IDENTITIES IN ASIA
2016/2017, Semester 1
Non-Faculty-Based Departments (College of Alice & Peter Tan)
Modular Credits: 4
citizenship,community engagement,human rights,identity,migration,nation,national identity,Self/Other
By taking this module, students will learn and apply basic theories and concepts to examine various aspects of identity formation and change over time. Such concepts notably include the nation/state, the Self/Other, and citizen/non-citizen. In addition, students will leave this module with critical thinking and communication skills, as the class will challenge and discuss various assumptions about identities in Singapore and beyond. Lastly, students will learn to apply their insights about the importance of identities in Asia to community-based projects and community engagement in the region.
In short, my learning outcomes revolve around students
identifying key questions and puzzles, situating questions and puzzles in the field, critically examining claims and evidence in developing one’s own argument, and reflecting on findings for real-world application and re-evaluation of prior beliefs
This multidisciplinary module critically examines identity formation and change over time in Asia, broadly defined. The class will explore such identity-formation from both top-down and bottom-up approaches by looking at how authorities, communities, and individuals construct collective and personal identities. The concept of identity is highly contentious, as it addresses issues of belonging, imagining, and defining one’s self. By highlighting particular case studies for comparison across time and geographical space, the module aims to encourage students to question assumptions about different group identities and think critically about controversial identities as well as recognize how identities are shaped by their relationships to various institutions, such as families, state agencies, schools, businesses and even social media networks.
Grades will be determined as follows:
Class participation 20 percent
Presentation: 20 percent
Substantial paper: 40 percent
Critical responses 20 percent (5 percent each)
In the case of borderline grades, I will make a particular point to reward students who have actively participated. I also look favorably on students who steadily improve during the seminar.
General Remarks and Helpful Information:
1. Academic Honesty and Plagiarism
Throughout the semester, students are required to write papers. These exercises are designed to allow students to develop their own arguments. Students should never incorporate ideas and materials without properly acknowledging their source.
NUS policies state: “Academic honesty is a prerequisite condition in the pursuit and acquisition of knowledge…There are many forms of academic dishonesty and plagiarism is one of them. Plagiarism is presenting some other person’s work as one’s own.”
Workload Components : A-B-C-D-E
A: no. of lecture hours per week
B: no. of tutorial hours per week
C: no. of lab hours per week
D: no. of hours for projects, assignments, fieldwork etc per week
E: no. of hours for preparatory work by a student per week