- Class Number 2157
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In-Person and Online
- Dr Matthew Galway
- Dr Matthew Galway
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
This course is a postgraduate-level seminar on (trans)national histories in Asia and the Pacific. It aims to challenge what we think of, and conceptualise as, “Asia” and "Pacific": not merely as a set of recent nation-states or as static, singular entities, but as a complex, dynamic, and interconnected region. In the weekly seminars students will explore a range of topics to build an advanced understanding of the key national and transnational issues in Asia and the Pacific: imperialism and anti-colonialism/imperialism, nationalism, identities, cultures, ethnicities, and resistance. Using a range of case studies, the course illustrates key issues in China, Japan, South Asia, mainland Southeast Asia, archipelagic Southeast Asia, and in transnational boundless spaces such as the broader Sinosphere and the Pacific. Students in this subject will research, present on, and write about topics on national and transnational history across the Asia and the Pacific, choosing area(s) of focus relevant to their degree.
The seminar will (re-)introduce postgraduate students to the academic environment and advanced skills that are necessary for investigation, critical analysis, evaluation, synthesis, and communication of complex information. Postgraduate students plan and execute an individual research project related to one of the course themes and engage in an interactive learning environment that fosters a spirit of inquiry and reinforces intellectual standards.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate an advanced knowledge of key national and transnational issues in Asia and the Pacific;
- Develop and demonstrate analytical skills with regard to primary and secondary sources, especially to support historical arguments;
- Develop and demonstrate transferrable and employable skills through advanced written and verbal communication, especially skills of academic writing, and competent use of the library and other information sources; and
- Reflect on scholarly research practices both orally and in writing, individually and in groups.
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||Week 1— “Asia” and “Nation” as Bounded Terrains: Chinese Intellectual Forays|
|2||Week 2—What are “Anti-Imperialism” and “Asia”? Japanese Intellectual Responses|
|3||Week 3—Activism, Exile, and Sojourns in the Indian Subcontinent and Beyond|
|4||Week 4—Indochina: Revolutionary Imaginings and Alternative Modernities|
|5||Week 5—The Philippines: Race and (Trans)National Space(s)|
|6||Week 6—Indonesia: Spatial Representations of Nation, Power, and (Anti-)Imperialism|
|7||Week 7—Korean Peninsula: National Awakenings, National Cultures in Translation, and Transnational Cooperation|
|8||Week 8—Malay Archipelago: The Politics of Imperialism, Difference, and Gender in Malay(si)a|
|9||Week 9—Thailand: The Politics of Ethnicity, Space, and Gender Relations|
|10||Week 10—Gender and Material Culture in Modern Burma|
|11||Week 11—Is there a “Post” in “Postcolony”?: At the Crossroads of Independence in the Polynesian Triangle|
|12||Week 12—Nationalism, Activism, and Identity: Maori Intellectual Framings of Aotearoa|
|13||Week 13--All Power to the People: Transnational Black Power, Black Panthers, and Indigenous Australian Activism|
|Assessment task||Value||Learning Outcomes|
|Two Reading Responses||20 %||1,2,3|
|One seminar presentation||15 %||1,2,3|
|Research Proposal/Prospectus (1000 words)||15 %||1,2,3|
|Final Essay (3000 words)||40 %||1,2,3|
* 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.
Participation marks cannot be earned at sessions not attended, so absence from those sessions will result in a loss of opportunity to earn marks. To obtain a passing mark in participation, students should show consistent and engaged participation aligned with the learning outcomes of the course. If a student has legitimate reasons that prevent participation at live teaching activities, that student should arrange alternate forms of participation with the convener ahead of time.
Assessment Task 1
Learning Outcomes: 1,2,3
Two Reading Responses
750 words each. The Instructor will post resources on Wattle to guide students on how to author critical analytical reading responses.
Assessment Task 2
Learning Outcomes: 1,2,3
One seminar presentation
Powerpoint slides submitted by the presenter to the instructor after their presentation. The student(s) will lead the seminar discussion by leading with a short presentation for context, and will come prepared with questions to stimulate in-class discussion, both on the topics/themes under analysis and the reading materials for that week. One presentation per student, though enrollment may require the occasional two-person presentation.
Assessment Task 3
Learning Outcomes: 1,2,3
Research Proposal/Prospectus (1000 words)
Format: 1000 words max in length (12 point font, double-spaced, Times New Roman font, Chicago Manual Style with footnotes, no margin adjustments, please). The prospectus serves as a preliminary effort for your final paper, thus it does not have to include a conclusion. Students can use the feedback that they receive to guide their final essay’s construction, or may opt to change their topic/approach entirely. The prospectus must cover one or more of the topics discussed in class and in the readings unless the student clears another topic with me, and must use both primary and secondary sources in crafting the essay’s arguments.
Assessment Task 4
Learning Outcomes: 1,2,3
Final Essay (3000 words)
Format: 3000 words max in length (12 point font, double-spaced, Times New Roman font, Chicago Manual Style with footnotes, no margin adjustments, please). The paper must cover one or more of the topics discussed in class and in the readings unless the student clears another topic with me, and must use both primary and secondary sources in crafting the essay’s arguments.
Assessment Task 5
Learning Outcomes: 1,2,3
A passing mark reflects consistent and engaged participation throughout the course.
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.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- 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
intellectual history; collection and nostalgia; history of Communism; urban history
Dr Matthew Galway