The course will introduce students to multiple drivers of past, present, and future societal and environmental challenges in Asia and the Pacific. Such challenges and conflicts emerge out of historical, social, economic, political, religious, and cultural movements and debates, and are often linked to wider global forces. Topics include: the impact of colonialism, nationalism and the environment, plantation crises, land grabs, deforestation, decolonization, and the potential role of the postcolonial state in conflict and environmental degradation. We also use anthropological approaches to explore how indigenous knowledge and cultural traditions give rise to multispecies ethics and the kind of ideologies and activities that have inspired environmental activism.
More generally, the course considers the critical question of how Asian and Pacific societies have redefined their relationship to the environment from the colonial period until the present day. We investigate the relationships between environmental degradation, urbanisation, sustainability, climate crises, and technological change to understand how human and more-than-human actors nurture alternative futures.
The course will particularly interest students intending to pursue a career in the Asian and Pacific region. It will also be of interest to those seeking to expand their expertise in a range of practical topics related to governments, non-government organisations, development agencies, the environment, multi-species justice, media, public health directives, gender relations, global trade practices and value chains, and climate policy initiatives.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate an understanding of social conflict and environmental change across Asia and the Pacific.
- Build an intercultural knowledge and skill set necessary to engage successfully and critically in applied projects across a variety of urban, regional and rural settings.
- Understand and apply a range of perspectives to engage with critical issues facing Asia and the Pacific.
- Conduct independent research related to social conflict and environmental challenges, drawing on anthropological, historical and interdisciplinary sources.
- Communicate findings effectively to specialist and/or professional audiences.
Required Resources
Haraway, Donna J. Staying with the Trouble: Making Kin in the Chthulucene. Durham and London: Duke University Press, 2016.
Tsing, Anna Lowenhaupt. The Mushroom at the End of the World: On the Possibility of Life in Capitalist Ruins. Princeton and Oxford: Princeton University Press, 2015.
Mathur, Nayanika. Crooked Cats: Beastly Encounters in the Anthropocene. Chicago and London: University of Chicago Press, 2021.
Yusoff, Kathryn. A Billion Black Anthropocenes or None. Minneapolis: University of Minnesota Press, 2018.
Chao, Sophie. In the Shadow of the Palms: More-Than-Human Becomings in West Papua. Durham: Duke University Press Books, 2022.
Chakrabarty, Professor Dipesh. The Climate of History in a Planetary Age. Chicago?; London: University of Chicago Press, 2021.
Kirksey, Eben 2015. Emergent Ecologies Durham: Duke University Press.
Recommended Resources
Anderson, W (1995) “Excremental Colonialism: public health and the poetics of pollution” Critical Inquiry 21(3): 640-669
Ballard C and G Banks (2003) Resource Wars: The Anthropology of Mining, Annual Review of Anthropology, v32:281-313
Baviskar, A (2000), ‘Claims to knowledge, Claims to control: Environmental Conflict and the Great Himalayan National Park, India” in in Roy Ellen et al, Indigenous environmental knowledge and it transformations: critical anthropological perspectives (Harwood), pp. 101-120.
Chakrabarty, D (2009) “The Climate of History: Four Theses,” Critical Inquiry 35, no. 2 (2009): 197– 222
Chao, S (2018). “In the Shadow of the Palm: Dispersed Ontologies among Marind, West Papua.” Cultural Anthropology. 33(4): 621 – 649. DOI: 10.14506/ca33.4.08.
Chao, S. (2019). “The Truth About “Sustainable” Palm Oil.” SAPIENS. 13 June. Available online.
Cody, S (2018) 'Borrowing from the Rural to Help the Urban: Organic Farming Exemplars in Postsocialist China', The Asia Pacific Journal of Anthropology, 19:1, 72-89, DOI: 10.1080/14442213.2017.1394362
Crang M, Nicky Gregson, Farid Ahamed, Raihana Ferdous and Nasreen Akhter (2012) “Death of the Phoenix and Pandora: transforming things of value in Bangladesh” in Catherine Alexander and Joshua Reno (eds.) (2013), Economies of Recycling: The global transformation of materials, values and social relations (London: Zed Books)
Doron, A & Raja I (2015) ‘The Cultural Politics of Shit’, Journal of Postcolonial Studies
England, Kim V.L. (1994) Getting Personal: Reflexivity, Positionality and Feminist Research’, Professional Geographer, 46(10: 80-89.
Kothari, Uma (2006) ‘An agenda for thinking about ‘race’ in development’, Progress in Development Studies 6(1): 9-23.
Klein, Neomi (2016), "Let Them Drown (https://www.lrb.co.uk/2016/05/04/naomi-klein/video-let-the m-drown )", LRB 4 May
Li T M (2014) Land's End: Capitalist Relations on an Indigenous Frontier, Duke University Press.
Li T (2000) ‘Locating Indigenous Environmental Knowledge in Indonesia’ in Roy Ellen et al, Indigenous environmental knowledge and it transformations: critical anthropological perspectives (Harwood), pp. 120-147.
Massey, C (2020) 'The Ard, the Ant and the Anthropocene' Granta 153, Nov 2020 (online)
Williams, A. (2008).'Turning the Tide: Recognizing Climate Change Refugees in International Law' LAW & POLICY, Vol. 30, No. 4, October 2008.
Shah, A (2007) ‘The Dark Side of Indigeneity?: Indigenous People, Rights and Development in India’, History Compass, 5(6): 1806-1832.
Stein, E (2009). ' "Sanitary Maekshifts" and perpetuation of health stratification in Indonesia. In A. R. Hahan & C. M. Inhorn (Eds.), Anthropology and Public Health: Bridging diffrences in culture and scoiety (pp. 541-565). London: Oxford.
Xin Tong, Jici Wang (2012) “The shadow of the global network: e-waste flows to china” in Catherine Alexander and Joshua Reno (eds.), Economies of Recycling: The global transformation of materials, values and social relations (London: Zed Books)
Yusoff, K (2015) “Anthropogenesis: Origins and Endings in the Anthropocene” Theory, Culture and Society
Reports (International):
Greenpeace Report (2021) Fukushima Daiichi 2011-2021 (Online )
Changing Markets (2015) Bad Medicine (online )
UN (2019) Climate Change and Land: an IPCC special report on climate change, desertification, land degradation, sustainable land management, food security, and greenhouse gas fluxes in terrestrial ecosystems (online )
WHO (May 2020) Manifesto for a Healthy Recovery from COVID-19 (online )
International Labour Organisation (2021) Empowering Women at Work – Government Laws and Policies for Gender Equality (online )
Please note that all peer-reviewed readings are available to download online through the ANU library. If you have any difficulty accessing texts please email muhammad.kavesh@anu.edu.au
Staff Feedback
Students 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 Feedback
ANU 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.Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Module 1: Introduction to the Course and Key ConceptsWe will discuss the overall scope and objectives of the course, as well as expectations and assessments. We will also discuss keywords, such as orientalism, plantation histories, and ethics of studying Other. The first module will also involve a guest lecture by a senior faculty member who will further introduce these key concepts. | Podcast: Please record your audio podcast, between 5-7 minutes long, and reflect on what you expect to learn from this course and what you think about orientalism and colonial monocropping. Due by 20 October 2024.Discussion Question: Use the discussion forum to present your analysis of George Orwell's approach to Orientalism in his essay "Shooting an Elephant." Do you consider Orwell to be an Orientalist, in line with Edward Said's definition, or does he critique others for being Orientalists? Reflect on how Orwell portrays the relationship between the coloniser and the colonised, and whether his depiction reinforces or challenges stereotypical views of the East. Consider the power dynamics, cultural representations, and Orwell's own role as a colonial officer in your response. Remember, participation in all discussion forums contributes 15% to your overall course grade.Maximum 150 words. |
| 2 | Module 2: The Land, People, and the EnvironmentIn this module, we will explore the meaning of belonging to the land. Drawing on Indigenous and native perspectives, as well as insights from experts studying the Pacific, we will discover why the connection to the earth is enduring, transcends generations, and compels people to risk everything to preserve it. | Discussion Question: Please explore why the connection to the land often leads to conflict, revolts, and long-term struggles. You may draw from historical or contemporary examples from around the world. Consider how land represents more than just physical territory—it embodies cultural identity, livelihood, and ancestral heritage. Examples may include Indigenous land rights movements, colonial struggles, or modern disputes over resources. Remember, participation in all discussion forums contributes 15% to your overall course grade.Maximum 150 words. |
| 3 | Module 3: Decolonialisation, Positionality and ReflexivityIn this module, we will explore how to decolonise our methodologies and ways of knowing by reflecting on the researcher's positionality and reflexivity. By engaging deeply with people, places, and beings, we will question traditional notions of mastery and consider more inclusive approaches to addressing current environmental crises. This process encourages us to rethink dominant perspectives and embrace diverse ways of understanding and interacting with the world around us. | Discussion Question: Please watch the documentary Second Nature and explore the idea that forests are shaped not only by natural forces but also by human intervention. How does an ethnographic, bottom-up approach help us uncover a decolonised perspective on deforestation? Remember, participation in all discussion forums contributes 15% to your overall course grade.Maximum 150 words. |
| 4 | Module 4: More than Human Borderly IntrusionsThis module examines the cases of spy pigeons, industrious donkeys, and unruly locusts to explore how non-human actors influence geopolitics and concepts of sustainable development in South Asia. By analyzing these instances of "more-than-human" border intrusions, we will discuss the complex ways in which animals and other living entities play a role in shaping political boundaries and development strategies in the region. | Assessment (Review Essay): Write a 1000-word review essay of the short film "A Gregarious Species" and discuss how the intrusion of locusts is not just an environmental or economic threat but also a geopolitical issue between the two nuclear-armed nations, India and Pakistan. Use insights from course readings and other available resources to support your analysis.Due Date: 10 NovemberDiscussion Question: Watch one of the 20 available lectures by experts on the theme of Multispecies Justice. Summarise the key argument presented in the lecture in 150 words. Remember, participation in all discussion forums contributes 15% to your overall course grade. |
| 5 | Module 5: Climate Change and Food CrisisIn this module, we discuss the interconnected themes of food provisioning, the Green Revolution, and climate change. Through expert discussions on swidden farming in Laos and gendered tomato farming in Myanmar, we discuss how the current food crisis is both a social and environmental issue. We further explore how this crisis is deeply rooted in the histories of colonialism and postcolonialism, shaping the way food is produced, distributed, and consumed today. | Assessment (Recorded Presentation on the Final Essay): Record an 8-10 minute presentation of your final essay following the structure below:1. Introduction of the Topic (1-2 minutes):
Discussion Question: Discuss the sustainability aspect of the swidden agricultural system in Laos. Remember, participation in all discussion forums contributes 15% to your overall course grade.Maximum 150 words. |
| 6 | Module 6: The Anthropocene and Imagining the FutureIn this concluding module, we will discuss emerging debates surrounding the Anthropocene, exploring various approaches to addressing the challenges we face, including synthetic biology, reevaluating our relationship with the environment and more-than-human beings, and integrating Indigenous perspectives to help navigate the current planetary crisis. | Assessment:Final essay, 4000 words. The essay should critically explore any issues related to environmental conflict in Asia and the Pacific. Preferably, it should address a problem within a country, geography, or region. Do consult with the course convener to discuss the topic to ensure that it is suitable for the course.The essay must demonstrate an ability to integrate material from twelve or more sources (scholarly books, academic journal articles) on a case study that can be used to write on the topic.Due date: 29 NovemberDiscussion Question: How the lives and deaths of plants, animals, and microbes are intertwined with human social worlds, and how does this raise the question for justice (please develop on Professor Haraway and Dr. Chao’s talk)? Remember, participation in all discussion forums contributes 15% to your overall course grade.Maximum 150 words. |
Tutorial Registration
Not applicable.
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Podcast | 10 % | 20/10/2024 | 24/10/2024 | 2,5 |
| Review Essay of "A Gregarious Species" | 25 % | 10/11/2024 | 25/11/2024 | 1,2,3 |
| Presentation on the essay (video recorded) | 10 % | 17/11/2024 | 25/11/2024 | 1,2,4,5 |
| Final Essay | 40 % | 29/11/2024 | 15/12/2024 | 1,2,4,5 |
| Class Discussion | 15 % | 29/11/2024 | 15/12/2024 | 1,2,3 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU 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 Requirements
The 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 Assessment
Marks 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: 2,5
Podcast
Please record your audio podcast, between 5-7 minutes long, and reflect on what you expect to learn from this course and what you think about Orientalism and colonial monocropping.
Assessment Task 2
Learning Outcomes: 1,2,3
Review Essay of "A Gregarious Species"
Write a 1000-word review essay on the short film "A Gregarious Species" and discuss how the intrusion of locusts is not just an environmental or economic threat but also a geopolitical issue between the two nuclear-armed nations, India and Pakistan. Use insights from course readings and other available resources to support your analysis.
Assessment Task 3
Learning Outcomes: 1,2,4,5
Presentation on the essay (video recorded)
Record an 8-10 minute presentation of your final essay following the structure below:
1. Introduction of the Topic (1-2 minutes):
· Clearly introduce the topic of your essay, providing an overview of the issue you are addressing.
· Explain why this topic is important and relevant in the context of your course.
2. Literature Review (2-3 minutes):
· Select at least four readings that are central to your topic.
· Rather than summarizing, focus on the critical concepts these articles address.
· Answer questions such as:
o What is the central question each article explores?
o What methods and approaches do the authors use, and why?
o What are the key findings that can help in better understanding your essay topic?
3. Integration of Literature to Discuss Your Final Essay (3-5 minutes):
· Synthesise the insights from the literature with your own analysis.
· Discuss how the readings support or challenge your arguments.
· Highlight how these sources help you build a more comprehensive understanding of the topic.
· Make sure to connect the literature review with your final essay's central argument.
Assessment Task 4
Learning Outcomes: 1,2,4,5
Final Essay
Final essay, 4000 words. The essay should critically explore any issues related to environmental conflict in Asia and the Pacific. Preferably, it should address a problem within a country, geography, or region. Do consult with the course convener to discuss the topic to ensure that it is suitable for the course.
The essay must demonstrate an ability to integrate material from twelve or more sources (scholarly books, academic journal articles) on a case study that can be used to write on the topic.
Assessment Task 5
Learning Outcomes: 1,2,3
Class Discussion
Respond to discussion questions in each of the six modules on the course's website using the "Discussion Forum". Maximum 150 words for each response. Participation in all discussion forums contributes 15% to the overall course grade.
Academic Integrity
Academic 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 Submission
The 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 Submission
For 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
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 Requirements
Accepted 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 Penalties
Extensions 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.Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.Distribution of grades policy
Academic 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 students
The 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
Convener
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Research InterestsEthics; Multispecies Ethnography; Decolonisation; Trade and Development; Belt and Road Initiative; Geopolitics; Geoeconomics; Sustainability; South Asia |
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Dr Muhammad Kavesh
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