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What unites and what divides Americans as a nation? Who are we, and can we strike a balance between an emphasis on our divergent ethnic origins and what we have in common? Opening with a survey of American literature through the vantage point of ethnicity, Werner Sollors examines our evolving understanding of ourselves as an Anglo-American nation to a multicultural one and the key role writing has played in that process. 

Challenges of Diversity contains stories of American myths of arrival (pilgrims at Plymouth Rock, slave ships at Jamestown, steerage passengers at Ellis Island), the powerful rhetoric of egalitarian promise in the Declaration of Independence and the heterogeneous ends to which it has been put, and the recurring tropes of multiculturalism over time (e pluribus unum, melting pot, cultural pluralism). Sollors suggests that although the transformation of this settler country into a polyethnic and self-consciously multicultural nation may appear as a story of great progress toward the fulfillment of egalitarian ideals, deepening economic inequality actually exacerbates the divisions among Americans today.   
 

This dynamic, open-minded collection of essays responds to the issues raised by Werner Sollors when he argues against the rigidity of cultural pluralism, against the ethnic group-by-group segregation of American literature. Instead he calls for an openly transethinic recognition of cross-cultural interplays and connections among all so-called groups and their canons. In enthusiastic response to such issues, the contributors explore a variety of approaches to pluralism, multiculturalism, group identity, and the problematics of authenticity in literary texts and criticism both historically and currently.

The scholars in this civil, persuasive volume are at home in an international world that crosses linguistic, cultural, and national boundaries. They thus transcend the customary restrictions of earlier, relatively isolationist scholarship to form new, nonpolemical links among cultural identities. This relationship between oral modes of communal identity and writing in tribal cultures joins an examination of Houston Baker's discursive strategies. A consideration of ethnic humor in the writings of Zora Neale Hurston and Jerre Mangione and a discussion of Jean Toomer's racial persona offer striking contextualizations. Two contributors study discursive constructions of mestizaje in Chicano/a texts, followed by essays on cultural difference in Faulkner's Light in August and Roth's Call It Sleep.Finally, Werner Sollers's essay extends the interactions among all these energetic, nonjudgmental dialogues.

 Pluralist Universalism: An Asian Americanist Critique of U.S. and Chinese Multiculturalisms by Wen Jin is an extended comparison of U.S. and Chinese multiculturalisms during the post–Cold War era. Her book situates itself at the intersection of Asian American literary critique and the growing field of comparative multiculturalism. Through readings of fictional narratives that address the issue of racial and ethnic difference in both national contexts simultaneously, the author models a “double critique” framework for U.S.–Chinese comparative literary studies.

In the United States miscegenation is not merely a subject of literature and popular culture. It is in many ways the foundation of contemporary imaginary community. The Romance of Race examines the role of minority women writers and reformers in the creation of our modern American multiculturalism.

The national identity of the United States was transformed between 1880 and 1930 due to mass immigration, imperial expansion, the rise of Jim Crow, and the beginning of the suffrage movement. A generation of women writers and reformers—particularly women of color—contributed to these debates by imagining new national narratives that put minorities at the center of American identity. Jane Addams, Pauline Hopkins, Onoto Watanna (Winnifred Eaton), María Cristina Mena, and Mourning Dove (Christine Quintasket) embraced the images of the United States—and increasingly the world—as an interracial nuclear family. They also reframed public debates through narratives depicting interracial encounters as longstanding, unacknowledged liaisons between white men and racialized women that produced an incestuous, mixed-race nation.

By mobilizing the sexual taboos of incest and miscegenation, these women writers created political allegories of kinship and community. Through their criticisms of the nation’s history of exploitation and colonization, they also imagined a more inclusive future. As Jolie A. Sheffer identifies the contemporary template for American multiculturalism in the works of turn-of-the century minority writers, she uncovers a much more radical history than has previously been considered.

In the first book-length study of Vietnamese American literature, Isabelle Thuy Pelaud probes the complexities of Vietnamese American identity and politics. She provides an analytical introduction to the literature, showing how generational differences play out in genre and text. In addition, she asks, can the term Vietnamese American be disassociated from representations of the war without erasing its legacy?

Pelaud delineates the historical, social, and cultural terrains of the writing as well as the critical receptions and responses to them. She moves beyond the common focus on the Vietnam war to develop an interpretive framework that integrates post-colonialism with the multi-generational refugee, immigrant, and transnational experiences at the center of Vietnamese American narratives.

Her readings of key works, such as Andrew Pham's Catfish and Mandala and Lan Cao's Monkey Bridge show how trauma, racism, class and gender play a role in shaping the identities of Vietnamese American characters and narrators.

Expanding the scope of American borderland and frontier literary scholarship, West of the Border examines the writings of nineteenth- and turn-of-the-century Native, African, Asian, and Anglo American frontier writers. This book views frontiers as “human spaces” where cultures make contact as it considers multicultural frontier writers who speak from “west of the border.”

James P. Beckwourth, a half-black fur trader; Sarah Winnemucca Hopkins, a Paiute translator; Salishan author Mourning Dove; Cherokee novelist John Rollin Ridge; Sui Sin Far, an Anglo-Chinese short story writer, and her sister, romance novelist Onoto Watanna; and Mary Austin, a white southwestern writer- each of these intercultural writers faces a rite of passage into a new social order. Their writings negotiate their various frontier ordeals: the encroachment of pioneers on the land; reservation life; assimilation; Christianity; battles over territories and resources; exclusion; miscegenation laws; and the devastation of the environment.

In West of the Border, Noreen Groover Lape raises issues inherent in American pluralism today by broaching timely concerns about American frontier politics, conceptualizing frontiers as intercultural contact zones, and expanding the boundaries of frontier literary studies by giving voice to minority writers.

Writing Across Cultures invites both new and experienced teachers to examine the ways in which their training has—or has not—prepared them for dealing with issues of race, power, and authority in their writing classrooms. The text is packed with more than twenty activities that enable students to examine issues such as white privilege, common dialects, and the normalization of racism in a society where democracy is increasingly under attack. This book provides an innovative framework that helps teachers create safe spaces for students to write and critically engage in hard discussions.
 
Robert Eddy and Amanda Espinosa-Aguilar offer a new framework for teaching that acknowledges the changing demographics of US college classrooms as the field of writing studies moves toward real equity and expanding diversity. Writing Across Cultures utilizes a streamlined cross-racial and interculturally tested method of introducing students to academic writing via sequenced assignments that are not confined by traditional and static approaches. They focus on helping students become engaged members of a new culture—namely, the rapidly changing collegiate discourse community. The book is based on a multi-racial rhetoric that assumes that writing is inherently a social activity. Students benefit most from seeing composing as an act of engaged communication, and this text uses student samples, not professionally authored ones, to demonstrate this framework in action.
 
Writing Across Cultures will be a significant contribution to the field, aiding teachers, students, and administrators in navigating the real challenges and wonderful opportunities of multi-racial learning spaces.