“‘I would have just lived’: Surviving Japanese internment during WWII” (Part 1) is the first of a two part series that features the oral history testimony of Mitsue Salador and was written, researched, and recorded by Tatiana Bryant, with the support of the Pedagogy Lab at the Center for Black, Brown, and Queer Studies. Listeners should note in advance that this audio Open Educational Resource includes themes of grief, xenophobia, racism, and war.

In the early 1940s, Japanese American teenager Mitsue Salador was directed to go to college for nursing because Japanese women weren’t hired as teachers at white schools. Dismayed, she entered college in Portland, OR to study nursing briefly, before she was forced into an urban detention center for people of Japanese heritage after Pearl Harbor. Mitsue organized a loophole escape from the detention center by applying to a college in the Midwest where she would be deemed as less of a potential threat away from active war theaters. Isolated from her family, she continued her education while her parents and youngest sibling survived an internment camp and older siblings navigated college and active military service. In Part 1, Mitsue Salador of Long Island, NY via Hood River, OR, talks about her lived experience as a college student and daughter of Japanese immigrants before the attack on Pearl Harbor.

“‘I would have just lived’: Surviving Japanese internment during WWII (Part 2)” is the second of a two part series that features the oral history testimony of Mitsue Salador and was written, researched, and recorded by Tatiana Bryant, with the support of the Pedagogy Lab at the Center for Black, Brown, and Queer Studies. Listeners should note in advance that this audio Open Educational Resource includes themes of grief, xenophobia, racism, and war.

In the early 1940s, Japanese American teenager Mitsue Salador was directed to go to college for nursing because Japanese women weren’t hired as teachers at white schools. Dismayed, she entered college in Portland, OR to study nursing briefly, before she was forced into an urban detention center for people of Japanese heritage after Pearl Harbor. Mitsue organized a loophole escape from the detention center by applying to a college in the Midwest where she would be deemed as less of a potential threat away from active war theaters. Isolated from her family, she continued her education while her parents and youngest sibling survived an internment camp and older siblings navigated college and active military service.

In Part 2, Mitsue Salador of Long Island, NY via Hood River, OR, talks about her lived experience as a college student and daughter of Japanese immigrants forced to relocate to a detention center after the attack on Pearl Harbor.

Knowledge of open access stakes and initiatives is critical for understanding and promoting the fundamental role of faculty and librarians in the scholarly information cycle as academia aims to become diverse, equitable, and inclusive and make scholarship more accessible. Despite the open movement being decades old, there is still a gap in research on Black, Indigenous, and faculty of color (BIPOC) in the context of open access. Understanding the motivations for and barriers against Open Access (OA) publishing (and the relationships between them) among BIPOC faculty helps LIS practitioners and Open advocates design incentives to increase participation and decrease lack of knowledge and stigma around OA.

In 2020, Principle Investigator, Tatiana Bryant and her research team designed an original qualitative study that uncovers ways in which pre-tenure and tenured BIPOC perceive attitudes towards the legitimacy of open access publishing, especially as it relates to their own tenure and promotion processes. To advance this research, select study instruments are available in the Scholarly Communication Notebook for reuse and adaptation as part of a lesson plan designed to teach LIS students and professionals to consider how qualitative research methods can support their praxis.