授業の目的 【日本語】
Goals of the Course(JPN) | | |
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授業の目的 【英語】
Goals of the Course | | | The eight countries of the South Asian Association for Regional Cooperation (SAARC), founded in 1985, form one of the most dynamic regions for economic emergence. Populations of South Asian countries today range from a few hundred thousand to over a billion. The physical geography of the region contains the highest peaks on earth, arid deserts and fertile terrains. A long history of maritime and land-based trade with other parts of the world, various empires and their distinct modalities of rule, and the consequent dynamic movements of people, goods and ideas have left their mark. Sociocultural and religious systems are equally varied and historically contested with the formation of new nation-states after independence and decolonization. This course questions whether the region faces unique challenges or opportunities for economic and social development. Is there a distinct development paradigm? What do other regions of the world have to learn from South Asia, and vice versa? |
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到達目標 【日本語】
Objectives of the Course(JPN) | | |
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到達目標 【英語】
Objectives of the Course | | | The course from Weeks 2-14 cover the country profiles (1-2 sessions/country based on size/population), with key themes interwoven and special attention to how historical events in one nation have impacted another. By Week 15, students should have basic historical knowledge of the eight SAARC countries from independence and/or decolonization to the present, with some awareness of the relationships between the eight countries and with their major development partners. Students should also be aware of major developmental themes, in particular: discourses of national unity amidst competing visions for community/civilizational formation, including religion, language, ethnicity and ideology. At the end of Week 8, students will submit a 1000-word data analysis essay. By Week 15, students will have gained a deeper appreciation of broader developmental issues, such as the politics of aid, foreign exchange crises, the nature of the state, South Asian influence in development thinking and gender quality. Students should also be able to engage with key debates in the scholarship of major events in South Asian history, such as the Partition of India in 1947. |
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授業の内容や構成
Course Content / Plan | | Week 1: Introduction: is there a South Asian development paradigm?
Weeks 2-3: India
Week 4-5: Pakistan
Week 6-7: Bangladesh
Week 8-9: Afghanistan
Week 10-11: Nepal
Week 12: Bhutan
Week 13-14: Sri Lanka
Week 15: Maldives and wrap up: does S.A. faces unique challenges or opportunities for development? |
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履修条件・関連する科目
Course Prerequisites and Related Courses | | | There are no prerequisites. Basic knowledge of early modern or imperial history in South Asia would be beneficial. |
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成績評価の方法と基準
Course Evaluation Method and Criteria | | | There are two assessments for this course. First, by the end of Week 8, students will submit a data analysis essay of no more than 1000 words, worth 40% of the final mark. The student, after discussion with the lecturer, will select an appropriate dataset on a topic of their choice relating to a particular country or theme in South Asia. Second, students will submit a final 5000-word original research essay worth 60% of the final mark (due at the end of Week 15). Students are encouraged to make the first 1000-word data analysis essay part of the broader final 5000-word research essay. Marking for the data analysis (40%) and the final original research essays (60%) will be based on Nagoya University’s six-letter grade evaluation system from A+ to F, wherein C- is the minimum grade for passing the course (see ‘Academics/Campus Life’). |
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教科書・参考書
Textbook/Reference Book | | The following are key texts on certain S.A. countries, by historians, political scientists, and anthropologists. Other weekly readings for specific themes or sectors, including primary materials, will be uploaded by the instructor onto TACT.
• Stuart Corbridge and John Harriss, Reinventing India: Liberalisation, Hindu Nationalism and Popular Democracy (Polity, 2000).
• Ayesha Jalal, The Struggle for Pakistan: A Muslim Homeland and Global Politics (HUP Belknap Press, 2014).
• Stacey Leigh Pigg, “The Credible and the Credulous: The Question of ‘Villager’s Beliefs’ in Nepal,” Cultural Anthropology 11 (1996): 160-201. |
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課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | | Students are expected to participate in in-class activities such as group discussions and debates. Outside of the lectures, students are expected to complete and understanding the readings which are generally assigned weekly, amounting to approximately 4 to 6 hours per week, depending on reading level. Students may be asked to present on a particular reading in class to develop critical reading and oral presentation skills. |
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注意事項
Notice for Students | | | Depending on progress, planned themes and activities in each week’s lecture may change slightly. |
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使用言語
Language(s) for Instruction & Discussion | | |
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授業開講形態等
Lecture format, etc. | | | Lectures will be held in person. |
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遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | | |
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