, Central New Mexico Community College  -  Violence Didn’t Arrive with Pancho Villa: Landscapes of History and Memory in the Rural United States- Mexico Borderlands

Leslie Dávila
Leslie Dávila  |  Abstract
“Latinx Artivists Resist Violence” is an interdisciplinary project which examines the machista language of gender violence as is produced in legal and social frameworks against the literary and corporal expressions of Latinx female artists. The violent sociolinguistic effects that journalism, social media, and the law have on the lives of women continue to resonate in our current moment. By studying the various manifestations of this sexist language, the book argues that female artists give us in their artistic expressions the means to interpret and resist Machistañol, a language of violence spoken by a sexist society. The artistic expressions by female artivists that the project inspects against a backdrop of machista speech acts—sexist language that acts upon women—has important consequences for bringing glimpses of hope and justice to the current reality of escalating femicide cases in Latin America and the United States.

Adjunct Faculty, Foreign Languages, Long Beach City College  -  Latinx Artivists Resist Violence in the 21st Century

Godwin Onuoha
Godwin Onuoha  |  Abstract
“A Class Act” examines the Nigeria-Biafra War literature in a new light. It offers an alternative understanding to popular and conventional accounts of the war. The project’s point of departure is an examination of how intellectuals have shaped narratives of nationhood, identity, and citizenship in the post-war reconfiguration of the Nigerian state. It demonstrates how intellectuals on opposing sides of the Nigeria-Biafra War have engaged in a continuous repositioning of facts and events in order to generate specific narratives. Featuring an array of archival materials, key interviews and opinions, newspapers and primary documents, the research lays out a new interdisciplinary agenda for understanding the intersection between class, memory and national identity in contemporary Nigeria.

Adjunct Assistant Professor, Liberal Arts, Mercer County Community College  -  A Class Act: Intellectuals and the Nigeria-Biafra War

Ángeles Donoso Macaya
Ángeles Donoso Macaya  |  Abstract
Historically, feminist movements and feminist theory have given significant weight to the consideration of visuality in a broad sense—historical invisibility of “women,” political underrepresentation, overrepresentation of white women in media, and so on. Yet, what is rendered (in)visible when “women” are rescued from/in the archive? What does the category “women” name and erase? Is it possible to articulate forms of feminist criticism that do not attend to the politics of identity and representation, to develop methodologies that do not reinforce patriarchal paradigms and discursive tropes? “The Expanding Photographic Archive of Feminist Movements in Chile” explores these questions by critically considering feminist counter-visualities that different feminist and women-led movements have produced in periods of political upheaval across the twentieth century in Chile. This interdisciplinary project interconnects the study of archival documentary images – photographs and film – with visual studies, feminist history and historiography, photography theory, art theory, and trans feminist theory.

Associate Professor, Modern Languages and Literatures, City University of New York, Borough of Manhattan Community College  -  The Expanding Photographic Archive of Feminist Movements in Chile

Sonia A. Rodriguez
Sonia A. Rodriguez  |  Abstract
“Conocimineto Narratives” introduces the concept of “conocimiento narratives” as a lens to read Latinx children’s and young adult literature and as a means to engage in conversations about healing in the lives of Latinx children. In adaptation with Chicana feminist scholar Gloria Anzaldúa’s articulation of “conocimiento,” which she describes as the process of using knowledge for healing, this monograph emphasizes the different ways Latinx children’s and young adult literature represents the oppressions Latinx children in the United States face and the ways those oppressions are challenged via healing processes. “Conocimiento Narratives” provides analyses of realist fiction by writers such as Juan Felipe Herrera, Charles Rice-González, Rigoberto González, Isabel Quintero, Nicholasa Mohr, and Jenny Torres Sanchez.

Associate Professor, English, City University of New York, LaGuardia Community College  -  Conocimiento Narratives: Challenging Oppressive Epistemologies through Healing in Latinx Children’s and Young Adult Literature

Barbara Ann French
Barbara Ann French  |  Abstract
“Narrating Hope: A Study of Epidemiological Narratives in Colonial Mexico" is a book project that seeks to analyze the way in which narrative structures were used by authors during diverse epidemics that occurred during the viceroyal period in Mexico as a means of narrating hope and communal resiliency. The multi-faceted and interdisciplinary approach used to conduct the research examines not only how the hope of societal reconstruction was projected by the authors, but also the way in which literary and historical texts from the period became a pedagogical tool for future contention and change. Additionally, the study reveals the way in which literary and rhetorical strategies employed by the authors generated a widespread cultural interpretation of the events, many of which are still relevant today.

Adjunct Professor, Communication & Modern Languages, Germanna Community College  -  Narrating Hope: A Study of Epidemiological Narratives in Colonial Mexico

Isabel M. Scarborough
Isabel M. Scarborough  |  Abstract
This project explores Bolivia’s transformations in cultural heritage in the past two decades and how social perceptions of this legacy have been challenged since the reversal of the country’s Indigenous nationalism at the start of the new millennium. The work critically engages global heritage and tourism studies and Andean ethnography and unpacks the connection of local identities to the global circulation of ideas on nationhood and patrimony. The project also creates a space for conversations between Bolivian and Bolivianist scholars to analyze the evolution of national belonging and patrimony and to strengthen ties between academia in the global North and South. An additional component features the application of best practices in pedagogies of heritage within an ethnographic methods course for community college students.

Associate Professor, Anthropology, Parkland College  -  Cultural Heritage Research and Pedagogy: A Case Study from Bolivia

Robert Gioielli
Robert Gioielli  |  Abstract
Over the past half-century, suburbia in the United States has continued to expand at a phenomenal pace. The unique structure of these suburbs, comprised of single-family homes and dependent on automobiles, has created a fossil fuel intensive system that is one of the United States’ primary contributors to climate change. This project is about how the key driver of that system is race. After the successes of the civil rights movement, suburban whites used zoning, development, and transportation policy to try and limit access to the suburbs by people of color. These efforts were successful in some instances, and failed in others, but the overall result has been the continued growth and entanglement of metropolitan racial inequality and fossil fuel dependent sprawl across the United States.

Associate Professor, History, Philosophy and Political Science, University of Cincinnati Blue Ash College  -  Race, Sprawl, and Sustainability: How the American Way of City Building is Destroying the Planet

Kersha Smith
Kersha Smith  |  Abstract
This book project is rooted in psychology and explores the relationship between heirlooms and family identity. More specifically, the book provides a multidimensional view of heirlooms, demonstrates how familial identities can be understood using an heirloom, and showcases how heirlooms can be used to interpret Black family identity. The book addresses social science research that ignores Black families’ agency and essentializes their sense of self. It also exposes gaps in the psychological literature concerning heirlooms and memory. “Black Heirlooms” employs autoethnography and narrative analysis. It has implications for deepening the discussion of memorialized artifacts, the collective self, and Black family values.

Associate Professor, Social Sciences, City University of New York, Queensborough Community College  -  Black Heirlooms: The Unbroken Narratives of African American Families

Laura Tubelle de González
Laura Tubelle de González  |  Abstract
“The Anthropology of Human Space Exploration” is a concise textbook aimed at undergraduate anthropology students on the anthropology of human space exploration. The book is designed as a source of supplemental reading to accompany a more standard general anthropology, or “four-fields,” textbook. The book addresses cultural, biological, linguistic and archaeological concepts, knowledge, language, and research methods through a variety of space-related subjects. It explores the human relationship to outer space as content in order to encourage critical thinking. Synthesizing and analyzing research on scholarly and popular sources, the book includes original research from several field sites and presents the content in a readable and engaging writing style.

Professor, Social and Behavioral Sciences, San Diego Miramar College  -  The Anthropology of Human Space Exploration: An Undergraduate Textbook Using the Topic of Outer space to Explore Anthropological Concepts

Lawrence Stern
Lawrence Stern  |  Abstract
This sociologically-informed biography of Robert K. Merton, a major figure in twentieth century US sociology, draws upon a vast array of archival materials and interviews that shed new light upon his career. In doing so, it both challenges and enriches interpretations previously offered by admirers and critics alike. These materials document Merton’s sensibility, interactions with scholars both near and far, and efforts, both public and behind the scenes, to forge the professional identity of sociology. Most particularly, this project demonstrates the impact of successive social and cognitive environments on his developing theoretical and substantive concerns. This study also reveals a common thread that informed Merton’s work throughout his career – the steadfast concern with issues of social justice and inequalities of all types. For Merton, working on “humanly significant problems” was a scholar’s moral obligation, but one that must be guided by sound, rigorous theory, and scrupulous empirical analyses.

Professor, Sociology, Collin College  -  Robert K. Merton: Confronting Complexity and Disorder – The Fusion of Social Science, Social Policy, Social Criticism, and Moral Responsibility

Sarah Iepson
Sarah Iepson  |  Abstract
This project undertakes research of primary source documents about and images produced by women in Glasgow and Philadelphia in order to address gaps in current scholarship. In particular, this study addresses the simultaneous rise and fall of women artists in these urban locations. Through travel to and research in archives and museums in the United Kingdom and United States, this endeavor seeks to reveal the loci of suppression and revitalize the careers of female artists sidelined by art history. Additionally, this exploration articulates the ways in which similar educational systems and political reform movements encouraged the empowerment of women in these “sister cities.” Due to these parallel circumstances, a transatlantic dialogue is constructed between female artists in Philadelphia and Glasgow from 1880-1920.

Associate Professor, Art and Design, Community College of Philadelphia  -  She Crosses the Atlantic: The Power of the Feminine in the Art of Glasgow and Philadelphia

Jamie A. Thomas
Jamie A. Thomas  |  Abstract
While it is common for career linguists to trade anecdotes about undergraduate courses that inspired their interest in language studies, very little is known about how the educational trajectory of linguists impacts their success. This project addresses this lacuna with attention to racial disparities in student achievement at Santa Monica College; in previous semesters, the course passing rate in introductory linguistics has been severely stratified by racial group, which mirrors national disparities in linguistics enrollments and undergraduate majors. Across the United States, white students are awarded the majority, at 34.1%, of linguistics Bachelor’s degrees. With student researchers, this project will gather data from current students and career linguists, particularly Black and Latinx participants. Results will inform curricular improvements, bring greater visibility to linguistics at two-year institutions, and offer autoethnographic insights on the online teaching of linguistics.

Assistant Professor, Modern Languages and Cultures, Santa Monica College  -  Closing Racial Equity Gaps Through Online Teaching of Introductory Linguistics

Jayashree Kamblé
Jayashree Kamblé  |  Abstract
The contributions of BIPOC authors and editors of mass-market romance have often existed on the fringes of the genre’s scholarship. This project centers these sidelined histories through archival research on interviews, reviews, and industry newsletters, as well as close readings of romance novels starring BIPOC, and authored and edited by BIPOC. The project identifies BIPOC progenitors of romance novels in the United States in the twentieth and twenty-first centuries through two foci: African American editor Vivian Stephens, who sought out and nurtured Black romance, and publishers who either marginalized non-white romance writing or made it visible. Retrieving these biographies and novels fleshes out the history on BIPOC romance and disrupts this popular form’s seeming whiteness. As the genre now confronts its lack of diversity and role in normalizing bigotry, documenting BIPOC romance history shows how the industry contributed to our contemporary reactionary zeitgeist but also how it can combat it.

Associate Professor, English, City University of New York, LaGuardia Community College  -  BIPOC Writers, Editors, and Novels: The Missing Chapters in the Story of Mass-Market Romance

Red Washburn
Red Washburn  |  Abstract
This project explores the concept of nonbin@ry as a new configuration of identities, bodies, and families beyond binaries, kinships, and borders in culture and society. In addition, “nonbin@ry” offers alternatives to categories of knowledge in traditional genres and disciplines, evidenced in the fashionable and flourishing transdisciplinary canon of nonbin@ry literature, performance, and visual art. The project focuses on the literary and performance art work of Akwaeke Emezi’s “Freshwater,” Alok Vaid-Menon’s “Beyond the Gender Binary,” Jacob Tobia’s “Sissy,” Andrea Gibson’s “Lord of the Butterflies,” Rivers Solomon’s “The Unkindness of Ghosts,” Danez Smith’s “Homie,” and Andrea Lawlor’s “Paul Takes the Form of a Mortal Girl.”

Associate Professor, English, City University of New York, Kingsborough Community College  -  Nonbin@ry: Tr@ns-Forming Gender and Genre in Nonbin@ry Literature, Performance, and Visual Art

Prithi Kanakamedala
Prithi Kanakamedala  |  Abstract
Brooklyn has a distinct story to tell in the history of social justice. From the end of the American Revolution to the start of the Civil War, Brooklyn expanded from one of six former colonial towns in Kings County to the third largest city in the nation. As it did so, Brooklyn’s small but growing free Black community – ordinary people from all walks of life including educators, laborers, homeowners, writers, church leaders, journalists, and businesswomen – sought to shape their streets and neighborhoods in a radical anti-slavery vision. They agitated for social justice in areas such as housing, employment, voting, and education and pursued a radical vision of democracy in the United States. Part mapping project, part historical storytelling, “Brooklyn Abolitionists” tells the rich nineteenth century history of New York City’s second largest borough and the people that were at the center of its urban development.

Associate Professor, History, City University of New York, Bronx Community College  -  Brooklyn Abolitionists

James Andrew Whitaker
James Andrew Whitaker  |  Abstract
This project is focused on past and present connections between Mississippi and West Africa with an emphasis on Liberia. During the nineteenth century, formerly enslaved persons from Jefferson County, Mississippi, were sent to Liberia by the Mississippi Colonization Society as part of a colony called Mississippi in Africa. Many of their descendants continue to live in Liberia today and have knowledge of these historical connections with Mississippi and the broader United States. Using open-ended interviews, the project’s methodology centers around fieldwork to collect data on historical memory, oral histories, and enduring symbolism of Mississippi in Sinoe County, Liberia. Photography provides documentation of physical markers related to Mississippi in Liberia. The fieldwork data will be used to produce academic peer-reviewed publications. The project also consists of student-assisted public education initiatives focused on links between Mississippi and West Africa. These include a public exhibition and a seminar series at Hinds Community College.

Instructor, Social Science, Hinds Community College  -  Mississippi in Liberia: Historical Memory in Sinoe County, Liberia

Megan Rigsby Klein
Megan Rigsby Klein  |  Abstract
Mass incarceration and its disproportionate effects on Black and Brown communities across the United States is a pressing social justice issue. Men and women who are released from prison with a college degree are much less likely to return to prison within five years. Yet despite the achievement of earning a degree while incarcerated, there are significant barriers to successful reentry and these barriers are shaped by gender. How can higher education programs in prisons better facilitate the reentry process? Interview and focus-group data collection at one men's and one women's prison centers the voices of the incarcerated as the foundation for curriculum development around the topic of reentry.

Associate Professor, Behavioral and Social Sciences, Oakton Community College  -  Reentry 101: A For-Credit College Course on Reentry for Incarcerated Students

karen g. williams
karen g. williams  |  Abstract
Debates about mass incarceration and the subsequent concerns about prisoner reentry have garnered a shift towards the use of evidence-based practice and policies within the carceral state. That shift was in part intended to ensure the efficiency of the prison employee’s interactions with incarcerated people, manage costs, and reduce recidivism rates. Bringing together the anthropology of prisons, critical race theory, and science and technology studies, “The Science of Incarceration” examines how the institutionalization of evidence-based practices instituted a new wave of governance, one that synthesizes punitive power with systems of care within prisons. “The Science of Incarceration” argues that the criminal justice system’s recalibration towards scientific practices and rationalities takes over functions that were previously based on other kinds of rules and practices. This in turn has multi-faceted effects in terms of changing institutional culture and how staff understand their labor within the institution.

Assistant Professor, Anthropology, City University of New York, Guttman Community College  -  The Science of Incarceration: Care, Coercion, and Consent

Colum Leckey
Colum Leckey  |  Abstract
This book investigates the politics of resistance in Russia's southeastern steppe in the eighteenth century. Centering the Ural River town of Orenburg, it highlights interactions between Russians, Cossacks, Kazakhs, Bashkirs, Tatars, and Kalmyks against the backdrop of tsarist expansion. First conceived as a springboard for Russian conquests in Central Asia, Orenburg became a frontier province brimming with Cossack border patrols, peasant settlers, criminal exiles, factory workers, and Tatar merchants. Its defining characteristic was the chronic and violent resistance of its Asian and Cossack populations to Russian colonialism. Striving to maintain the religious freedoms and mobile ways of life of the Eurasian steppe, their opposition culminated in the Pugachev rebellion of 1773-74. Although crushed by the government, the rebels of Orenburg province set back Russian expansion into Inner Asia for more than a century and gave rise to the Ural River as the modern-day civilizational borderland between European Russia and Asia.

Professor, Humanities, Social Sciences, and Fine Arts, Piedmont Virginia Community College  -  Rebel Province: Orenburg and the Creation of European Russia

Kenneth J. Yin
Kenneth J. Yin  |  Abstract
This project examines the emergence and development of a Dungan national literature during the Soviet period, with analyses of representative works of various authors. Featured authors include the celebrated Dungan poets Iasyr Shivaza, Khusein Makeev, and Iskhar Shisyr, as well as the influential Dungan prose writers Arli Arbudu, Makhmud Khasanov, and Mukhame Imazov. The formation and development of Soviet Dungan literature are situated within the broader context of Soviet nation-building and the cultural historiography of the Dungan people, a Central Asian ethnic minority descended from the Sinophone Muslims of China. The ultimate goals of the project are to produce an annotated English translation of a foundational monograph on the topic, develop a website as an open source for learning about Dungan literature and culture, and deliver conference papers. This project seeks to expand understanding of how literary production ultimately reflects both individual creative processes and underlying cultural forces.

Lecturer, Education and Language Acquisition, City University of New York, LaGuardia Community College  -  Making Literary History: The Emergence and Development of Soviet Dungan Literature