Formatting requirements: Please use 12-point Times Roman font, double spacing, 2.5 cm margins, and page number

Formatting requirements: Please use 12-point Times Roman font, double spacing, 2.5 cm margins, and page numbers. (Don’t forget to put your name in the header or footer margin). Use the Harvard system (Author, date) of referencing, and include a list of a minimum of 5 references cited at the end of your review. These references are not counted in your word count.
Instructions: From all the semester weekly required readings, choose one of the themes listed below. From your reading of some of the material in this theme identify a critical issue. Discuss the issue as they relate to a specific country or region in Asia. Write an essay that explains:

  1. Why is this issue important?
  2. What do we already know about this issue (i.e. what research has been done before on this issue? The list of readings is astarting point and you are encouraged to find and incorporate further, more contemporary articles, chapters, and books.
  3. How have scholars researched this issue (e.g. what methods have they used)?
  4. What don’t we know (e.g. from your reading of literature in the area what are questions still to be answered)?
  5. How might we go about finding out more (e.g. based on 3), what methods seem most suited for answering the questionbeing asked?).

General: Below is a list of general essay topics. Please choose one and produce a more specific essay topic by selecting a specific issue relevant to a given theme and a specific region/country in Asia where this issue is relevant. This means that if you choose topic, for example, (1) below, you should select ONE specific issue relevant to identity/education/language and/or minorities in ONE Asian country/region. Please do NOT just write a general summary of all the varied issues relevant to identity, language, education and/or minorities in a given country/region. Please note that you need to incorporate a minimum of three readings covered on the topic in the lectures/weekly reading along with two others that you will need to find yourself or use the additional resources below.

  1. What identity, education, language, and/or minorities issue is important (in your chosen Asian country/region)?
  2. What development, displacement and environmental concern is important (in your chosen Asian country/region)?
  3. What political and conflict situation is important (in your chosen Asian country/region)?

Themes from the lectures:
poverty alleviation, environment and development, nationalism, education, economy, multiculturalism, democracy, governance, religion, linguistic diversity, maritime dispute, peace keeping and conflict etc.
ADDITIONAL RESOURCES (Students are strongly encouraged to search their own choices of extra scholarly references.)
Theme 1 Identity, education, language and minorities
Boellstorff, T. (2005) The gay archipelago: sexuality and nation in Indonesia. Princeton, N.J.: Princeton University Press. Gagné, I. (2007) ‘Urban Princesses: Performance and “Women’s Language” in Japan’s Gothic/Lolita Subculture’, Journal of
Linguistic Anthropology, 18(1): 130–150.
Davis, D., & Friedman, S. (Eds.) (2014) Wives, husbands, and lovers : Marriage and sexuality in Hong Kong, Taiwan, and urbanChina. Stanford: California Stanford University Press.
Ryang, S.(2008) Writing Selves in Diaspora: Ethnography of Autobiographies of Korean Women in Japan and the United States.
Plymouth, UK: Lexington Books. “Terra Incognita Family Maps of Diaspora” pp. 143-165.
Roth, J. H. (2002) Brokered homeland: Japanese Brazilian migrants in Japan. Ithaca: Cornell University Press.Robinson, K. (ed.) (2009) Gender, Islam and democracy in Indonesia. New York: Routledge.
Tsuneyoshi, R. Okano, K. and S. Boocock (eds.). (2011) Minorities and education in multicultural Japan: An interactiveperspective. London: Routledge.
Winarnita, M., Chan, C. and Butt, L. (2018) ‘Narratives of Exile Twenty Years on: Long-term Impacts of Indonesia’s 1998
Violenceon Chinese-Indonesian Women’, Identities: Global Studies in Culture and Power Journal (online)
Theme 2 Development, displacement, and environmental concerns
Das, S. K. (Ed.). (2008) Blisters on their feet: tales of internally displaced persons in India’s North East. Thousand Oaks, Calif.: SAGEPublications.
Hussain, M. (2008) Interrogating development: state, displacement and popular resistance in North East India. Thousand Oaks,Calif.: SAGE Publications.
Somayaji, S. (2011) Development-induced displacement, rehabilitation and resettlement in India: current issues and challenges. Hoboken: Taylor & Francis.
Habib, Benjamin. (2010) ‘Climate Change and Regime Perpetuation in North Korea’, Asian Survey, 50(2): 378–401. Ascher, W., & Mirovitskaya, N. (2013). Development Strategies, Identities, and Conflict in Asia. Palgrave Macmillan.
Li, T. M. (2010) ‘To Make Live or Let Die? Rural Dispossession and the Protection of Surplus Populations’, Antipode 41: 66– 93Webber, M. (2012) ‘The Political Economy of the Three Gorges Project’, Geographical Research, 50: 154–165.
Theme 3 Politics and conflict
Hedman, E.-L. (Ed.) (2008) Conflict, violence, and displacement in Indonesia. Ithaca, N.Y.: Cornell University.
Herriman, N. (2012) The entangled state: sorcery, state control, and violence in Indonesia Yale University Southeast Asia StudiesNew Haven.
Habib, Benjamin(2011) ‘North Korea’s nuclear weapons programme and the maintenance of the Songun system’, The Pacific Review, 24(1): 43-64.
Friedlander, P (2012) ‘Conflict and Peace in Buddhism’, in Lee Marsden (ed.), The Ashgate Research Companion to
Religionand Conflict Resolution, Ashgate Publishing Ltd, USA, pp. 79-95
Tomsa, D (2011) ‘Moderating Islamism in Indonesia: Tracing Patterns of Party Change in the Prosperous Justice Party’,
PoliticalResearch Quarterly, online first, DOI: 10.1177/1065912911404566
Scott, J. (1985) Weapons of the Weak: Everyday Forms of Peasant Resistance, Yale University Press, New Haven. Anderson, B. (2006] Imagined communities: Reflections on the origin and spread of nationalism (Revised edition ed.).
London:Verso.
Hobsbawm, E. (1990) Nations and nationalism since 1780: programme, myth, reality. Cambridge: Cambridge University Press.
Detailed Grading Criteria
Assessment Task 4 (40%)
We will be using the following criteria to assess your essay. Before submitting your essay you may like to use the below as a checklist in assessing your own work. For example, if you can answer yes to each criteria, then your essay is ready to be submitted. If the answer is no, then you may need to do some more work. Ideally, you would also read and assess another student’s paper and they yours in order to further refine your paper.

A Organisation 14 marks
B Content 20 marks
C Presentation 6 marks
14 marks
A Organisation
  1. Does the introduction provide a clear opening statement about the topic of the essay? (1 mark)

……………………………………………………………………………..………………………………………….……

  1. Does the introduction provide a clear indication of what will be argued? (3 mark)

……………………………………………………………………………………………………………

  1. Does the introduction provide a clear guide as to how your argument will proceed? (1 mark)

………..…..………………………………………………………………………………………………

  1. Is there evidence of a completely logical organisational structure underpinning the essay? (For example, does the paper use headings to help organization) Are the main arguments logically organised into paragraphs which are neither too long nor too short? (2 marks)

………………………………………………………………………………………………………………………………….

  1. Does the conclusion bring the main arguments together in relation to the thesis? (5 marks)

…………………………………………………………………………………………………………………………………

  1. Are the key ideas clearly communicated? Is it easy to distinguish main ideas from supporting detail? (2 marks)

….. ……………………………………………………………………………………………………………………………

  1. Content 20 marks
  1. Create a sustained argument. This means making a contention and putting forward reasons to support it (Argument 6 marks). It also means incorporating and analysing relevant theoretical terms and concepts (Theoretical Terms and Concepts 6 marks) (12 marks)

…………………………………………………………………………………………………….

  1. Has located and drawn upon the readings in the course as well as other literature on this topic (4 marks)

……………………………… ………………………………………………………………………….

  1. Are technical terms used appropriately? Are definitions given where required? (1 marks)

…………………………………………………………………………………………………………………………………

  1. Is a clear distinction made between original formulations and quoted material? (1 marks)

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  1. Are all sources clearly acknowledged? (1 marks)

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  1. Are quotations brief and used for specific purposes? (1 mark)

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C Presentation 6 marks

  1. Are sentences grammatically well formed, and is spelling and punctuation accurate? (4 marks)

…………………………………………………………………………………………………………………………………

  1. Is the referencing system used consistently and correctly? (1 mark)

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  1. Is the essay an appropriate length? (1 mark)

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