by Shirley Hune

About Shirley Hune

Shirley Hune is Professor of Educational Leadership and Policy Studies at the University of Washington, Seattle, and Professor Emerita of Urban Planning, UCLA. She has published extensively in the areas of Asian American historiography and critical race, women’s, and gender studies, and on the challenges experienced by Asian American and Pacific Islander students, faculty, and administrators in higher education.


In the founding era of Asian American studies, the College Edition of Webster’s New World Dictionary of the American Language provided four explanations of the term “education”: (1) “the process of training and developing the knowledge, skill, mind, character, etc.”; (2) “knowledge, ability, etc. thus developed”; (3) “formal schooling” or “a kind of stage of this,” for example, higher education; and (4) “systemic study of the problems, methods, and theories of teaching and learning” (Guralnik and Friend 1968, 461). The first three features were given serious attention in the formation of Asian American studies, but only a few instructors took the fourth feature into account and experimented with teaching and learning methods. Does any of this matter in the ongoing development of Asian American studies?