- Class Number 3195
- Term Code 3430
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Li Narangoa
- Prof Li Narangoa
- Class Dates
- Class Start Date 19/02/2024
- Class End Date 24/05/2024
- Census Date 31/03/2024
- Last Date to Enrol 26/02/2024
For most of human history in Asia, the end of military and civil conflict was followed only by a renegotiation of the balance of power between the antagonists, and by the division of spoils among the victors. During the 20th century, especially in the aftermath of the Second World War, policy-makers became aware that the terms of peace could have a powerful impact on the likelihood of return to conflict. Significant progress has been made in developing peace-making processes that undercut the original causes of conflict and which thus diminish the possibility that conflict will recur. Architectures of international cooperation and inter-dependence also work to diminish the possibility of war.
The historical memory of conflict, however, has proven to be a serious and intractable obstacle to international harmony. The historical bitterness that afflicts Japan’s relations with Korea and China is greater now than at any time since the Second World War. Ancient antagonisms pit Cambodia against its two neighbours, Thailand and Vietnam. The memory of the massacre of communists in Indonesia 50 years ago looms as an issue in contemporary Indonesian politics. Meanwhile, formal and informal reconciliation processes in various countries of the region (including Korea, Cambodia and East Timor) have shed light on possible paths to preventing the legacies of bitter histories from causing ongoing conflict. This course will critically analyse the processes used in dealing with the past, as well as the prospects and challenges for cooperation and reconciliation.
Upon successful completion, students will have the knowledge and skills to:
- Comprehend and articulate the current territorial and political tensions in Asia from a historical perspective;
- Identify the historical, economic and political underpinnings of memories of conflict in Asia;
- Understand how to engage with different perspectives presented by scholars from different countries;
- Develop an understanding of theories and practices of reconciliation in various cultural contexts;
- Identify possibilities and challenges to reconciliation in Asia.
Please see class wattle site
Amy Benson Brown and Karen Poremski (eds.), Roads to reconciliation [electronic resource] : conflict and dialogue in the twenty-first century, N.Y. : M.E. Sharpe, c2005.
Barkan, Elizar, The Guilt of Nations: Restitution and Negotiating Historical Injustices (New York, W. W. Norton, 2000).
Breen, John, Yasukuni, the War Dead and the Struggle for Japan's Past (Columbia University Press, 2008)
Camilleri, Joseph A. and Sven Schottmann, Culture, Religion and Conflict in Muslim Southeast Asia: Negotiating Tense Pluralisms (London: Routledge, 2013)
Charbonneau, Bruno and Genevieve Parent, Peacebuilding, Memory and Reconciliation : Bridging Top-Down and Bottom-Up Approaches, Taylor and Francis, 2013.
Christie, Kenneth and Robert Cribb (ed.) Historical Injustice and Democratic Transition in Eastern Asia and Northern Europe (London: RoutledgeCurzon, 2002).
Frieberg, Annika, Reconciling with the Past [electronic resource]: Resources and Obstacles in a Global Perspective. Florence : Taylor and Francis, 2017.
Fujitani, T.; White Geoffrey M. and Yoneyama, Lisa, Perilous Memories: The Asia-Pacific War(s) (Durham NC, Duke University Press, 2001).
Gibney, Mark, and Erik Roxstom, 'The Moral Functions of an Apology', (Rodney C. Roberts eds.) Injustice and Rectification (New York: Peter Lang, 2002), pp.111-123.
Gi-Wook Shin, Daniel C. Sneider, History Textbooks and the Wars in Asia: Divided Memories, Routledge, 2011.
Gi-Wook Shin, Soon-Won Park, and Daqing Yang, Rethinking historical injustice and reconciliation in Northeast Asia : the Korean experience, New York, NY : Routledge, 2007.
Godement, François, The new Asian renaissance: from colonialism to the post-Cold War, 1997.
Hamid Hadji Haidar, Liberalism and Islam: practical reconciliation between the liberal state and Shiite Muslims, New York : Palgrave Macmillan, 2008.
Ivan Urlec, Miriam Berger and Avi Berman, Victimhood, vengefulness, and the culture of forgiveness [electronic resource]. Hauppauge, N.Y. : Nova Science Publishers, 2010.
Jager, Sheila Miyoshi; Mitter, Rana, Ruptured histories: war, memory, and the post-Cold War in Asia, 2007.
Kwak, Jun-Hyeok and Melissa Nobles, Inherited Responsibility and Historical Reconciliation (London: Routledge, 2013)
Lee, Seokwoo and Hee Eun Lee, Dokdo: Historical Appraisal and International Justice (Martinus Nijhoff, 2011)
Michael Berry, Sawada Chiho, Divided Lenses: Screen Memories of War in East Asia, University of Hawai'i Press, 2016.
Morris-Suzuki, Tessa; Low, Morris; Petrov, Leonid and Tsu, Timothy Y. East Asia Beyond the History Wars: Addressing the Ghosts of Conflict (London, Routledge, 2013)
Pan, Junwu, Toward a New Framework for Peaceful Settlement of China's Territorial and boundary disputes (Martinus Nijhoff, 2009)
Payne, Leigh A., Unsettling accounts : neither truth nor reconciliation in confessions of state violence, Durham : Duke University Press, 2008.
Shi, Zhiyu, Negotiating ethnicity in China: citizenship as a response to the state, Routledge studies on China in transition, 2002.
Starr , S. Frederick, Xinjiang : China's Muslim borderland. Armonk, N.Y. : M.E. Sharpe Inc., 2004.
Sulak Sivaraksa, Reconciliation and religion : a Buddhist reflection on religion's claims and reality, Bangkok : Thai Inter-Religious Commission for Development, 1989.
Sutherland, Stewart, 'Reconciliation: the effects of reconcilitation initatives (Apologies) on the Social and Emotional Wellbeing of People affected by past forced removal policies - A Transnational Study (Australia, Canaba and New Zeland)' (PhD Thesis), 2017.
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||Lectures plus seminar discussions.Over the course of the semester, the indicative topics are as per below:||For weekly assessments and other information, see below assessment section and wattle page.|
|2||What is Reconciliation|
|3||Reconciliation in comparision: German case|
|4||Reconciliation and culture: Japan and Korea|
|5||Trade, Ecconomy and Reconciliation|
|6||Politics of Memory|
|7||Apologies and Memories|
|8||Reconciliation and Historical Injustice|
|9||Reconciliation and Religion|
|10||Reconciliation between Minority and State Power|
|11||Memories, Grievences and Reconciliation|
|12||Prospects and Challenges|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Participation and homework||20 %||01/03/2023||30/05/2022||1,2,3,4,5|
|Forum Discussion||20 %||08/04/2023||20/04/2023||1,4,5|
|Book review report||10 %||28/03/2023||15/05/2023||3,4,5|
|Essay (3000-3500 words)||50 %||30/05/2023||22/06/2023||1,2,3,4,5|
* 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:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
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.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5
Participation and homework
In class discussion every week. (10%)
Homework: 10% (students are asked to bring 5 news reports or images each in total over five weeks on reconciliation and memory related topics and discuss their cases/examples in the class. The home work will be submitted and discussed in the class in week 3; week 4, week 5, week 6 and 7).
Assessment Task 2
Learning Outcomes: 1,4,5
Students are expected to post 4 forum posts (one original posts and the rest responses to others' posts) reflecting on lectures and/or readings on even weeks (starting from week two). Two posts per week max. Each post should be around 200 words.
Assessment Task 3
Learning Outcomes: 3,4,5
Book review report
Book review A 5-7 minutes Oral Book Report - 10% (this is a peer assessment item)
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
Essay (3000-3500 words)
Write an essay on a topic related to memories and/or reconciliation. Students are expected to come up with their own essay topic in consultation with the course convenor. The essay should be fully referenced preferably using footnotes. For submission details see course wattle page. The referencing system should be consistent. Students must be familiar with the university policy on plagiarism. See http://academichonesty.anu.edu.au/
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.
Written book review and essay assignments are to be submitted through Turnitin. 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.
No submission of assessment tasks without an extension after the due date will be permitted. Late submission of assessment tasks without an extension are penalized at the rate of 5% of the possible marks available per working day. Late submission of assessment tasks is not accepted after 10 working days after the due date specified in the course outline.
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
Modern Northeast Asian History and society
Prof Li Narangoa
Prof Li Narangoa