- Class Number 7662
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Greg Fealy
- AsPr Greg Fealy
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
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. (An excellent and very accessible account of Indonesia's pre-Reformasi history.)
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.)
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.
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
New Mandala: http://asiapacific.anu.edu.au/newmandala/category/indonesia-politics/
Inside Indonesia: http://www.insideindonesia.org
Indonesia at Melbourne: http://indonesiaatmelbourne.unimelb.edu.au
Tempo: http://www.tempo.co.id (available in both English and Indonesian through the ANU library online)
Kompas Online: http://www.kompas.com (The most respected and best established newspaper. It has selected articles available in English but largely in Indonesian.)
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.
|Summary of Activities
|Introduction to course and overview of Indonesia
|Dutch Colonialism, Japanese Occupation and the 1945-49 Revolution
|Guest Lecturer: Prof Robert Cribb
|Sukarno, Parliamentary and Guided Democracy and the 1965 Coup
|Suharto's New Order
|Reformasi and Indonesia's Democratic Transition
|Guest Lecturer: Prof Edward Aspinall
|Women and Gender
|Guest Lecturer: Dr Sally White
|The Military and Politics
|A/Prof Marcus Mietzner
|Regional Autonomy, Rebellion and Ethnic Conflict
|Minority Rights and Intolerance
|Indonesian Diplomacy and Relations with Australia
|Reflections on Indonesian Democracy and its Prospect
Register for tutorials via Wattle
|Return of assessment
|A Snapshot of Indonesian Life (15%)
|Presentation Outline Meeting (5%)
|Tutorial Presentation (20%)
|Main Essay (30%)
|Take-Home Examination (30%)
* 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
A Snapshot of Indonesian Life (15%)
Students will be asked to write a short essay (800 words) on one aspect of contemporary Indonesian society or politics. A list of potential topics will be posted on Wattle at the start of the course, but students can nominate their own topics if they wish. The essay should provide a brief context to the topic before discussing recent controversies and what these might tell us about Indonesian society and values. The Snapshot essay is due by 23:55, Friday, 27 August 2021.
Assessment Task 2
Learning Outcomes: 2,3,4
Presentation Outline Meeting (5%)
In the week prior to students' tutorial presentations, they will be required to submit a draft outline of their tutorial presentation and schedule a time with me for a 10-minute discussion regarding their draft. Students planning to use powerpoint are welcome to submit their slides for discussion. The purpose of the outline meeting is to assist students in preparing and refining their presentations.
Assessment Task 3
Learning Outcomes: 2,3,4
Tutorial Presentation (20%)
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.
(3) I encourage students to use a PowerPoint slideshow during their presentation.
Assessment Task 4
Learning Outcomes: 2,3,4
Main Essay (30%)
The main essay is 2000 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 Friday, 10 October 2021.
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 contact me 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. The maximum length of each answer to the Part Two questions is 1000 words.
(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.
The Examination Questions will be posted on Wattle at 12.00 on Friday, 12 November 2021 and answers must be submitted by 23.55, Tuesday, 16 November 2021.
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.
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.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
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- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Indonesian Politics; Indonesian Islam; Australia-Indonesia Relations; Religious Politics in Southeast Asia
AsPr Greg Fealy