A LOOK BACK ON THE VERSE OF PHAN VĂN TRỊ AFTER 130 YEARS

Phan Văn Trị (潘文值1830–?) was a prominent writer in Cochinchina in the late nineteenth century. He achieved the rank of senior bachelor (舉人 cử nhân) in the Confucian court examination at a young age but never joined the imperial bureaucracy. Despite living an agrarian life as a layman, he was popular all over Cochinchina for his talent in poetry creation. When the three provinces of Eastern Cochinchina were taken by the French, Phan Văn Trị led a patriotic writing movement against Tôn Thọ Tường (尊壽祥) and his idea of surrendering to the colonizers. Phan Văn Trị was famous for his polemical poems, object poems, and pastoral poems. This article provides a brief literature review of Phan Văn Trị’s writings, describes the condition of his texts, and evaluates his poetry

Viscosity solutions to parabolic complex Monge-Amp\`ere equations

In this paper, we study the Cauchy-Dirichlet problem for Parabolic complex Monge-Amp\`ere equations on a strongly pseudoconvex domain by the viscosity method. We extend the results in [EGZ15b] on the existence of solution and the convergence at infinity. We also establish the H\"older regularity of the solutions when the Cauchy-Dirichlet data are H\"older continuous.Comment: 35 pages. arXiv admin note: text overlap with arXiv:1407.2494 by other author

Growing up Gay in Vietnam: Seeing and Experiencing the World through Multimodal Visual Autoethnography

In this multimodal visual autoethnography, I examine my experiences as a gay child and student, and later on as a scholar in Vietnam, a heteronormative society. Framed by visual identity constructs, I focus on landscapes of being, belonging, and becoming in my family life and at high school. Visual identity constructs refer to how I constructed and performed my non-conforming identity visually as a gay boy in Vietnam through a clothed and accessorized body. My dissertation work contributes to a growing body of scholarly literature on the experiences of Vietnamese gay people, including young men’s visual identities and gender performances in social, cultural, and educational contexts, such as schools and in the popular media. I draw on identity construction theory, gender hegemony theory, queer theory, and intersectionality to build the theoretical framework. Data was collected from my memories via multiple methods: art-journaling and writing-stories. I viewed writing as a method of inquiry and analysis together with thematic analysis to unpack my memory data. The findings are narrative worlding vignettes arranged into key themes, which indicate the framing and reforming of my visual identity constructs. The theme-based vignettes show the vulnerability and danger of contested conventions I encountered and the influence of social; familial; and cultural factors, including my parents, especially my father and grandfather, my gay friends, and Asian male pop stars on my performativity. My study serves as a call for young gay people to be represented in education settings, especially in Southeast Asia, such as Vietnam. Schools should become more accepting and inclusive for this community

Trans-Cultural Journeys of East-Asian Educators: The Impact of the Three Teachings

This paper presents the joint journeys, from the East to the West, of three emerging educators, who reflect on their lived experiences in an Asian educational context and their shaped identities through a connection between the motherland and the places to which they immigrated. They have grounded their identities in the inequities they experienced in Asian education and described their experiences through a cultural and social lens as Asian teachers studying in Canadian institutions. They story their lived experiences by using a Photo-voice research method to elicit the narratives of their East-to-West transcultural journeys. The major finding is the reconstructed identity of each of the researchers. The data collected through ‘Photo-voice’ sheds light on the influence on teachers’ mindset of the Three Teachings or Religions—Buddhism, Confucianism, and Taoism — across Asia on teachers' mindset, which are seen to cause inequities among the marginalized. The purpose of this research is an attempt by the authors, who have immersed themselves in each other’s journeys, to discuss how they have reformed their educator identities in a Canadian educational context in which equity, diversity, and inclusion are acknowledged