- Class Number 4683
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Gregory Fealy
- AsPr Gregory Fealy
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
- Tzu-Chien Yen
This course focuses on political and social developments in Indonesia since 1945. It summarises the major political events and figures of the post-independence period before examining specific themes such as the role of the military, Islamic movements, the state Pancasila ideology, criminality and violence, gender, foreign policy and the position of minorities. Discussion of different scholarly interpretations of these events and themes will form a major part of the course.
Upon successful completion, students will have the knowledge and skills to:
Upon successful completion of this course, students should be able to:
1. Demonstrate a strong grasp of the main events, issues figures and organisations that have shaped Indonesian political and social life post independence.
2. Understand the major scholarly approaches to the study of Indonesia.
3. Critically engage with primary and secondary source materials.
Almost all of my research relates to Indonesia, especially Islamic politics and social movements. This course directly draws on my 30 years of experience in studying diverse facets of Indonesian political, social and religious life.
Additional Course Costs
Examination Material or equipment
Take home examination. No special materials required.
None. All mandatory readings and numerous supplementary readings are posted on Wattle.
Below is a list of useful books on Indonesia, all of which are available from the library. Students who are keenly interested in Indonesia or envisaging more serious study of the country might consider purchasing some of these works but there is no necessity to do so.
Ricklefs, M. C., A History of Modern Indonesia Since c.1200 (4th edn), Palgrave, London, 2009. (This is a reliable and historically comprehensive reference work, though narratively dense).
Cribb, Robert, and Colin Brown, Modern Indonesia: A History since 1945, Longman, Harlow, 1996.
Cribb, Robert and Audrey Kahin, Historical Dictionary of Indonesia (2ndedn), The Scarecrow Press, Lanham, Maryland, 2004.
Cribb, Robert, Historical Atlas of Indonesia, Curzon, Richmond, 2000.
(All of Cribb’s books are lucid, accessible analyses of Indonesian history and come highly recommended.)
Pisani, Elizabeth, Indonesia Etc. Exploring the Improbable Nation, WW Norton & Company, New York, 2014. (This book is a vivid and very readable account of contemporary politics, society and culture.)
Bourchier, David and Vedi R. Hadiz (eds), Indonesian Politics and Society: A Reader, RoutledgeCurzon, London, 2004.
Elson, R. E., The Idea of Indonesia: A History, Cambridge: Cambridge University Press, 2008
The following online resources may also prove to be useful:
The Jakarta Post: http://www.thejakartapost.com
The Jakarta Globe: http://thejakartaglobe.beritasatu.com
Inside Indonesia: http://www.insideindonesia.org
Indonesia at Melbourne: http://indonesiaatmelbourne.unimelb.edu.au
New Mandala: http://asiapacific.anu.edu.au/newmandala/category/indonesia-politics/
Tempo: http://www.tempo.co.id (available in both English and Indonesian)
Kompas Online: http://www.kompas.com (The most respected and best established newspaper. It has selected articles available in English but largely in Indonesian.)
Media Indonesia: http://www.mediaindo.co.id (Indonesian language)
Republika Online: http://www.republika.co.id (The main 'Islamic' daily newspaper. It has a few articles each day in English but mainly in Indonesian).
Tirto: https://tirto.id (attractive presented and informative online Indonesian-language news site).
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to course and overview of Indonesia||Greg Fealy|
|2||Colonial Legacies, Japanese Occupation and the 1945-49 Revolution||Guest Lecturer: Prof Robert Cribb|
|3||Sukarno, Parliamentary and Guided Democracy and the 1965 Coup||Greg Fealy|
|4||Suharto's New Order||Greg Fealy|
|5||Indonesia's Transition and Transformation||Guest Lecturer: Prof Edward Aspinall|
|6||The Military and Politics||Guest Lecturer: A/Prof Marcus Mietzner|
|7||Mid-Semester Break (8-23 April)|
|8||ANZAC Day Holiday - no classes|
|9||Islamic Politics||Greg Fealy|
|10||Regional Autonomy, Rebellion and Ethnic Conflict||Greg Fealy|
|11||Minority Rights and Intolerance||Greg Fealy|
|12||Indonesian Diplomacy and Relations with Australia||Greg Fealy|
|13||Reflections on Indonesian Democracy and its Prospect||Greg Fealy|
Register for tutorials via Wattle
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Tutorial Participation (10%)||10 %||25/02/2019||31/05/2019||1,2,4|
|Tutorial Presentation (15%)||15 %||01/03/2019||31/05/2019||2,3,4|
|Critical Review (15%)||15 %||01/04/2019||23/04/2019||2,3,4|
|Main Essay (30%)||30 %||13/05/2019||31/05/2019||2,3,4|
|Take-Home Examination (30%)||30 %||17/06/2019||04/07/2019||2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Details given above (assessment 1)
Details given above (assessment 5)
Assessment Task 1
Learning Outcomes: 1,2,4
Tutorial Participation (10%)
Students will be assessed on their individual contribution to both lectures and tutorials. While attendance itself is not graded, a student’s participation mark will inevitably suffer if they are not physically present and active in both tutorials and lectures. Students will be rewarded for being active in class, asking informed questions about lectures and peer presentations, and for demonstrating that they have read and thought deeply about the assigned readings for each week.
(1) Make sure you do the mandatory readings before each tutorial. Minimally, ensure that you have a good sense of the following: (1) the subject matter being discussed in the text; (2) the argument/s made by the author; (3) the most important pieces of evidence presented by the author in support of his/her argument/s.
(2) If you have any questions relating to subject matter raised in the lectures/ tutorials/ readings, ask! Not only should this help resolve any confusion, it also contributes to your participation mark.
Assessment Task 2
Learning Outcomes: 2,3,4
Tutorial Presentation (15%)
Each student will be required to give one tutorial presentation during the course of the semester, focusing on the topic being discussed in the week they present. Students can nominate their preferred tutorial topic during the first tutorial. Each presentation should last no longer than 8 minutes. Students may choose to present an overview of the week’s subject matter, or may choose to focus on a particularly important debate, issue or concept arising from the week’s readings. It is important that students present some critical or conceptual analysis of the subject on which they are presenting, rather than simply summarising events or personalities.
The presentation will be followed by an in-class group discussion of around 10 minutes, which is led by the presenter. Presenters should prepare a one-page summary for other students listing key points, questions and arguments to be considered during the group discussion. The page should be distributed digitally the evening prior to the presentation, so that the class can read the summary in advance and prepare questions for the Q&A. We expect presenters to have read both mandatory readings AND several recommended readings. Both the oral and written aspects of the presentation will be assessed.
Reminder: There are three parts to this assessment. The first part of the assessment is written, in the form of a single-page summary to be digitally distributed to the group ahead of the presentation. The oral element of this assessment item is comprised of two further parts: a presentation to the class, and a presenter-led group discussion. The total time allocated for these will be 20 minutes.
(1) The presentation should be concerned with how and why questions, rather than who/what/where/ when. In other words, focus more on analysis than on narrative.
(2) Be selective regarding the information that you put on the one-page summary. Rather than fill the page with details, concentrate on key points or pivotal items of information.
(2) We encourage students to use a PowerPoint slideshow during their presentation.
Assessment Task 3
Learning Outcomes: 2,3,4
Critical Review (15%)
Critical review (15%)
Students are to write an 800-word critical review focusing on one of the mandatory readings for weeks 1-5. The review is designed to assess the clarity and organisation of students’ written work, as well as students’ critical engagement with the materials studied in the first weeks of semester.
The critical review should set out to do the following:
- introduce the subject matter with which the text is concerned;
- identify any scholarly debates on this subject, and indicate how the text contributes to those debates;
- explain the central argument(s) and evidence presented by the author;
- identify any apparent biases, weaknesses, omissions or contradictions in the text.
Students are not expected to undertake extensive additional research for the purposes of this assessment item. However, it is expected that at least 3 additional academic resources are used in compiling the critical review, and that these are appropriately referenced and included in a bibliography.
(1) It is worth reading through a few book reviews published in academic journals before you start writing. These should offer an idea of the tone, style and substance of a good-quality critical review.
(2) Make sure you are thorough in reading the article under review. Taking notes is a good idea. Conduct additional background reading on the same subject, so that you can write more confidently and from a position of greater authority.
(3) Try to ensure your writing is direct and unambiguous, and that the review is structured in a logical and orderly manner.
The critical review is due by 23:55 on Monday, 1 April 2019
Assessment Task 4
Learning Outcomes: 2,3,4
Main Essay (30%)
The main essay is 2500 words and provides an opportunity for you to explore more deeply a topic of your choice. Students must choose a different topic for the main essay to that on which they gave their tutorial presentation. A list of possible questions is given below, but students who wish to do so are welcome to devise their own questions in consultation with either Greg or Ray. The essays must be submitted via Turnitin (Wattle) by 23:55 on Monday, 13 May 2019.
Possible essay questions:
- Were the Japanese liberators or oppressors during the Occupation period, 1942-1945?
- ‘Ideology is dead in Indonesia’. Discuss with reference to Pancasila, nationalism and Islam.
- Indonesia's transition to democracy came about primarily because Soeharto lost the support of elites. Do you agree?
- The Chinese in Indonesia have been described as a ‘pariah minority’. Does this term accurately reflect their role in politics and the economy?
- What does the emergence of extremist groups such as Jemaah Islamiyah, Laskar Jihad and the Islamic Defenders’ Front (FPI) since 1998 demonstrate about the character of Indonesian Islam and the broader democratic transition?
- Why has corruption become so endemic in Indonesia and what are the obstacles to its elimination?
- Democratic reform has ensured that the military are a spent force in Indonesia’s political landscape. Do you agree?
- Political parties consolidate democracies (O’Donnell & Schmitter, 1986). Have contemporarypolitical parties seen significant institutional reform and development since the 1950s to ensure the future of Indonesian democracy?
- Before becoming president, Jokowi was widely seen as a reformist but some analysts now argue he is a status-quo politician, like Suliso Bambang Yudhoyono. Which characterisation do you find more compelling and why?
- ‘The relative peace and success of democratic elections in Aceh and Papua in recent years shows that regional autonomy, not centralisation, is the best way to prevent separatism in Indonesia.’Do you agree?
- Why has democracy become entrenched in Indonesia over the past 20 years when it ‘failed’ in the 1950s?
- What explains the volatility of Australian-Indonesian relations?
Tip: The tutorial reading lists provide many references relevant to answering these essay questions. Please see Greg or Ray if you are having trouble locating sufficient material for your essays.
Criteria for assessing written work
Essay writing is an essential part of the learning process and a vital medium through which your understanding of a subject can be assessed. Good academic writing usually contains the following attributes:
Arguments supported by reference to secondary and, if possible, primary material
Adequate range of sources
Central question or issue clearly defined and answered
Discussion of key issues and relevance of narrative
Logical flow of ideas and arguments
Evidence of creative thought and articulation of own ideas
Conclusions supported by evidence and argument
Contains introduction and conclusion
Fluent and succinct writing
Accurate spelling, grammar and punctuation
When preparing essays, students should use the above list as a guide. It is particularly important to engage critically with source materials. Do not accept without question the views or interpretations given in the works which you read. Use them rather as a means of finding your own way into the problem at hand.Your essays should be more than simply a report on other people’s views but instead you shoulddemonstrate your own understanding of the question or issue.
All written work is to be submitted in not less than a 12-point font and with 1.5 or double line spacing. Essays must be fully referenced, using footnotes and a bibliography, and be submitted with a cover sheet which records the word count.
Assessment Task 5
Learning Outcomes: 2,3,4
Take-Home Examination (30%)
The final assessment for this course will be a take-home examination. It comprises two mandatory parts. Part One requires students to answer five short questions from a list of 10 on specific facts, terms or concepts relating to Indonesian history and politics. Part Two contains a list of nine questions, of which students can answer any two, except for questions on the same topic as their tutorial presentation or main essay. Exam questions will draw directly on lecture material and tutorial discussions, so regular attendance at both will be a distinct advantage.
(1) Do not assume that the take-home format makes revision redundant: students who do best on this assessment item are those who engage consistently throughout the course.
(2) Prepare ahead of time by taking notes and collecting ideas through the course of the semester.
(3) Start early: take some time to consider and draft your answers. Your submission should be of a higher standard than you would expect to produce during an in-class exam.
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Where possible, student work will be returned during tutorials, but where necessary, assessment can be returned by email or during a face-to-face meeting outside of tutorial sessions (appointments must be made prior to the meeting).
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Only in the most exceptional circumstances will students be permitted to resubmit an essay.
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Indonesian Politics; Indonesian Islam; Australia-Indonesia Relations; Religious Politics in Southeast Asia
AsPr Gregory Fealy
AsPr Gregory Fealy