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This book identifies the challenges facing area studies as an organized intellectual project in this era of globalization, focusing in particular on conceptual issues and implications for pedagogical practice in Asia and the Pacific. The crisis in area studies is widely acknowledged; various prescriptions for solutions have been forthcoming, but few have also pursued practical applications of critical ideas for both teachers and students. The book not only makes the case for more culturally sensitive and empowering forms of area studies, but indicates how these ideas can be translated into effective student-centered learning practices through the establishment of interactive regional learning communities. Chapters in the first part of the book problematize the accepted categories of traditional area-making practices. Taken together, they provide an alternative conceptual framework for area studies that informs the subsequent contributions on pedagogical practices. To incorporate critical perspectives from the “areas studied,” chapters examine the development of area studies programs in Japan and the Pacific Islands. Finally, area studies practitioners reflect on their experiences developing and teaching interactive, web-based courses linking classrooms in six universities located in Hawaii, Singapore, the Philippines, Japan, New Zealand, and Fiji. These collaborative online teaching and learning initiatives were designed specifically to address some of the conceptual and theoretical concerns associated with the production and dissemination of contemporary area studies knowledge. Chapters draw useful lessons for international collaborative learning in an era of globalization, both in terms of their successes and occasional failures.

Social sciences (general) --- Area studies --- Etudes régionales --- Asia --- Pacific Area --- Asie --- Pacifique, Région du --- Study and teaching (Higher) --- Etude et enseignement (Supérieur)