Craig Howes

Aiko Yamashiro

Jonathan Kay Kamakawiwo'ole Osorio

Noelani Goodyear-Ka'ōpua

Paige Rasmussen

"Hulihia" refers to massive upheavals that change the landscape, overturn the normal, reverse the flow, and sweep away the prevailing or assumed. We live in such days. Pandemics. Threats to ʻāina. Political dysfunction, cultural appropriation, and disrespect. But also powerful surges toward sustainability, autonomy, and sovereignty. The first two volumes of The Value of Hawaiʻi (Knowing the Past, Facing the Future and Ancestral Roots, Oceanic Visions) ignited public conversations, testimony, advocacy, and art for political and social change. These books argued for the value of connecting across our different expertise and experiences, to talk about who we are and where we are going. In a world in crisis, what does Hawaiʻi's experience tell us about how to build a society that sees opportunities in the turning and changing times? As islanders, we continue to grapple with experiences of racism, colonialism, environmental damage, and the costs of modernization, and bring to this our own striking creativity and histories for how to live peacefully and productively together. Steered by the four scholars who edited the previous volumes, The Value of Hawaiʻi 3: Hulihia, the Turning offers multigenerational visions of a Hawaiʻi not defined by the United States. Community leaders, cultural practitioners, artists, educators, and activists share exciting paths forward for the future of Hawaiʻi, on topics such as education, tourism and other economies, elder care, agriculture and food, energy and urban development, the environment, sports, arts and culture, technology, and community life. These visions ask us to recognize what we truly value about our home, and offer a wealth of starting points for critical and productive conversations together in this time of profound and permanent change.

Hulihia, the Turning

The Value of Hawaiʻi 3

Witnesses to Their Fight

Voices of the Vietnam POWs

Unsure whether they would be greeted as traitors or heroes, POWs returning from Vietnam responded by holding tight to their chosen motto, "Return with Honor." "We're giving the American people what they want and badly need--heroes," said a Vietnam jungle POW. "I feel it's our responsibility, our duty to help them where possible shed the idea this war was a waste, useless, as unpopular as it may have been." In the first book to explore the entire range of memoirs, biographies, and group histories published since America's Vietnam POWs returned home, Craig Howes explores the development of a collective history. He describes how these captives drew upon their national heritage to compose a unified, common story while still in prison, and how individual POWs have responded to this Official Story. Examining what racial, cultural, and political assumptions support this shared Official Story, Howes places the POWs' experiences squarely in the center of American history, and within those larger clashes of opinion and belief which characterized the nation's response to the Vietnam War. The result is an engrossing study of what these captivity narratives can tell us about the POWs, their captors, and America's Vietnam legacy.

Miriam Fuchs

The past thirty years have witnessed a rapid growth in the number and variety of courses and programs that study life writing from literary, philosophical, psychological, and cultural perspectives. The field has evolved from the traditional approach that biographies and autobiographies were always about prominent people—historically significant persons, the nobility, celebrities, writers—to the conception of life writing as a genre of interrogation and revelation. The texts now studied include memoirs, testimonios, diaries, oral histories, genealogies, and group biographies and extend to resources in the visual and plastic arts, in films and videos, and on the Internet. Today the tensions between canonical and emergent life writing texts, between the famous and the formerly unrepresented, are making the study of biography and autobiography a far more nuanced and multifarious activity. This volume in the MLA series Options for Teaching builds on and complements earlier work on pedagogical issues in life writing studies. Over forty contributors from a broad range of educational institutions describe courses for every level of postsecondary instruction. Some writers draw heavily on literary and cultural theory; others share their assignments and weekly syllabi. Many essays grapple with texts that represent disability, illness, abuse, and depression; ethnic, sexual and racial discrimination; crises and catastrophes; witnessing and testimonials; human rights violations; and genocide. The classes described are taught in humanities, cultural studies, social science, and language departments and are located in, among other countries, the United States, Great Britain, Canada, Australia, Germany, Eritrea, and South Africa.

Craig Howes

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