Making Mental Health through Open in Emergency

2021 ◽  
Vol 120 (2) ◽  
pp. 369-388
Author(s):  
Mimi Khúc
Keyword(s):  
Mental Health ◽  
Asian American ◽  
Book Arts ◽  
Special Issue ◽  
Arts And Humanities ◽  
The Arts ◽  
Love Letters

This epistolary essay chronicles the making of Open in Emergency: A Special Issue on Asian American Mental Health (2016, 2019), an interdisciplinary, hybrid book arts project that is an antiracist and disability justice rethinking of mental health. Open in Emergency works to decolonize our approaches to un/wellness and radically expand our vocabularies through the arts and humanities. This essay, written in the form of love letters, journeys through the relationships, experiences, and curatorial processes that inform Open in Emergency’s interventions, particularly what the author dubs a “pedagogy of unwellness,” a crip temporality, epistemology, and ethics that rethink how we experience unwellness and the kinds of care our unwellness requires. The essay offers up Open in Emergency as an example of the kinds of intellectual and arts practices we might engage to develop new ways, and times, of care, for all of us.

scholarly journals CPI Welcomes Jennifer Eiserman's Special Issue

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Cecille DePass ◽  
Ali Abdi
Keyword(s):  
Special Issue ◽  
Arts And Humanities ◽  
The Arts ◽  
University Of Calgary ◽  
The University ◽  
Historical Life

In Us-Them-Us, several artists affiliated with the University of Calgary, and an invited poet, adopt perspectives, usually associated with that of being agents provocateur. Key themes, issues, images, symbols, and slogans associated with postcoloniality and postmodernity are well illustrated in particularly, vivid ways. Thank you Jennifer Eiserman, for working closely with the contributors, in order to, produce a special issue which highlights well established traditions of the arts and humanities. This CPI Special Issue holds up for scrutiny, central aspects of our troubling contemporary and historical life worlds.

The Crip Tarot Card

2021 ◽  
Vol 120 (2) ◽  
pp. 389-391
Author(s):  
Matt Hyunh ◽  
Leah Lakshmi Piepzna-Samarasinha ◽  
curated by Mimi Khúc
Keyword(s):  
Mental Health ◽  
Asian Americans ◽  
Asian American ◽  
Knowledge Production ◽  
American Studies ◽  
Original Art ◽  
Book Arts ◽  
Asian American Studies ◽  
Material Life ◽  
Visual Artist

The Crip is one of thirty cards in the Asian American Tarot, an original deck of tarot cards I curated as part of my hybrid book arts project on mental health, Open in Emergency (first published in 2016 and then in an expanded second edition in 2019/2020). Each card names an archetype that structures the psychic and material life of Asian Americans, and draws upon knowledge production in Asian American studies and Asian American communities to theorize that archetype’s shape and reach. Each features original art and text, a collaboration between a visual artist and a scholar or literary writer. Each ends with guidance, a gentle directive to the reader for what to do now that they have drawn this card in a tarot reading. The Asian American Tarot is art-meets-scholarship-meets-wellness-practice-equals-magic-for-our-times. The Crip is the twenty-sixth card in the major arcana, and it is here welcoming us all on our disability journeys.

scholarly journals Tuning history

2017 ◽  
Vol 16 (4) ◽  
pp. 333-336
Author(s):  
Alan Booth ◽  
David Ludvigsson
Keyword(s):  
Reference Points ◽  
Special Issue ◽  
International Context ◽  
Educational Project ◽  
Arts And Humanities ◽  
The Arts ◽  
Starting Point ◽  
Humanities Curriculum ◽  
Global Project

The Tuning educational project for history has its supporters and its detractors. This overview of the articles contained in this special issue of the journal reflects on some of the complexities of implementing such an ambitious global project and the local and national priorities that have made the process both stimulating and challenging for those involved. And it argues that while lists of competences constitute valuable reference points for discussion of the arts and humanities curriculum in an international context, they should be seen as the starting point for a more detailed and broad-ranging set of global conversations about how we (should) teach our subjects and why this matters for students in today’s world.

Barriers to mental health service use in Asian American and European American college students.

2020 ◽  
Vol 11 (2) ◽  
pp. 98-107 ◽  
Author(s):  
Christina B. Gee ◽  
Gagan S. Khera ◽  
Alyssa T. Poblete ◽  
Barunie Kim ◽  
Syeda Y. Buchwach
Keyword(s):  
Mental Health ◽  
College Students ◽  
Mental Health Service ◽  
Health Service ◽  
Asian American ◽  
Service Use ◽  
Mental Health Service Use ◽  
Health Service Use ◽  
European American

“Tradition,” Vernacularism, and Learning to Be a Folk Musician With Social Media

2020 ◽  
pp. 442-466
Author(s):  
Simon Keegan-Phipps ◽  
Lucy Wright
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Case Studies ◽  
Folk Music ◽  
Learning Mechanisms ◽  
Media Technologies ◽  
Arts And Humanities ◽  
The Arts ◽  
The Social ◽  
Social Shaping

This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.

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