school of humanities and languages - unsw · 2017-02-16 · school of humanities and languages...

ARTS2212 Course Outline

of 33 CRICOS Provider Code 00098G

School of Humanities and Languages

ARTS2212 Southeast Asia

Semester 1, 2017

1. Course Staff and Contact Details 2. Course Details 3. Course Schedule 4. Course Resources 5. Learning and Teaching Rationale and Strategies 6. Course Assessment 7. Attendance and Absence 8. Special Consideration for Illness or Misadventure 9. Class Clash 10. Academic Honesty and Plagiarism 11. Course Evaluation and Development 12. Student Support 13. Grievances and Review of Assessment Results 14. Other Information



1. Course Staff and Contact Details Course Convenor

Name Professor Mina Roces Room Morven Brown 359

Phone 93852348 Email [email protected]

Consultation Time Thursdays 10-11 am, Thursdays 3-4pm

Tutors

Name Dr James Paull Room

Phone Email [email protected]

2. Course Details Units of Credit (UoC) 6

Course Description The course focuses on modern Southeast Asia since the end of the colonial period until the present day. Instead of the traditional interpretation which sees a trend towards authoritarianism, we shall read contemporary Southeast Asia as a conflict between two competing discourses--dictatorship versus democracy- and explore how the unresolved tension between these two systems explain the shifts between authoritarianism regimes and democratic movements in several Southeast Asian countries. It surveys the rise of military regimes, the pro-democracy movements, rebellion and the civil wars that threatened to break up nations. The regimes of Marcos, Suharto, Mahathir, Lee Kuan Yew, Goh Chok Tong, the Khmer Rouge, and Ne Win will provide some case studies from which to analyse Southeast Asian political dynamics, such as corruption, nepotism, kinship politics, social movements, and the links between religion and politics. The countries of the Philippines, Indonesia, Singapore, Vietnam, Burma/Myanmar, Cambodia, Malaysia, and Thailand will feature in lectures, tutorials and essay topics. In addition, the course includes contemporary issues such as migration (temporary and permanent), changes in the family and society, the rise of the Middle Classes including post-renovation Vietnam, and Southeast Asian culture and consumption.

Learning Outcomes 1.

critically evaluate scholarship on the politics of Southeast Asia

2. understand the issues facing contemporary Southeast Asia today

3.

write a research essay that makes an argument showing an interpretation of an event based on the analysis of secondary and if possible primary sources and the use of logic, and develop skills in oral presentation and writing.

4.

develop a Southeast Asian perspective or at least an understanding of the diverse cultures and an appreciation of them.



3. Course Schedule To view course timetable, please visit: http://www.timetable.unsw.edu.au/

Lecture and Tutorial Schedule

Week 1: 27 February -3 March Lecture: The dynamics of dictatorships in the Philippines and Indonesia including a Documentary Film: Coup d’etat No Tutorials Week 2: 6-10 March Lecture: Singapore including a documentary about Lee Kuan Yew Tutorial: Introduction, How to Write a Journal, Tutorial Exercises explained, students divided into discussion groups, if time Trivial Pursuit Name that Dictator Week 3: 13-17 March Lecture: The Khmer Rouge including excerpts from the film The Killing Fields and class discussion Tutorial: Political Dynasties in Singapore and Indonesia Week 4: 20-24 March Lecture: Migration Tutorials: The Khmer Rouge Week 5: 27-31 March Lecture: Vietnam Tutorial: Migration Week 6: 3-7 April Lecture: Malaysia and the Rise of the Middle Classes Tutorial: Spaces in the City Week 7: 10-13 April Lecture: Part 1: Mid-term Class test Lecture Part 2: Thailand: Monarchy and Military Tutorial: The Middle Class in Vietnam 17-21 April Mid Semester Recess/Break Week 8: 24-28 April Lecture: Southeast Asian Ethnography including background on the Vietnamese diaspora and the film Once Upon a Time in Cabramatta Tutorial: Vietnam Week 9: 1-5 May Lecture: Burma/Myanmar as well as Ethnic Minorities including the Rohingyas Myanmar’s Hidden Genocide Tutorial: feature film Metro-Manila ESSAY DUE THIS WEEK Essay Due Friday May 5, 2017 at 4:00pm.

http://www.timetable.unsw.edu.au/



Week 10: 8-12 May Lecture: Women in Contemporary Southeast Asia Tutorial: Ethnographic Exercise Week 11: 15-19 May Lecture: The Many Faces of Tourism in Southeast Asia and Democracy Southeast Asian Style Tutorial: Individual Exercise Week 12: 22-26 May Lecture: Part 1: Natural Disasters Lecture Part 2: Final class test Tutorial: Individual Exercise Continued Week 13: 29 May-2 June No Lectures Tutorial: Individual Exercise Continued. Essays discussed and returned.

4. Course Resources Textbook Details : The readings for this course have been digitised by the UNSW library. To access them Log into the Moodle site for this course and then go to the section on “Content and Resources”. Click on the link “Required readings for Tutorials for ARTS2212” and you will see the readings there distributed according to the relevant week.

Journals (see the bibliographies attached)

Additional Readings (see the bibliographies attached)

Websites (see the bibliographies attached)



5. Learning and Teaching Rationale and Strategies My teaching philosophy is to make students enthusiastic about the subject matter and equip them with the skills to then research and learn on their own. It is important that students learn in particular the skills of critical analysis where they develop a questioning mind when they approach primary and secondary sources. These skills need to be developed regularly over time and tutorials are a fundamental part of this learning process. The reason why journal weekly assessments are a major part of the assessment component is because this ensures that students come to tutorials prepared. They would have done the readings and reflected on the issues raised by the literature. Writing a weekly journal for 5 weeks of tutorials then allows them to participate in an informed manner and debate with their colleagues who have thought and reflected on the reading matter as well. Since this is a difficult and time-consuming requirement that I make of all students, this task is rewarded with a 25% component. There are a number of class exercises (individual presentations of important issues in Southeast Asia, and an ethnographic exercise) which will require reading and reflection but no written journals will be required for those weeks and marks will be based on oral participation in these exercises. Students therefore are required to give their arguments orally each week and defend these arguments. By the end of the semester they not only develop critical skills but also a mature confidence in presenting their ideas in public. My teaching strategy is to get students to do all the readings and reflect on them and then reward them for this weekly effort. The journal assessment component ensures that this outcome is achieved. The requirement of weekly journals ensures that students come to the class prepared for discussion. An important teaching strategy is to ensure they do all the readings for the subject and get them to critically evaluate them every week so that by the end of semester they become adept at it and develop confidence. The ethnographic exercise in week 10 is meant to be a fun way for students to learn the skills of an anthropologist/ ethnographer. Finally, the individual exercise provides an opportunity for students to have their own original project, and do original research and analysis. Lectures are used to provide the background material for the specialised readings in tutorials. Documentary films are a great primary source to give visual context and a platform for audiences to hear the voices of people who were witnesses to major historical events. The course is designed to look at contemporary Southeast Asia thematically exploring various aspects of contemporary history, politics and society.



6. Course Assessment

Assessment Task

Length Weight Learning

Outcomes Assessed

Due Date Submitted in

Moodle? (Yes/ No)

Journals and Participation

500-600 words max

5% each totalling 25%

1, 2, 4, 5 At tutorials in weeks 3,4, 5,6,7

Yes

*Research Essay

3000 words max

30% 2,3,4,5 Friday May 5, 2017

Yes

Ethnographic Exercise

Oral discussion Dot points submitted

10% 2,4,5

Week 10 tutorials Thursday May 11, 2017

No

Individual Exercise

Oral 3 minutes

15% 1,2,4,5 Tutorials from weeks 11-13

No

2 Class tests

Answers to two questions per test 1 mid semester test and one final. Answer in a few paragraphs

10% each total 20%

2,4, 5

mid term is on at 11-12 am on April 13, 2017 (week 7) Final class test is at 12-1pm on May 25, 2017. (week 12) **Those enrolled in the WEB version of the course will need to come to the lecture on these days to do the test.See Mina right away if you cannot make those times.

No

* This is the final assessment task for attendance purposes.

Please Note: If students attend less than 80% of their classes they may be refused final assessment. See “Attendance and Absence” for details of attendance requirements.



Journal

The journal is an extremely important component of the assessment. Tutorials will only work if students come to the class prepared for discussion. Students should do the required reading for the week and contribute to the class discussion in an informed manner. The submission of the journal assignment ensures that students will come to class prepared. All tutorial readings available through the link in the Moodle Site entitled “Required Readings”. Clicking on this link will get you into the Library Leganto system and you will see the readings there distributed for each week. Students are then required to answer the journal questions and submit them at the end of each tutorial. The journal should be used as the basis for your participation. Journals need to be submitted electronically by uploading on turnitin by 4pm on the day of your tutorial (Thursdays). (There will be minimal comments given by the instructor on the weekly journal because the answers to all questions will be discussed at the tutorial---you will however receive detailed comments on your essays.) The marks will be based on the written work plus the oral participation. This is the section of the assessment where the instructor is the most generous in awarding marks for effort (the essays are graded on brilliance and not just on effort). Ideally journals should only be around 500-600 words in length typewritten, double-spaced. A sample journal is enclosed at the back of this course outline but we would encourage even shorter ones. Students need to upload their journal for the week in the Moodle Turnitin site under the appropriate heading (ie Journal 1, etc). Class Tests: mid-term and final There will be two class tests: one mid-term during the lecture in week 7 and one final in week 12. Students will need to answer two questions per test based on previous lectures. These are worth 10% each and will be done during part of the lecture for those weeks. The mid-term test held in week 7 will be based on lectures from weeks 1-6 and the final test held in week 12 will be based on lectures from weeks 7-11. Individual Exercise Students should choose an issue they think is important one in Southeast Asia and discuss (1) why it is important, (2) what is peculiarly Southeast Asian about it, and (3) how has it affected Southeast Asian society, history, politics, economy, culture etc. In order to illustrate your issue with an example you may do a case study of one Southeast Asian country. Students should do their own research on their case study. Some issues could be: corruption, nepotism, authoritarianism, kinship politics, environmental problems (for example deforestation, pollution etc.), women’s and gender issues, religious beliefs, educational systems, cultural attitudes (choose one or two), language, ethnicities, international relationships or diplomatic relations, the crisis in the south China sea/West Philippine sea, medical tourism, the rise of the middle classes, domestic helpers, labor issues in export processing zones, militarism, ethnic minorities including issues such as the treatment of the Muslim minorities in Thailand, civil wars, resistance to dictatorships, natural disasters (typhoons, floods, tsunamis, volcanic eruptions), etc. Students are encouraged to be creative in identifying an important issue. Students will present their issue orally in class for about 2-3 minutes only. This individual oral presentation is worth 15%.



Ethnography Exercise for Week 10 This exercise is supposed to be a fun one but is also intended to provide an introduction to doing ethnography. Students should make a little excursion on their own at any time during the semester to the Vietnamese and/or Cambodian section of Cabramatta. The idea is for students to practice being an ethnographer. This means they go to the site and observe what is Vietnamese or Cambodian about the place. They should talk about how it looks, how it smells, (use the anthropology of the senses) and what sort of experience was it for them. Students should write their impressions and experiences in little notes in dot point form to hand in class participation. Although we can’t go to Southeast Asia, Sydney however does have sizeable Southeast Asian communities. The idea is for students to practice how to be an ethnographer by observing these Southeast Asian spaces in Sydney and be able to analyze and interpret them. Last year for example, students noted that Cabramatta which used to be known as Vietnamese space now has a significant number of Cambodian residents. In week 10, the class will discuss their impressions and experiences. How would you describe Cabramatta as a Southeast Asian specialist writing an ethnographic account? Please submit dot points for your answers and/or participate in the oral discussion. This exercise is worth 10%. Research Essay The essay is worth 30% of the mark and should be around 3000 words in length. It must be typed and double spaced with ample margins for the tutor to make comments. Students must upload their essay (electronic copy in pdf file) into the Moodle Site under the heading ‘Major Essay’ to the turnitin plagiarism check. We will not mark your essay unless you have done this. The essay is due on Week 9 Friday, May 5, 2017, at 4:00pm. Students should see their tutor or lecturer regarding the essay topics. There is a recommended bibliography included here after each essay question. Students should consult this bibliography in the first instance as these are the leading scholars writing on the topic but are encouraged to explore other material as well. The recommended readings are the established works on that topic. Students are also encouraged to explore recent issues of journals (available electronically through the UNSW library website). A list of recommended journals is in the section on essay questions. Students should consult the academic specialized literature and not textbooks. What about the web or internet? Remember secondary sources on the web may not be refereed so be careful. Anyone can put any article on the web. Books and journals have a rigid refereeing process. I usually recommend the web for literature searches---looking for bibliographies and also for primary sources such as newspapers and archival material that are now so easily available through web sites. Students are encouraged to access this material. Grades

All results are reviewed at the end of each semester and may be adjusted to ensure equitable marking across the School.



The proportion of marks lying in each grading range is determined not by any formula or quota system, but by the way that students respond to assessment tasks and how well they meet the learning outcomes of the course. Nevertheless, since higher grades imply performance that is well above average, the number of distinctions and high distinctions awarded in a typical course is relatively small. At the other extreme, on average 6.1% of students do not meet minimum standards and a little more (8.6%) in first year courses. For more information on the grading categories see: https://my.unsw.edu.au/student/academiclife/assessment/GuideToUNSWGrades.html

Submission of Assessment Tasks

Assignments must be submitted electronically through Moodle (http://moodle.telt.unsw.edu.au/). You must use your zID login to submit your assignments in Moodle.

Refer to the section “Course Assessment” for details of assessment tasks that are to be submitted via Moodle.

** Please note the deadline to submit an assignment electronically is 4:00 pm on the due date of the assignment.

When you submit your assignment electronically, you agree that:

I have followed the Student Code of Conduct. I certify that I have read and understand the University requirements in respect of student academic misconduct outlined in the Student Code of Conduct and the Student Misconduct Procedures. I declare that this assessment item is my own work, except where acknowledged, and has not been submitted for academic credit previously in whole or in part.

I acknowledge that the assessor of this item may, for assessment purposes:

provide a copy to another staff member of the University

communicate a copy of this assessment item to a plagiarism checking service (such as Turnitin) which may retain a copy of the assessment item on its database for the purpose of future plagiarism checking.

You are required to put your name (as it appears in University records) and UNSW Student ID on every page of your assignments.

If you encounter a problem when attempting to submit your assignment through Moodle/Turnitin, please telephone External Support on 9385 3331 or email them on [email protected]. Support hours are 8:00am – 10:00pm on weekdays and 9:00am – 5:00pm on weekends (365 days a year).

If you are unable to submit your assignment due to a fault with Turnitin you may apply for an extension, but you must retain your ticket number from External Support (along with any other relevant documents) to include as evidence to support your extension application. If you email External Support you will automatically receive a ticket number, but if you telephone you will need to specifically ask for one. Turnitin also provides updates on its system status on Twitter.

For information on how to submit assignments online via Moodle: https://student.unsw.edu.au/how-submit-assignment-moodle

https://my.unsw.edu.au/student/academiclife/assessment/GuideToUNSWGrades.html

http://moodle.telt.unsw.edu.au/

https://student.unsw.edu.au/conduct




mailto:[email protected]

https://student.unsw.edu.au/how-submit-assignment-moodle



Late Submission of Assignments

Students are responsible for the submission of assessment tasks by the required dates and times. Depending of the extent of delay in the submission of an assessment task past the due date and time, one of the following late penalties will apply unless Special Consideration or a blanket extension due to a technical outage is granted. For the purpose of late penalty calculation, a ‘day’ is deemed to be each 24-hour period (or part thereof) past the stipulated deadline for submission.

Work submitted less than 10 days after the stipulated deadline is subject to a deduction of 5% of the total awardable mark from the mark that would have been achieved if not for the penalty for every day past the stipulated deadline for submission. That is, a student who submits an assignment with a stipulated deadline of 4:00pm on 13 May 2017 at 4:10pm on 14 May 2017 will incur a deduction of 10%.

Task with a non-percentage mark

If the task is marked out of 25, then late submission will attract a penalty of a deduction of 1.25 from the mark awarded to the student for every 24-hour period (or part thereof) past the stipulated deadline.

Example: A student submits an essay 48 hours and 10 minutes after the stipulated deadline. The total possible mark for the essay is 25. The essay receives a mark of 17. The student’s mark is therefore 17 – [25 (0.05 x 3)] = 13.25.

Task with a percentage mark

If the task is marked out of 100%, then late submission will attract a penalty of a deduction of 5% from the mark awarded to the student for every 24-hour period (or part thereof) past the stipulated deadline.

Example: A student submits an essay 48 hours and 10 minutes after the stipulated deadline. The essay is marked out of 100%. The essay receives a mark of 68. The student’s mark is therefore 68 – 15 = 53

Work submitted 10 to 19 days after the stipulated deadline will be assessed and feedback provided but a mark of zero will be recorded. If the work would have received a pass mark but for the lateness and the work is a compulsory course component (hurdle requirement), a student will be deemed to have met that requirement;

Work submitted 20 or more days after the stipulated deadline will not be accepted for assessment and will receive no feedback, mark or grade. If the assessment task is a compulsory component of the course a student will receive an Unsatisfactory Fail (UF) grade as a result of unsatisfactory performance in essential component of the course.

7. Attendance and Absence

The UNSW Policy on Class Attendance and Absence can be viewed at: https://student.unsw.edu.au/attendance

The Faculty of Arts and Social Sciences guidelines on attendance and absence can be viewed at: https://www.arts.unsw.edu.au/current-students/academic-information/protocols-guidelines/ From time to time, the Course Authority may vary the attendance requirements of a course. It is the students’ responsibility to ensure that they are familiar with the specific attendance requirements stipulated in the course outline for each course in which they are enrolled.

https://student.unsw.edu.au/attendance

https://www.arts.unsw.edu.au/current-students/academic-information/protocols-guidelines/



Students are expected to be regular and punctual in attendance at all classes in the courses in which they are enrolled. Students who seek to be excused from attendance or for absence must apply to the Course Authority in writing. In such situations, the following rules relating to attendances and absences apply.

In this course, students must attend at least 80% of lectures (10 out of 12 lectures). Students must attend at least 80% of tutorials (10 out of 12 tutorials). A student who attends less than eighty per cent of the classes within a course may be refused final assessment. The final assessment in this course is identified under “Course Assessment”.

In the case of illness or of absence for some other unavoidable cause students may be excused for non-attendance at classes for a period of not more than one month (i.e., 33%) or, on the recommendation of the Dean of the appropriate faculty, for a longer period.

Explanations of absences from classes or requests for permission to be absent from forthcoming classes should be addressed to the Course Authority in writing and, where applicable, should be accompanied by appropriate documentation (e.g. medical certificate). After submitting appropriate supporting documentation to the Course Authority to explain his/her absence, a student may be required to undertake supplementary class(es) or task(s) as prescribed by the Course Authority. If examinations or other forms of assessment have been missed, then the student should apply for Special Consideration.

Students who falsify their attendance or falsify attendance on behalf of another student will be dealt with under the Student Misconduct Policy.

8. Special Consideration for Illness or Misadventure Students can apply for Special Consideration if illness or misadventure interferes with their assessment performance or attendance. Applications are accepted in the following circumstances only:

Where academic work has been hampered to a substantial degree by illness or other cause. Except in unusual circumstances, a problem involving only 3 consecutive days or a total of 5 days within the teaching period of a semester is not considered sufficient grounds for an application.

The circumstances must be unexpected and beyond your control. Students are expected to give priority to their university study commitments, and any absence must clearly be for circumstances beyond your control. Work commitments are not normally considered a justification.

An absence from an assessment activity held within class contact hours or from an examination must be supported by a medical certificate or other document that clearly indicates that you were unable to be present. A student absent from an examination, or who attends an examination and wants to request special consideration, is normally required to provide a medical certificate dated the same day as the examination.

An application for Special Consideration must be provided within 3 working days of the assessment to which it refers. In exceptional circumstances an application may be accepted outside the 3-day limit.

Students cannot claim consideration for conditions or circumstances that are the consequences of their own actions or inactions.

https://student.unsw.edu.au/node/4537



Applications are normally not considered if:

The condition or event is not related to performance or is considered to be not serious

More than 3 days have elapsed since the assessment for which consideration is sought

Any key information is missing

Supporting documentation does not meet requirements

The assessment task is worth less than 20% of the total course assessment, unless the student can provide a medical certificate that covers three consecutive days.

Applications for Special Consideration must be made via Online Services in myUNSW. Log into myUNSW and go to My Student Profile tab > My Student Services channel > Online Services > Special Consideration.

Applications on the grounds of illness must be filled in by a medical practitioner. Further information is available at: https://student.unsw.edu.au/guide If a student is granted an extension under Special Consideration, failure to meet the stipulated deadline will result in a penalty. The penalty will be invoked one minute past the approved extension time. See section “Late Submission of Assignments” for penalties of late submission.

9. Class Clash Students who are enrolled in an Arts and Social Sciences program (single or dual) and have an unavoidable timetable clash can apply for permissible timetable clash by completing an online application form. The online form can be found at: https://www.arts.unsw.edu.au/ttclash/index.php Students must meet the rules and conditions in order to apply for permissible clash. The rules and conditions can be accessed online in full at: https://www.arts.unsw.edu.au/media/FASSFile/Permissible_Clash_Rules.pdf Students who are enrolled in a non-Arts and Social Sciences program must seek advice from their home faculty on permissible clash approval.

10. Academic Honesty and Plagiarism Plagiarism is presenting someone else’s thoughts or work as your own. It can take many forms, from not having appropriate academic referencing to deliberate cheating. In many cases plagiarism is the result of inexperience about academic conventions. The University has resources and information to assist you to avoid plagiarism. The Learning Centre assists students with understanding academic integrity and how to not plagiarise. Information is available on their website: https://student.unsw.edu.au/plagiarism/. They also hold workshops and can help students one-on-one. If plagiarism is found in your work when you are in first year, your lecturer will offer you assistance to improve your academic skills. They may ask you to look at some online

https://student.unsw.edu.au/guide

https://www.arts.unsw.edu.au/ttclash/index.php

https://www.arts.unsw.edu.au/media/FASSFile/Permissible_Clash_Rules.pdf

https://student.unsw.edu.au/plagiarism/



resources, attend the Learning Centre, or sometimes resubmit your work with the problem fixed. However, more serious instances in first year, such as stealing another student’s work or paying someone to do your work, may be investigated under the Student Misconduct Procedures. Repeated plagiarism (even in first year), plagiarism after first year, or serious instances, may also be investigated under the Student Misconduct Procedures. The penalties under the procedures can include a reduction in marks, failing a course or for the most serious matters (like plagiarism in an Honours thesis) or even suspension from the university. The Student Misconduct Procedures are available here: http://www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf

11. Course Evaluation and Development Courses are periodically reviewed and students’ feedback is used to improve them. Feedback is gathered from students using myExperience. It is encouraged students complete their surveys by accessing the personalised web link via the Moodle course site.

In 2014, course evaluations were received from 17 respondents out of 67 enrolments, in response to the question “Overall, I was satisfied with the quality of this course”, 47% ‘strongly agreed’, 41% ‘agreed’, 6% ‘mildly agreed’, and 6% ‘mildly disagreed’. This course scored a 94% satisfaction rating. It is higher than the result of the average of other courses in the School of Humanities and Languages that received a 92%, and the average of courses taught in the Faculty of Arts and Social Sciences that received a 90%. In addition 100% of those responding agreed that “the course was challenging and interesting”. Most comments were very positive about the design of the course and the spread of countries. There was some suggestion that I reduce the overall number of assessment. In response to this, I have drastically reduced the weekly journals from a total of 9 (in 2012) to 5 in (2014) to a total of 4 (for 2015). I also reduced the number of questions per journal from 3-4 in 2011 to 1-2 only from 2012 onwards. I also shortened the number of words for the journal to approximately 500-600 words. If you look at the course design, journals are due in the first half of the semester and no more journals are required after week 7. I’ve also updated the readings and tutorial topics so that they are thematic rather than country-focused. I’ve removed 2 other pieces of assessment (the Mock Trial of Suharto, the debate on People Power revolutions). In 2013 students requested the Ethnographic exercise be conducted earlier in the semester and to give it more value. They enjoyed going to Cabramatta but preferred to do the trip prior to week 12-13. I’ve responded by moving the Ethnographic exercise from week 13 to week 10 and increased the value from 5 to 10%. Students enjoyed this in 2014 so I have kept it as is. ** The only criticisms made in 2015 was that the lectures were split into two x one hour lectures on different days a week and students preferred to come to a one x 2 hour lecture one day a week. As you can see I have redesigned the course in response to this and requested the time table of a two hour lecture in the same day. I also removed the unannounced ‘pop’ quizzes during lecture times and replaced it with two small class tests a mid term and a final. This means students can miss one lecture and catch up in class through the EchoCenter in the Moodle site (taped lecture).

http://www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf



I’ve also changed three of the essay questions to include topics such as the rise of the Southeast Asian Middle classes and the effects of the tsunami. In 2016 there are new lectures on Vietnam in particular and a new tutorial topic on the middle classes in Vietnam. In 2017 I’ve introduced the topic of political dynasties and the topic of contesting street spaces in the city. Mina Roces is the recipient of the Faculty of Arts and Social Sciences Dean’s Excellence in Teaching Award for 2012 and the Vice Chancellors’ Award for Teaching Excellence in 2013.

12. Student Support The Learning Centre is available for individual consultation and workshops on academic skills. Find out more by visiting the Centre’s website at: http://www.lc.unsw.edu.au

13. Grievances and Review of Assessment Results

13.1 Grievances

All students should be treated fairly in the course of their studies at UNSW. Students who feel they have not been dealt with fairly should, in the first instance, attempt to resolve any issues with their tutor or course convenor.

If such an approach fails to resolve the matter, the School of Humanities and Languages has an academic member of staff who acts as a Grievance Officer for the School. This staff member is identified on the notice board in the School of Humanities and Languages. Further information about UNSW grievance procedures is available at: https://student.unsw.edu.au/guide

13.2 Review of Assessment Results

There is no automatic right to have an assessment reviewed, the Faculty reserves the right to make such judgements.

In the first instance a student should seek an informal clarification, this should normally be done within two working days of the return of the assessed work.

If the student is not satisfied with the informal process, they should complete the UNSW Review of Results Application form, which is available at: https://student.unsw.edu.au/results. An application must be lodged within 15 working days of receiving the result of the assessment task.

Further information on review of student work in the Faculty of Arts and Social Sciences can be viewed at: https://www.arts.unsw.edu.au/current-students/academic-information/Protocols-Guidelines/

http://www.lc.unsw.edu.au/

https://student.unsw.edu.au/guide

https://student.unsw.edu.au/results

https://www.arts.unsw.edu.au/current-students/academic-information/Protocols-Guidelines/

https://www.arts.unsw.edu.au/current-students/academic-information/Protocols-Guidelines/



14. Other Information

myUNSW

myUNSW is the online access point for UNSW services and information, integrating online services for applicants, commencing and current students and UNSW staff. To visit myUNSW please visit either of the below links:

https://my.unsw.edu.au

OHS

UNSW's Occupational Health and Safety Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others. For all matters relating to Occupational Health, Safety and environment, see http://www.ohs.unsw.edu.au/ Student Equity and Disabilities Unit

Students who have a disability that requires some adjustment in their learning and teaching environment are encouraged to discuss their study needs with the course convener prior to or at the commencement of the course, or with the Student Equity Officers (Disability) in the Student Equity and Disabilities Unit (9385 4734). Information for students with disabilities is available at: https://student.unsw.edu.au/disability

Issues that can be discussed may include access to materials, signers or note-takers, the provision of services and additional examination and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made.

https://my.unsw.edu.au/

http://www.ohs.unsw.edu.au/

https://student.unsw.edu.au/disability



TUTORIAL READINGS AND QUESTIONS

*ALL THE READINGS FOR THIS COURSE HAVE BEEN DIGITISED FOR YOU BY THE UNSW LIBRARY. How to access the readings. Log on to the Moodle Site for ARTS2212: Under “Content and Resources” there is a link under the title “Required Readings for ARTS2212 Tutorials”. Click on that link and it will take you to the Library Leganto system where you can access the readings. I’ve put them in the relevant week for easy access including the movies Anak for week 5 and Metro-Manila for week 8. Week 1: NO TUTORIALS

Week 2: Orientation

There are tutorials. Orientation and How to Write a Journal and Discussion of Tutorial Exercises (Individual Exercise, Ethnographic Exercise)

Week 3: Political Dynasties in Singapore and Indonesia

Readings: Barr, Michael D., “The Lees of Singapore: A Quality Brand”, South East Asia Research, Vol 24, No. 3, 2016, pp. 341-354. Mietzner, Marcus, “The Sukarno Dynasty in Indonesia: Between Institutionalisation, Ideological Continuity and Crises of Succession”, South East Asia Research, Vol. 24, No., 3, 2016, pp. 355-368. Journal questions: What does Michael Barr mean when he says that the Lees are not just a political family but are also a Singapore ‘brand’? What were the implications of the conflation of the Lees with the Singapore ‘brand’ for Singapore politics in the past and in the near future? How has the Sukarno dynasty operated? Using both readings, do you think Southeast Asian politics is dominated by political dynasties? Why or why not? Week 4: The Khmer Rouge Readings: Ben Kiernan, Blood and Soil: A World History of Genocide and Extermination from Sparta to Darfur, (New Haven: Yale University Press, 2007), pp. 540-554 (the section on Cambodia). This book is available as an ebook in the library. “Bun Thab: A Khmer Rouge Escapee”, in Usha Welaratna, Beyond the Killing Fields: Voices of Nine Cambodian Survivors in America, (Stanford: Stanford University Press, 1993, pp. 117-135. Journal question: What does the story of Bun Thab tell us about how ordinary people experienced the Khmer Rouge and how they made sense of it? How is it different from the scholarly account by Ben Kiernan? Week 5: Migration



Readings: Geraldine Pratt, Families Apart, Migrant Mothers and the Conflicts of Labor and Love, (Minneapolis: University of Minnesota Press, 2012), chapter 2, “Waiting and the Trauma of Separation”, pp. 41-71. Students are also encouraged to watch the feature film Anak (it has English subtitles) starring Vilma Santos and Claudine Barreto. You can access the film through the Moodle site for week 5 or alternatively: https://www.youtube.com/playlist?list=PLfCYcy7JaL_1TUofUHb2H83DQGL7YxRQC It is a long film but does capture the issues and goes well with the reading. It is rather melodramatic so have some tissues handy. You can access the film via the Moodle site like the other readings or just by using the link above. The first few minutes of the film have been removed about the main character’s life in Singapore as a maid but you can follow on from where it starts in the site. It starts when she returns to the Philippines on vacation. The Library has been unable to order the film as streaming and we couldn’t even get a copy so please persevere with this one. Journal question/s: What are some of the consequences of migration? How is migration viewed from the perspective of the children left behind and why is it that family reunification does not deliver the imagined “happy ending”? Students can use examples from the stories quoted by Geraldine Pratt and the feature film. Week 6: Contested Spaces in the City Readings: Kim, Annette Miae, Sidewalk City: Remapping Public Space in Ho Chi Minh City, (Chicago: University of Chicago Press, 2015), chapter 5 “Drawing New Lines on the Pavement. Street Vendors and Property Rights in Public Space”, pp. 151-183. The library has an ebook. S. Nagarajan and Andrew Willford, “The Last Plantation in Kuala Lumpur”, in Yeoh Seng Guan, The Other Kuala Lumpur. Living in the Shadows of a Globalising Southeast Asian City, (London: Routledge, 2014), pp. 190-218. This has been purchased by the library as an ebook so if you type the book’s title in the library’s search engine this should allow you access to the book. Journal question/s: This tutorial focuses on contested spaces in the city. Why are sidewalks contested spaces in Ho Chi Minh City and what insight does that tell you about Vietnamese social life and spaces in the city? (Contrast this with sidewalks in Sydney for example). What does the story of the Tamil Indians in the slums of Kuala Lumpur reveal about the hidden spaces in the city? Week 7: Vietnam’s New Middle Classes Catherine Earl, Vietnam’s New Middle Classes: Gender, Career, City (Copenhagen: NIAS press, 2014), pp. 135-171 (Chapter 5, “New Middle-Class Leisure Culture) Anne Marie Leshkowich, “Finances, Family, Fashion, Fitness and Freedom? The Changing Lives of Urban Middle-Class Vietnamese Women”, in Van Nguyen-Marshall, Lisa B.W. Drummond and Danièle Bêlanger (eds.), The Reinvention of Distinction Modernity and the Middle Class in Urban Vietnam,(Dordrecht: Springer Verlag, 2012), pp. 95-114.

https://www.youtube.com/playlist?list=PLfCYcy7JaL_1TUofUHb2H83DQGL7YxRQC



Journal questions: What are the challenges that Vietnamese newly middle class women face as consumers? (Leshkowich reading). How has eating out in Ho Chi Minh city become connected with middle-classes-ness and belonging? (Earl reading) How do you think consumption is linked to middle class expression in post 1989 Vietnam? Week 8: The Death of the King There is no written journal due this week but students are asked to focus on the reportage on the Death of King Bhumibol of Thailand last October 13, 2016. Look at youtube clips of the funeral and analyse the response of the people to his death. What do these responses reveal about the stature of the King? How do you see this role in the context of the current military rule (martial law)? (What I mean is have a think about whether the King has real political power to influence the political leaders or not including the military). Short Reading: Nicholas Farrelly, “What is King Bhumibol’s Legacy?” Asian Currents, October 17, 2016. Click on the blue link below or go to: http://asaa.asn.au/what-is-king-bhumibols-legacy/ The reading is also available in the Moodle site like the other readings. Look for week 8. We have a couple of controversial deaths of strong men in Southeast Asia recently. Go ahead and google for the youtube clips and newspaper reportage of the funeral of Lee Kwan Yew after his death on March 23, 2015 at the age of 91. What sort of response did his funeral elicit from the people? How do you think he is remembered? Finally, the most controversial is the current controversy in the Philippines over the secret burial of the remains of President Ferdinand Marcos in the Cemetery of Heroes by current President Rodrigo Duterte in November 18, 2016. This act elicited protests and demonstrations particularly by those who were victims of the Marcos dictatorship. What does this controversy reveal about politics in the Philippines? http://www.stateofthephilippines.com/secret-burial-of-ferdinand-marcos/ http://asaa.asn.au/filipino-youth-show-democratic-colours/ (Also available on the Moodle Site). Week 9: Film and Discussion. Students should watch the film Metro Manila which is available for via SBS on demand (at least until July 2017 so hooray). Students should watch the film on their own time prior to the tutorial and come to the tutorial prepared to discuss it. Question for discussion: what message is the film trying to send about poverty and employment in Metro-Manila? The best way to access the film is through the Moodle site for the course in week 9. The SBS link requires you to join up but if you prefer to do it via SBS the link is: http://www.sbs.com.au/ondemand/video/653703747563/metro-manila Please watch the film on your own time so that you can discuss it during tutorials. SBS will require you to log in or have a free account, just log in through Facebook it is the easiest way to go.

http://asaa.asn.au/what-is-king-bhumibols-legacy/

http://www.stateofthephilippines.com/secret-burial-of-ferdinand-marcos/

http://www.sbs.com.au/ondemand/video/653703747563/metro-manila



ESSAY DUE THIS WEEK. Week 10: Ethnographic Exercise Week 11: Individual Exercise

Week 12: Individual Exercise

Week 13: Individual Exercise



Essay Topics 1. Using the stories of the survivors of the Khmer Rouge, how did policies of the Khmer

Rouge affect the everyday lives of the Khmer people? 2. What was the impact of doi moi or the renovation era on Vietnamese family and society? 3. What role does Civil Society and NGOs play in Southeast Asian Politics since the 1980? 4. How has migration affected the ordinary lives of Filipino migrants? How have they coped

with their new conditions in the foreign environment? 5. What impact does religion have in the contemporary politics of Malaysia and/or

Indonesia? 6. Choose a dictator or ruler of an authoritarian regime and analyze their political methods

and strategies for holding on to power at all costs. You may choose one of the following: Ferdinand Marcos, Suharto, Mahathir Mohamad, Lee Kuan Yew or Goh Chok Tong. You may also use photographs as part of your primary sources if you analyse the dress and deportment as part of the politician’s plan for self-representation. For examples on how to do this see Mina or else read Maurizio Peleggi, Lords of Things. The Fashioning of the Siamese Monarchy’s Modern Image, chapter on King Chulalongkorn or look at the Asian chapters in Mina Roces and Louise Edwards (eds.), The Politics of Dress in Asia and the Americas, (Brighton: Sussex Academic press, 2007).

7. Choose a resistance figure and analyze their political ideas and strategies for political

and social reform in their country in a specific time period. You may choose one of the following: Aung San Suu Kyi, Jose Ramos Horta, J.B. Jeyaretnam, Chiam See Tong, Mochtar Lubis, Anwar Ibrahim, Benigno Aquino Jr. or Corazon Aquino, and Xanana Gusmao. For examples on how to do this see Mina or else read Maurizio Peleggi, Lords of Things. The Fashioning of the Siamese Monarchy’s Modern Image, chapter on King Chulalongkorn or look at the Asian chapters in Mina Roces and Louise Edwards (eds.), The Politics of Dress in Asia and the Americas, (Brighton: Sussex Academic press, 2007). Aung San Suu Kyi’s use of national dress would be perfect for this.

8. How would you describe the new middle classes in Southeast Asia? How have they

expressed their identity and new power? 9. What has been the effect of natural disasters such as typhoons and the tsunami on the

politics and society of particular Southeast Asian places? (For example, think about how the tsunami in Aceh has impacted on the political separatist movement there.)

10. How would you characterise the dynamics of political dynasties in Southeast Asia? How

do families claim and hold on to power?



Recommended Readings for Essays

Some Useful websites

General Southeast Asia

Far Eastern Economic Review

http://www.feer.com

Asiaweek

http://www.asiaweek.com/asiaweek

Here are some websites on Philippine newspapers

The Philippine Daily Inquirer

http://www.inquirer.net/

Philippine Center for Investigative Journalism (this has weekly reportage—very good analytically)

http://pcij.org/

The Philippine Star

http://www.philstar.com/

For Philippine Migration (Emagazine—Positively Filipino) Just google it

The Straits Times

www.straitstimes.com.sg

http://www.inquirer.net/

http://pcij.org/

http://www.philstar.com/

http://www.straitstimes.com.sg/



1. Using the stories of the survivors of the Khmer Rouge, how did policies of the Khmer Rouge affect the everyday lives of the Khmer people?

Although the majority of the sources here are primary sources and memoirs, we need you to also use the secondary material that give you the historical context and will help you critique the sources. So go ahead and use some of the secondary literature. There are some in the list below (David Chandler, Ben Kiernan, Martin Stuart-Fox, Stephen Heder etc.) See also the Migration Heritage Centre of the powerhouse Museum has placed on its website six short (ten minute) interviews with Khmer Rouge survivors: http://www.migrationheritage.nsw.gov.au/exhibition/leavingcambodia/sydneys-pol-pot-survivors/ It is entitled Leaving Cambodia. Please check it out. Also check out this link Cambodian Genocide to the Cambodian Genocide program at Yale University: http://www.yale.edu/cgp/ ] Documentary the Library has in online streaming: Enemies of the People: A Personal Journey into the heart of the Killing Fields.

Chandler, David P. The Tragedy of Cambodian History: Politics, War, and Revolution since 1945. New Haven: Yale University Press, 1991.

Chandler, David, Brother Number One: A Political Biography of Pol Pot, Revised Edition (Boulder: Westview Press, 1999).

Chandler, David. Pol Pot Plans the Future: Confidential Leadership Documents from Democratic Kampuchea, 1976-1977. New Haven: Yale University, 1988.

Chandler, David. Voices from S-21: Terror and History in Pol Pot’s Secret Prison. St. Leonards: Allen & Unwin, 2000.

Criddle, JoAn D. To Destroy You is No Loss: The Odysey of a Cambodian Family. Dixon: East/West Bridge Publishing House, 1987.

Deac, Wilfred P. Road to the Killing Fields: The Cambodian War of 1970-1975. Texas: Texas A & M University Press, 1997.

DePaul, Kim (ed). Children of Cambodia’s Killing Fields. New Haven: Yale University Press, 1997.

Harris, Ian, Buddhism in a Dark Age Cambodian Monks Under Pol Pot, (Honolulu: The University of Hawaii press, 2012).

Heder, Stephen R. Pol Pot and Khieu Samphan. Clayton: Monash University, 1991.

Kiernan, Ben (ed.). Genocide and Democracy in Cambodia: The Khmer Rouge, the United Nations and the International Community. New Haven: Yale University Southeast Asian Studies, 1993.

Kiernan, Ben and Chanthou Boua. Peasants and Politics in Kampuchea, 1942-1981. London: Zed, 1982.

Kiernan, Ben, A History of Genocide from Sparta to Darfur: (New Haven: Yale U niversity

Press, 2007).

Kiernan, Ben. How Pol Pot Came to Power: A History of Communism in Kampuchea, 1930-

1975. London: Verso, 1985.

http://www.migrationheritage.nsw.gov.au/exhibition/leavingcambodia/sydneys-pol-pot-survivors/

http://www.migrationheritage.nsw.gov.au/exhibition/leavingcambodia/sydneys-pol-pot-survivors/



Stuart-Fox, Martin. Murderous Revolution: Life & Death in Pol Pot’s Kampuchea. Redfern: Alternative Publishing Cooperative Limited, 1985.

Sucheng Chan, Survivors Cambodian Refugees in the United States, The University of Ilinois Press, 2004.

Szymusiak, Molyda. The Stones Cry Out. A Cambodian Childhood 1975-1980. Bloomington: Indiana University Press, 1984.

Tom Fawthrop and Helen Jarvis, Elusive Justice and the Khmer Rouge Tribunal, UNSW Press and Pluto Press, 2004.

Welaratna, Usha. Beyond the Killing Fields: Voices of Nine Cambodian Survivors in America. Stanford: Stanford University Press, 1993.

2. What was the impact of doi moi or the renovation era on Vietnamese family and

society? (This may include gender relations.) Barbieri, Magali and Belanger, Daniele (eds.), Refiguring Families in Contemporary Vietnam,

(Stanford: Stanford University Press, 2009). Drummond, Lisa and Rydstrom, Helle, Gender Practices in Contemporary Vietnam,

(Singapore and Copenhagen: Singapore University Press and NIAS, 2004). Drummond, Lisa and Thomas, Mandy (eds.), Consuming Urban Culture in Contemporary

Vietnam, (London: Routledge, 2003). Earl, Catherine, Vietnam’s New Middle Classes. Gender, Career, City, (Copenhagen: NIAS

pres, 2014). Drummond, Lisa B.W., and Thomas, Mandy (eds.), Consuming Urban Culture in

Contemporary Vietnam, (London: Routledge, 2003. Fahey, Stephanie, “Vietnam’s Women in the Renovation Era”, in Maila Stivens and Krishna

Sen (Eds.) Gender and Power in Affluent Asia, (London: Routledge, 1998), p. 222-249.

Nguyen, Bich Thuan and Mandy Thomas, “Young Women and Emergent PostSocialist Sensibilities in Contemporary Vietnam”, Asian Studies Review, Vol 28, June 2004, pp. 133-149.

Nguyen, Minh T. N., Vietnam’s Socialist Servants. Domesticity, Class, Gender, and Identity,

(London: Routledge, 2014. Ebook in the library Nguyen-Marshall, Van, Drummond, Lisa B. Welch, and Belanger, Daniele (eds.), The

Reinvention of Distinction: Modernity and the Middle Class in Urban Vietnam, (Dorcrecht: Springer, 2012.

Ungar, Esta, “Re-gendering Vietnam: From Militant to Market Socialism”, in Louise Edwards

and Mina Roces (eds.), Women in Asia: Tradition, Modernity and Globalisation, (Sydney: Allen & Unwin, 2000), pp. 291-317.

Werner, Jane, Gender, Household and State in Post-Revolutionary Viet Nam, (London:

Routledge, 2009)



Werner, Jane with Daniel Belanger Gender, Household and State: Doi Moi in Viet Nam,

(Ithaca: Cornell Southeast Asia Program, Cornell University, 2002). Werner, Jane, “State-Subject Making and Womanhood in the Red River Delta of Vietnam”,

Asian Studies Review, Vol 28, June 2004, pp. 115-131. 3. What role does Civil Society and NGOs play in Southeast Asian Politics since the 1980s? Boudreau, Vincent, Grassroots and Cadre in the Protest Movement, (Quezon City: Ateneo

de Manila University, 2001). (This is a Philippine case study). Budiman, Arief, State and Civil Society in Indonesia, (Clayton Victoria: Monash University,

1990). Chua, Lynette J., Mobilizing Gay Singapore: Rights and Resistance in an Authoritarian State,

(Singapore: NUS Press, 2015). UNSW library has an ebook version. Clarke, Gerard, Civil Society in the Philippines, Theoretical, Methodological and Policy

Debates, (London: Routledge, 2012). Ebrahim, Alnoor S., NGOs and Organizational Change, Cambridge Universitiy Press, 2003. Ferrer, Miriam Coronel (Ed),. Civil Society Making Civil Society, (Quezon City: Third World

Studies Center, The University of the Philippines, Vol. 3, 1997). Ford, Michele (ed.), Social Activism in Southeast Asia, (London: Routledge, 2012). Franco, Jennifer Conroy, Campaigning for Democracy Grassroots Citizenship Movements,

Less-Than-Democratic Elections and Regime Transition in the Philippines, (Manila: Institute for Popular Democracy, 2000).

James, Helen, Governance and Civil Society in Myanmar, RoutledgeCurzon, 2004 Lee Hock Guan (ed) Civil Society in Southeast Asia, ISEAS 2004. Marshall, A. M., A Kingdom in Crisis. Thailand’s Struggle for Democracy in the Twenty First

Century, (London: Zed Books, 2015). Mitsuo, Nakamura, Sharon Siddique and Omar Farouck Gajunid (eds). State and Civil

Society in Southeast Asia, (Singapore: ISEAS, 2001). Mohanty, Manoranjan, Partha Nath Mukherji and Törnquist, Olle, People’s Movements,

Social Movements and the States in the Third World, (New Delhi: Sage, 1998). Phatharathananunth Somchai,, Civil Society and Democratization; Social Movement sin

Northeast Thailand, Nordic Institute of Asian Studies 2004 ISBN 8791114381 Piper, Nicola, and Anders Uhlin (eds), Transnational Activism in Asia: Problems of Power

and Democracy, (London: Routledge, 2004). Roces, Mina and Louise Edwards (eds.) Women’s Movements in Asia: Feminisms and

Transnational Activism, (London: Routledge, 2010).



Shigetomi, Shinichi (ed.), The State and NGOs: Perspective from Asia, (Singapore: ISEAS,

2002. Tadem, Teresa S. Encarnacion (ed.), Global Civil Society Movements in the Philippines,

(Manila: Anvil Publishing, 2011). Vadeketh, Sudhir Thomas, and Low, Donald, Hard Choices: Challenging the Singapore

Consensus, (Honolulu: University of Hawaii press, 2014). Weller, Robert P, Civil Society, Globalisation and Political Change in Asia ,

RoutledgeCurzon, 2005. Wui, Marlon and Ma. Glenda Lopez (Eds), State and Civil Society Relations in Policy Making,

(Quezon City: Third World Studies Center, The University of the Philippines, 1997,), Vol 2., 1997.

Check journal articles in the Journal of Contemporary Asia.

4. How has migration affected the ordinary lives of Filipino migrants? How have they coped with their new conditions in the foreign environment?

This is a huge field so I’ve only included a selection of readings here but feel free to do searches under the subject guides in the library as there are tons of journal articles available for download in the library’s appropriate journal page. See articles in the Special Issue of Southeast Asia Research, “Mediated Diasporas: Material

Translations of the Philippines in a Globalized World”, South East Asia Research, Vol 10, No. 2, June 2011.

See articles in the Special Issue of The Asia Pacific Journal of Anthropology, “Diasporic

Encounters, Sacred Journeys: Ritual, Normativity and the Religious Imagination Among International Asian Migrant Women”, TAPJA, Vol 11, Nos 3-4, September-December, 2010.

Browse through articles in the Asia Pacific Migration Journal. Aguilar, Filomeno Jr. (ed.), Filipinos in Global Migrations: At Home in the World?”, (Quezon

City: Philippine Migration Research Network and Philippine Social Science Council, 2002).

Aguilar, Filomeno Jr. with Estanley, John, Peñalosa, Z., Liwanag, Belen Tania T, Cruz I,

Resto A, and Melendrez, Jimmy M., Maalwang Buhay: Family, Overseas Migration, and Cultures of Relatedness in Barangay Paraiso, (Quezon City: Ateneo de Manila University Press, 2009).

Aguilar, Filomeno Jr. Migration Revolution Philippine Nationhood & Class Relations in a

Globalized Age, (Kyoto and Singapore: NUS press and Kyoto University press, 2014). Constable, Nicole, Maid to Order in Hong Kong Stories of Filipina Workers, (Ithaca: Cornell

University Press, 1997).



Ford, Michele and Lyons, Lenore (eds.), Labour Migration and Human Trafficking in Southeast Asia, (London: Routledge, 2012). Relevant chapters.

Huang, Shirlena, Yeoh, Brenda, and Raman, Noor Abdul (eds.), Asian Women as

Transnational Domestic Helpers, (Marshall Cavendish, 2005). Law, Lisa, ‘Beyond Heroes and Victims: Filipina Contract Migrants, Economic Activism and

Class Transformations, International Feminist Journal of Politics, Vol 3, No. 3, pp. 365-386.

Lindio-McGovern, Ligaya, Globalization, Labor Export and Resistance A Study of Filipino

Migrant Domestic Workers in Global Cities, (London: Routledge, 2012). Madianou, Mirca and Miller, Daniel, Migration and New Media. Transnational Families and

Polymedia, (London: Routledge, 2012). MacKay, Stephen, “Filipino Sea Men: Identity and Masculinity in a Global Labor Niche”, in

Rhacel S. Parreñas and Lok C.D. Siu (eds.), Asian Diasporas New Formations, New Conceptions, (Stanford: Stanford University Press, 2007), pp. 63-83.

McKay, Deirdre, Global Filipinos, Migrant’s Lives in the Virtual Village, (Bloomington,

University of Indiana press, 2012). Nagasaka, Itaru, and Fresnoza-Flot, Asuncion, Mobile Childhoods in Filipino Transnational

Families. Migrant Children with Similar Roots in Different Routes, (New York: Palgrave Macmillan, 2015).

Parreñas, Rhacel Salazar, Servants of Globalisation: Women, Migration and Domestic Work,

Stanford: Stanford University Press, 2001. Parreñas, Rhacel Salazar, The Force of Domesticity, Filipina Migrants and Globalization,

(New York and London: New York University Press, 2008). Parreñas, Rhacel, Salazar, Children of Global Migration,Transnational Families and

Gendered Woes, (Stanford and Manila: Stanford University Press, 2005, Ateneo de Manila University Press, 2006).

Parreñas, Rhacel, Salazar, Illicit Flirtations Labor, Migration and Sex Trafficking in Tokyo,

(Stanford: Stanford University Press, 2011). Pei-Chia, Lan, Global Cinderellas: Migrant Domestic and Newly Rich Employers in Taiwan,

(Durham: Duke University Press, 2006). Pinggol, Alicia, Remaking Masculinities: Identity, Power, and Gender Dynamics in Families

and Migrant Wives and Househusbands, (Quezon City: University Center for Women’s Studies University of the Philippines, 2001).

Piper, Nicola and Roces, Mina (eds.), Wife or Worker? Asian Women and Migration,

(Lanham: Rowman & Littlefield, 2003). Roces, Mina, “Filipino Migration to the United States and the Rethinking of Gender

Narratives”, Gender & History, April 2015, pp. 1-17 (this is already available electronically as a pre-publication). You may also email Mina for an electronic copy.



Pratt, Geraldine, Families Apart Migrant Mothers and the Conflicts of Labor and Love, (Minneapolis: University of Minnesota press, 2012).

Sintos, Roland Coloma, McElhinny, Bonnie, Tungohan, Ethel, Catungal, John Paul C, and Davidson, Lisa M. (eds.), Filipinos in Canada Disturbing Invisibility, (Toronto: University of Toronto Press, 2012).

Yap, Mui Teng, and Koh, Gillian, and Soon, Debbie, Migration and Integration in Singapore, (London: Routledge, 2014.)

5. What impact does religion have in the contemporary politics of Malaysia and/or

Indonesia? Aspinall, Edward, Islam and Nation: Separatist Rebellion in Aceh, Stanford: Stanford

University Press, 2008). Bubandt, Nils, Democracy, Corruption and the Politics of Spirits in Contemporary Indonesia,

(London: Routledge, 2014). Elson, R. E., “Nationalism, Islam, ‘Secularism’ and the State in Contemporary Indonesia”,

Australian Journal of International Affairs, Vol. 64, No. 3, June 2010, pp. 328-343. Fiellard, Andree, and Madinier, Remy, The End of Innocence? Indonesian Islam and the

Temptations of Radicalism, (Honolulu: The University of Hawaii press, 2011). Hefner, Robert, Civil Islam: Muslims and Democratization in Indonesia, (Princeton: Princeton

University Press, 2000). Liow, Joseph, Piety and Politics Islamism in Contemporary Malaysia, (Oxford: Oxford

University Press, 2009). Liow, Joseph, ‘Exigency or Expediency? Contextualizing Political Islam and the PAS

challenge in Malaysian Politics”, Third World Quarterly, Vol. 25, Issue 2, 2004, pp. 359-372.

Mohamad, Maznah, “Women’s Engagement with Political Islam in Malaysia”, Peace and

Security, Vol 16, No. 2, June 2004, pp. 133-149. Noor, Farish Ahmad, The Malaysian Islamic Party 1951-2013, Islamism in a Mottled Nation,

(Amsterdam: Amsterdam University Press, 2013). 320.9595/36 Othman, Norani and Kessler, Clive, Sharing the Nation Faith, Difference and the State Fifty

Years after Merdeka, (Petaling Jaya: Strategic Information and Research Development Centre, 2008).

Sidel, John, Riots, Pogroms, Jihad: Religions Violence in Indonesia, (Ithaca: Cornell

University Press, 2006).

Tanuwidjaja, Sunny, “Political Islam and Islamic Parties in Indonesia: Critically Assessing

the Evidence of Islam’s Political Decline”, Contemporary Southeast Asia, Vol 32, Issue 1, April 2010, pp. 29-49.



6. Choose a dictator or ruler of an authoritarian regime and analyze their political methods and strategies for holding on to power at all costs. You may choose one of the following: Ferdinand Marcos, Suharto, Mahathir Mohamad, Lee Kuan Yew or Goh Chok Tong.

Use the ‘Subject Guides’ category in the Library search catalogue, look at the category of history or politics and type in the name as your search word. See also Lee Kuan Yew’s autobiography and Mahathir’s The Malay Dilemma. Garry Rodan is good for Singapore. See also Michael Barr who has written on Mahathir and also on Singapore such as Michael Barr, “Perpetual Revisionism in Singapore: the Limits of Change”, Pacific Review, Vol 16, Issue 1, 200, pp. 77-97. Abinales, Patricio and Donna Amoroso, State and Society in the Philippines, (Lanham:

Rowman & Littlefield, 2005), relevant chapters only. Barr, Michael, The Ruling Elite of Singapore: Networks of Power and Influence, (IB Tauris:

2014). Bubandt,Nils. Democracy, Corruption and the Politics of Spirits in Contemporary Indonesia, (London: Routledge, 2014). Hwang, In-Won, Personalized Politics The Malaysian State Under Mahathir, (Singapore:

ISEAS, 2003). Lico, Gerard, Edifice Complex: Power, Myth and the Marcos State Architecture, (Quezon

City: Ateneo de Manila University, 2003). McCoy, Alfred W., Closer than Brothers, Manhood at the Philippine Military Academy, (New

Haven Connecticut: Yale Univeristy Press, 1999). Rodan, Garry, Transparency and Authoritarian Rule in Southeast Asia: Singapore and

Malaysia, (London: Routledge, 2004). Rodan, Garry, Singapore Changes Guard: Social, Political and Econonic Directions in the

1990s, (Melbourne: Longman Cheshire, 1993). Rosenberg, David. A, Marcos and Martial Law in the Philippines, (Ithaca: Cornell University

press 1979). Thompson, W. Scott, Trustee of the Nation: The Biography of Fidel V. Ramos, (Manila:

Anvil Publishing, 2011). Wurfel, David, Philippine Politics Development and Decay, (Ithaca: COrenll Univeristy Press,

1988) relevant chapters. There are a few biographies of Imelda Marcos. For Suharto see Robert Elson’s biography. Elson, Robert, Suharto A Political Biography, (Cambridge: Cambridge University Press, 2001). 7. Choose a resistance figure and analyze their political ideas and strategies for

political and social reform in their country in a specific time period. You may choose one of the following: Aung San Suu Kyi, Jose Ramos Horta, J.B. Jeyaretnam, Chiam See Tong, Mochtar Lubis, Anwar Ibrahim, and Xanana Gusmao.



It is also good to use newspaper reports. Rodan, Garry, Political Oppositions in Industrialising Asia, (London: Routledge, 1996). Michael Barr’s chapter in your tutorial reading for the week on the usual suspects. Barr, Michael, “J.B. Jeyaretnam: Three Decades as Lee Kuan Yew’s Bete Noir[e]”, Journal of Contemporary Asia Vol 33, Issue 3, 2003, pp. 299-317. Ganesan, Narayanan, “Singapore in 2008: A Few Highs and Lows While Bracing for the Future”, Asian Survey, Vol 49, Issue 1, Jan-Feb 2009, pp. 213-219.

Hill, David, Journalism and Politics in Indonesia: A Critical Biography of Mochtar Lubis (1922-2004) as Editor and Author, (Routledge, 2010)

See Aung San Suu Kyi’s essays Freedom from Fear and choose to read one of the several

biographies about her. For example, Justin Wintle, Perfect Hostage A Life of Aung San Suu Kyi, (London: Hutchinson, 2007). And David I. Steinberg, “Aung San Suu Kyi and US Policy Toward Burma”, Journal of Current Southeast Asian Affairs, Issue 3, 2010, pp. 35-60.

Gusmao, Xanana, To Resist is to Win! The Autobiography of Xanana Gusmao with Selected

Letters & Speeches, (Richmond Victoria: Aurora Books with David Lowell Publishing, 2000).

Shoesmith, Denis, “Timor Leste: Divided Leadership in a Semi-Presidential System”,

Asian Survey, Vol 43, Issue 2, March-April 2003, pp. 231-252. 8. How would you describe the new middle classes in Southeast Asia? How have

they expressed their identities and new power? Earl, Catherine, Vietnam’s New Middle Classes. Gender, Career, City, (Copenhagen: NIAS

pres, 2014). Drummond, Lisa B.W., and Thomas, Mandy (eds.), Consuming Urban Culture in

Contemporary Vietnam, (London: Routledge, 2003. Fischer, Johan, “The Moderate and the Excessive: Performing Malay Consumption” in

Yeoh Seng Guan (ed.), The Other Kuala Lumpur Living on the Shadows of a Globalising Southeast Asian City, (London: Routledge, 2014), pp. 92-121. Ebook available via library website.

Hsin-Huang, Michael Hsiao (ed.), Exploration of the Middle Classes in Southeast Asia,

(Taipei: Program for Southeast Asian Studies, Academia Sinica, 2001). Nguyen-Marshall, Van, Drummond, Lisa B. Welch, and Belanger, Daniele (eds.), The

Reinvention of Distinction: Modernity and the Middle Class in Urban Vietnam, (Dorcrecht: Springer, 2012.

Pinches, Michael, Culture and Privilege in Capitalist Asia, (London: Routledge, 1999). Sen, Krishna, and Stivens, Maila (eds.), Gender and Power in Affluent Asia, (London:

Routledge, 1998).



Shiraishi, Takashi and Pasuk Phongpaicit, The Rise of Middle Classes in Southeast Asia,

(Kyoto: Kyoto University Press, 2008. Truit, Allison, “On the Back of a Motorbike: Middle-Class Mobility in Ho Chi Minh City,

Vietnam”, American Ethnologist, Vol 35, No. 1, 2008, pp. 3-19. 9. What has been the effect of natural disasters such as typhoons and the tsunami on

the politics, and the people of particular Southeast Asian places? Bankoff, Greg, Cultures of Disaster: Society and Natural Hazards in the Philippines, (London:

Routledge, 2002. Clarke, Mathew, Fanany, Ismet, and Kenny, Susan, Post-disaster Reconstruction: Lessons

from Aceh, (London: Earthscan, 2010). Delica, G. Zenaida, “Balancing Vulnerability and Capacity: Women and Children in the

Philippines”, in Elaine Enarson and Betty Hearn Morrow (eds.), The Gendered Terrain of Disaster: Through Women’s Eyes, (Westport CT: Praeger, 1998, pp. 109-113.

Falk, Monica Lindberg, Post-Tsunami Recovery in Thailand: Socio-cultural Responses,

(London: Routledge, 2014). Falk, Monica Lindberg, “Gender, Buddhism and Social Resilience in the Aftermath of the

Tsunami in Thailand”, South East Asia Research, Vol 2, 2012, Pp. 175-190. Krauss, Erich, Wave of Destruction: One Thai Village and its Battle with the Tsunami,

(London: Vision Paperbacks, 2005). Ormond, Meghann, Neoloberal Governance and International Medical Travel in Malaysia,

(London: Routeldge, 2014). Tan Mullins, May, Rigg, Jonathan, and Grundy-Warr, Carl, “Responses and Resilience of

Fisherfolks on the Tsunami Event in Southern Thailand”, in Timothy Doyle and Melissa Risely (eds.), Crucible for Survival: Environmental Security and Justice in the Indian Ocean Region. New Jersey, New York and London: Rutgers University Press, 2998, pp. 116-129.

Warren, J., “A tale of two decades: typhoons and floods, Manila and the provinces, and the

Marcos years”, The Asia - Pacific Journal : Japan Focus, 11, 43, 2013, pp. 1 - 11. 10. How would you characterise the dynamics of political dynasties in Southeast

Asia? How do families claim and hold on to power? South East Asia Research has a special issue on Political Dynasties in Southeast Asia. Start with the two readings for the tutorials in week 3 and read the other articles on the Philippines and Indonesia. South East Asia Research Vol. 24, No. 3, 2016. There is one by Prajak Kongkirati, “Evolving Power of Provincial Political Families in Thailand Dynastic Power, Party Machine and ideological Politics, Jemma Purdey, “The Case of the Djojohadikusumo Family Dynasty Over Four Generations, Edward Aspinall and Muhammad Uhalb As’ad, “Understanding Family Politics: Successes and Failures of Political Dynasties in Regional Indonesia” and, Teresa S. Encarnacion Tadem and Eduardo C. Tadem, “Political Dynasties in the Philippines, Persistent Patterns, Perennial Problems”.



Thananithichot, Stithorn, and Satidporn, Wichuda, “Political Dynasties in Thailand: The Recent Picture after the 2011 General Election”, Asian Studies Review, Vol. 40, No. 3, September 2016, pp. 340-359. McCoy, Alfred W. (ed.), An Anarchy of Families: State and Family in the Philippines, (Madison Wisconsin: University of Wisconsin, Center for Southeast Asian Studies, 1993. If you read this book you will need to see the heated exchange with Mina Roces, See the Journal of Asian Studies, August 1995. Sidel, John. Capital, Coercion and Crime: Bossism in the Philippines, (Stanford: Stanford University Press, 1999. Level 5 (352.1409599/1) Hutchcroft, Paul, Booty Capitalism, The Politics of Banking in the Philippines, (Ithaca: Cornell University Press, 1998). Library Level 4 (S 332.109599/6) *If you read McCoy et al balance it with Roces, Mina. Kinship Politics in Post-War Philippines: The Lopez Family, 1946-2000, (Manila: De la Salle University Press, 2001). There is an abridged version of that book: Roces, Mina, “Kinship Politics in Post-War Philippines: The Lopez Family, 1945-1989”, Modern Asian Studies, Vol 34, No. 1, 2000, pp. 181-221.



SAMPLE JOURNAL

What is the role and impact of the media (incl. internet) in Southeast Asian

contemporary democracies?

In Southeast Asia, traditional mediums like radio and T.V. have historically had a rather

tenuous hold on free speech, often not only being supressed but also taken over by pro-

government individuals. In 1998, the Indonesian ‘Reform’ movement meant government

control over mass media was significantly reduced in Indonesia and the various media forms,

including publications, radio, T.V. and internet, have been able to open up political discussion.

However they have had mixed results in facilitating democratic processes in the country.

Given the history of more traditional mediums, the introduction of the new internet was often

hailed as the “technology of democracy” [pg. 263] but even it has been limited in its

effectiveness.

The internet in Indonesia lacked the reach of traditional media and had little impact on

campaigning and the results of the 1999 election. During the elections the radio was the

most important medium due to its ability to tailor campaign pitches to different localities.

However, the internet was able to provide a high degree of transparency in the voting

process, a factor often considered to be a necessity for democratic elections. The ability of

the internet to deliver rapid data to the media and public legitimised the election to the world

and also authenticated democracy to a certain educated middle class. It meant people’s trust

in the democratic system as a whole doubled to 74%.

Beyond the election, the internet also provided a platform for regions within the Indonesia to

reach out to foreigners (investors especially) directly without having to go through Jakarta. In

doing so, the resultant changing economic flows reduced the central control of Jakarta and

created a sense of autonomy and global connectivity for the ‘region’. Another important role

of the internet was in providing discussion forums on independent and government websites.

As a result, individuals were able to publicly scrutinize and criticize the government and its

policies without being held accountable.

Despite the contribution of the internet to necessary elements of democracy, it has not lived

up to its potential to build consensus through actual discussion. Not only is it greatly

hampered by the fact that many do not have access to internet, discussion forums have not

been able to actually stimulate debate between individual users and between users and the

government. Undoubtedly, the media has been crucial to democracies in Southeast Asia,

however, the tenuous hold of traditional mediums and the limitations of the newer internet

medium have made progress incomplete.

How has popular culture such as music been politicized in Southeast Asia?



Music has played an important traditional role in many Southeast Asian cultures, making it

inevitable that it would be politicized. Popular culture such as music has been a major part of

political and military struggles. It has been the weapon used to steal the “hearts and minds”

[pg. 277] of the people by both the ruling governments and oppositions.

The ‘people power’ revolutions of the Philippines make it a valuable demonstration of how

popular culture has been politicized in the region. Songs and singing have always been an

important part of Philippine culture and since the Japanese occupation it has been used as a

form of protest. During the 1930s, radical labour and peasant groups used songs to recruit

and expand. In the 1940s-1950s, the radical Hukbalahap movement became known as the

‘singing army’. This history of politicized music was revived by the student and feminist

movements during the 1960s creating a scene of flourishing protest music which would have

a significant role during the Marcos regime.

However, music was in a sense a double edged sword employed by Marcos supporters and

opposition. The Marcos government used music to generate support and constantly played

pro-Marcos songs through government controlled media. Imelda Marcos also commissioned

songs praising the New Society to assist Marcos’ campaign to win the hearts and minds of

the people.

Despite Marcos’ attempts, it would ultimately be the protestors who succeed in the cultural

war. The more Marcos controlled broadcast and blacklisted protest music like that of Freddie

Aguilar, the more the tide turned against him. Drawing on the memory of former nationalist

heroes and groups, like Ninoy Aquino, the genre flourished. Aguilar’s song “Bayan Ko”

became the anthem of the anti-Marcos movement after it was empowered by Aguilar’s

performance of it beside Aquino’s coffin. Marcos’ fall eventually came at the hands of non-

violent revolution where one of the main weapons of the people was song.

The pinoy genre did not just flourish during the Marcos years. The dictatorship set the

foundations for the popularisation of the genre under President Aquino. Following lobbying,

President Aquino established a Presidential Commission for Culture and the Arts to foster

the growth of a national culture of the people, making music a major part of developing a

national identity.

As governments in Southeast Asia, like the Philippines, continue to struggle to build a

national identity and truly break from the remnants of colonization, political music (with its

ability to reflect larger social, economic and political realities) will continue to grow.