South Asian Culture

South Asian Culture

IAH 211B-731 :: South Asian Culture, Music, Visual Art, and Philosophy

Michigan State University

Summer II, 2018

(7/2 – 8/16)

Instructor: Dr. Marohang Limbu

E-mail: marohang@​gmail.com/limbu@msu.edu

WeChat: Marohang ELI: ​https://elireview.com/

Eli Code: ​sword150fondue

COURSE DESCRIPTION This course examines South Asian culture, visual arts, music, and philosophy from the perspectives/lenses of humanities. The South Asian region comprises Nepal, Bhutan, Bangladesh, India, Maldives, Sri Lanka, Pakistan, and Afghanistan. These countries have a union called SAARC (China and Myanmar also applied, but not yet included). This course focuses on South Asian cultures, which are much more patriarchal and/or hierarchical; this course observes how such hierarchical and patriarchal cultures are created and how such hierarchies (based on gender, caste, and class) function in this part of the world. Unlike many parts of the world, there are diverse ethnic groups who speak dozen of other ethnic languages besides their mother-tongue, national language, and English. This course examines how such multicultural and multilingual cultures operate in their day-to-day life; so, this course explores practices and meaning of diverse cultures, visual arts, music, and literature and their (internal and external) relationship in politics, economics, education, arts, and music. This course critically and analytically explores how ethnic/minority histories and epistemologies are constructed, reconstructed, and maintained and how diverse cultural elements interweave and intersect for the peace, progress, and prosperity of the region in the context of the twenty-first century networked world. This course seeks to assist students to become familiar with ways of knowing South Asian cultures and/or humanities and to be more knowledgeable and capable in a range of intellectual and expressive abilities. IAH 211B encourages students to engage critically with their own knowledge of society, history, and culture(s); it also encourages students to learn more about the history and culture of South Asian societies. This course focuses on key ideas and issues in human experience; encourage appreciation of the roles of knowledge and values in shaping and understanding human behavior; emphasize the responsibilities and opportunities of democratic citizenship; highlight the value of the creative arts of literature, theater, music, and arts; and alert

us to important issues that occur among peoples in an increasingly interconnected and interdependent world. More specifically, in this course (IAH 211B), students will:

1. become familiar with South Asian cultures, arts, philosophy, and humanities, 2. develop a range of intellectual abilities such as critical thinking, questioning, logical

argument, appropriate uses of evidence, and interpretation of varied kinds of information (quantitative, qualitative, text, and image, etc.),

3. become more knowledgeable about South Asian cultures, places, times, geopolitical concepts, and human experiences,

4. learn more about the role of scientific method in developing a more objective understanding of the natural and social worlds, and

5. recognize responsibilities and opportunities associated with South Asian citizenship in a democratic society and an increasingly interconnected, independent world.

REQUIRED TEXTS AND MATERIALS Books/Chapters (not required to buy; texts or reading materials posted on D2L)

1. T. Delinic & N. N. Pandey (2012). SAARC: Towards Meaningful Cooperation. Kathmandu: Konrad Adenauer Stiftung. ​(SAARC)

2. I. Chemjong (2003). ​History and Culture of Kirat People​ . Kathmandu: Kirat Yakthung Chumlung. ​(HCKP)

3. N. Mishra & S. K. Singh (2002). ​Status of Minorities in South Asia. ​ Delhi: Authorsplace (SMSA)

4. K. C. Dash (2008). ​Regionalism in South Asia: Negotiating Cooperation, Institutional Structures. ​ New York: Routledge. ​(RSA)

5. M. Chitrakar (2012). ​Nepali Art: Issues Miscellany. ​ Kathmandu: Teba-Chi Studies Center. ​(NA)

6. B. C. Upreti & K. Gopal (2012). ​Democracy in South Asia. ​ Delhi: Kalinga Publications. (DSA)

Academic Journals (not required to buy; texts posted on D2L and also linked online materials to Eli)

1. A. Limbu (2014). Limbu Folk Culture Related to Food Habits. ​Journal of Education: Third Eye. ​ Kathmandu: National University Teachers’ Association of Nepal.

2. H. Shrestha (2011). Preserving Human Cultural Inheritance and Promoting Tourism….​Molung Research Journal​ . Kathmandu: Molung Foundation (2011)

3. M. Limbu, M. McCool, & X. Zheng (2013). Writing Across Cultures ….​Journal of Global Literacies, Technologies, and Emerging Pedagogies​ .

Films/Videos (videos posted on D2L/Eli)

1. “Yakthung Laje …”: Music video 2. Nepal Earthquake: Documentary

Eli – Peer Review Software ​https://app.elireview.com/​ CODE: ​sword150fondue ASSIGNMENTS AND PROJECTS Types of Assignments: ​You will have various types of assignments with different expectations, parameters, requirements, and points. These assignments will include, but not limited to reading responses, writing assignments, participations, discussions, peer reviews (peer responses), and communication. ​REMEMBER,​ if you do not submit any of the major projects, you will NOT pass this course. The calendar outlines the due dates for these major projects including other regular assignments. In this class, grade distribution occurs as shown below:

1. Writing Project 1 20% 2. Writing Project 2 (Reflection) 25% 3. Reading/writing Responses 25% 4. Peer Reviews (Eli & Google Docs) 15% 5. Discussions/communication (WeChat) 15%

1. Writing Project 1:: South Asian Cultural Literacy (20%):​ In this project, students will write a paper that discusses some cultural, political, and identity (mainly issues) in relation to “South Asian Cultures.” The topic areas are not limited to within any specific subjects; meaning, students can choose any topic and their essays can address any topic area that is related to “South Asian culture.” For instance, South Asian culture, identity, visual art, popular music, and philosophy, etc. as I just mentioned earlier. In this project, ​students are required​ to use some reading materials from this course (see the reading materials here) as sources to draw some theories, philosophies, practices, and cultural issues as evidences or examples. When students write this paper, they will also focus on the following elements:

1. What is the purpose of the essay? 2. Who are the targeted audience/readers? 3. Who is the writer (writer’s situated cultural identity–say where you are from and

what you know about the subject/topic) 4. What is the subject or issue? 5. What is the context? 6. What is the situation?

Requirements:

● 12 point font ● Arial/Calibri ● 1 inch margins ● Double-spaced ● 6-8 pages ● Sources–6+ ● APA/MLA citation format

2. Writing Project 2 :: Reflection of the course (25%):​ In this project, students will compile all their reading responses (day-by-day reading responses) and finally write a short reflection of the course (reading materials) such as:

1. What did you learn? 2. What cultural differences did you find in this particular region? 3. How do politics, philosophies/theories, practices, and identities function in this

part of the world? 4. What were/are new knowledge that you got in this course? 5. (You can also compare and contrast it with your own culture) 6. Finally, what major issues did/do you see in South Asian cultures and how you

want to address them as a global citizen? Requirements:

● 12 point font ● Arial/Calibri ● 1 inch margins ● Double-spaced ● APA/MLA citation format (check your in-text citations and “works cited” or

“reference” section) ● Edit/proofread well before you submit the drafts and/or final essay

NOTE: this will be like a mini-book; so create a content and page no. For example: —————————————————————————————————– First page (Title page):

IAH 211B :: South Asian Culture, Music, Visual Art, and Philosophy

Michigan State University

Summer II, 2018

(7/2-8/16)

Your name Professor Dr. Marohang Limbu

Michigan State University

East Lansing, USA

———————————————————————————————————— Second page:

Table of contents

Contents page no Introduction/Preface:​ First, summarize IAH 211B “course description” in about a paragraph (that will make your essay look much better); then, summarize what you did in this course week by week. For instance: In week 1, … (you can also write the title of the essays and what they were about (write down just main theme/s). ……

In week 2, … (you can also write the title of the essays and what they were about (write down just main theme/s).

In week 3, … (you can also write the title of the essays and what they were about (write down just main theme/s) and so on. Finally, compile all responses as shown below: Week 1.

1. Xxxx xxx xxx xxx 1

2. Xxx xxx xxx xxx xxx 2 3. Xxx xxx xxx xxx xxx 4 4. …

Week 2

5. Xxxx xxx xxx xxx 6 6. Xxx xxx xxx xxx xxx 8 7. Xxx xxx xxx xxx xxx 11

Week 3

8. Xxxx xxx xxx xxx 13 9. Xxx xxx xxx xxx xxx 15 10.Xxx xxx xxx xxx xxx 16 11.Etc. etc.

Finally, reflection essay. Works cited​ (you can list all sources here, or you can do after each week as well). Also watch the video I posted on WeChat; if you have any questions, let me know. NOTE: Check your “in-text citations,” “work/s cited,” “formatting,” grammar/mechanical elements etc. etc. very carefully. ============================================ 3. Peer Review (15%):​ Peer review is an integral part of writing. In this course, students will review their peer’s drafts multiple times in Eli. I will provide you “peer review guidelines.” REMEMBER, to become a great scholar and/writer or communicator, you should learn strategies to do peer review. You will definitely learn some peer review strategies in this course. 4. Reading Responses (25%):​ ​Students are always expected to read, write responses of all assigned materials, and post them on Eli (students MUST quote the sources; meaning, students must have IN-TEXT citations and WORKS CITED page in each reading response). Students will participate in the discussions of peer’s reading responses (on Fridays, but not always–​I will choose one of the student reading responses from that particular week)​. You will find the reading material/s and writing to be manageable as long as you give due attention. Unless otherwise specified, ALL reading responses are DUE 05:59 AM, U.S. EASTERN TIME (East Lansing Time) or

check Eli (due date and time). Writing response format (depending upon the assigned reading material):

● Write the main idea (thesis statement) of the essay ● Demonstrate what evidences the author uses to support her/his main idea ● Your analyses/thoughts/ideas (evaluation–experience, compare and contrast

and so on) NOTE: DO NOT WRITE YOUR READING RESPONSES IN ONE PARAGRAPH ​(write in several paragraphs) 5. Discussions/communication (15%):

● Group discussion:​ ​Since there are students from all across the world in this course, we will use “WeChat” (​http://www.wechat.com/en/download.html​) to communicate with peers and instructor. WeChat is a social media that can be accessed from all around the World. I want all students to participate, especially students will ask questions related to the course such as reading materials, assignments, issues/problems, assignment due dates, and so on.

● Communication: ​Communication/group discussion is a crucial element in

this course. As I stated earlier, students will be using “WeChat” to communicate with their peers/instructor. Additionally, students will be using Eli for group discussion, or communication, or participation. Students have to participate in these discussion forums in order to earn the points. This class is a safe haven for the exploration of emerging thoughts/ideas.

Since the discussion assignments are a public forum like in-class discussions, students are expected to be respectful of other members of the classroom community. I encourage each of you to express your disagreements with one another and with me, but to do so with the same level of decency and decorum that you would expect during in-class discussions. In other words, the discussion assignments are not meant to be opportunities to “vent” or as a way to harass other students with whom you disagree. So if I become aware of inappropriate discourse or behavior occurring in either the discussion assignments or through email, I will respond just as I would to disruptive classroom behavior. Harassment or other inappropriate behavior or discourse will not be tolerated in the online environment any more than it would be in the classroom environment.

STORAGE AND BACKUP Students MUST have access to cloud storage for course documents such as Dropbox or OneDrive or Google Drive. This course depends on computer-mediated reading and writing, and much of the work you will do this semester will involve interface with technology. You will be creating/writing on Google Drive or OneDrive or Dropbox; therefore, you will never lose your files/documents. Losing material/s because of computer crashes, disk problems, etc. is NEVER an excuse for late or incomplete assignments. POLICIES AND PROCEDURES

Attendance: ​IAH 211B is an interactive course and requires high levels of student participation. As this is an online class, one’s physical “attendance” is not possible; however, there are daily and weekly assignments that are due which will serve as indicators of your attendance. REMEMBER, ​late assignment submissions will be lowered past the due date. Plagiarism and Academic Dishonesty: ​Proper citation is a hallmark of good scholarship. Plagiarism is using information or original wording in a paper without giving credit to the source of that information or wording: it is not acceptable. Unless authorized by me (instructor), students are expected to complete all course assignments such as reading responses, discussions, writing projects, and quizzes without assistance of any source/person. Students are expected to develop original work for this course; therefore, you may not submit course work that you completed for another course to satisfy the requirements for this course. You are also not authorized to use the ​www.allmsu.com​ Website to complete any coursework in this course. Students who violate MSU regulations on Protection of Scholarship and Grades will receive a failing grade in the course or on the assignment.

____________________________________________________________________

DAILY SCHEDULE (PROVISIONAL—SUBJECT TO CHANGE) You are ALWAYS expected to read, write responses of all assigned materials, and post them on D2L. You are expected to participate in the discussions. You will find the reading materials and writing to be manageable as long as you give it due attention. Unless otherwise specified, ALL FINAL PROJECT DUE DATES ARE 06:00 AM, U.S. EASTERN TIME.

DATE ASSIGNMENTS WHERE DUE WHEN

WRITING RESPONSES

US Eastern Standard

Time (EST)

Writing response format (depending upon the assigned reading material):

● Write the main idea (thesis statement) of the essay

● Demonstrate what evidences and/or examples the author uses to support her/his main idea/claim

● Your analyses and/or critical thoughts/ideas on the essay (evaluation, compare and contrast and so on based on experience)

NOTE: DO NOT WRITE YOUR READING RESPONSES IN ONE PARAGRAPH ​(write in several paragraphs–at least three paragraphs)

WEEK 1

7/2 MON Assignment: 1. ICE-BREAKER; INTRODUCE YOURSELF

a. Your name, where you are from, where are you now,

b. your major, your research interests, your future goals,

c. why you want to take this course, and additional dis/likes and information

Other activities

1. Introduction to syllabus 2. Create your Eli and WeChat Accounts 3. Eli Code: ​sword150fondue 4. My WeChat user id: ​Marohang​ (you MUST use

it to communicate) WeChat QR code; please scan (I still do not see many students in the IAH 211B WeChat group)

Eli Check Eli

7/5 THU WRITING PROJECT 1: Introduction–just read it (given above) Reading & Writing Assignment Introduction: South Asia

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7/6 FRI South Asian Cultural Literacy The Caste System Read this as well; posting response is optional History of India’s [south Asia’s] caste system

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WEEK 2

7/9 MON Introduction: Status of Minorities in South Asia (​SMSA, pp. 1-8)

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7/10 TUE Status of Minorities in Bhutan (​SMSA, ​pp. 27-36) Eli

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7/11 WED Right of Indigenous People in the Contemporary World (​SMSA, ​pp. 285-294)

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7/12 THU “Prana” by Gopal Poudel “Basant” from ​“Mana” Eli

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7/13 FRI Discussion of reading response/s

1. POST WRITING PROJECT 1 DRAFT 1 in ELI

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SUGGESTED OUTLINE MLA STYLE

Title: longer 10 words+ 1. Introduction

1. Explain/describe the TITLE in 2-3 (4-5) sentences

2. Thesis statement (wh–statement) 3. Outline (structure of the essay–state how

you are going to organize the essay. For instance, In this essay, first, I will discuss …, second, I will highlight …., and so on.)

2. Background information (optional– or why you want to write in this topic area)

3. History/Literature review (origin of …) 4. Present sites (meaning of artifact at present) such as

how it is changing now 5. Issues/problems such as what issues or problems

you still see 6. Potential solutions 7. Conclusion (and future direction) 8. Works cited

NOTE: though you do not use keywords in MLA style, you should have some strong keywords (directly connected to thesis statement) and you should be using them in your essay APA STYLE

Title: longer 10 words+

1. Abstract (short paragraph–main idea of the essay) 2. Keywords (4-5 words/phrases) 3. Introduction

a. Explain/describe the title in 2-3 (4-5) sentences

b. Thesis statement (wh–statement) c. Outline (structure of the essay–state how

you are going to organize the essay. For instance, In this essay, first, I will discuss …, second, I will highlight …., and so on.)

4. Background information (optional– or why you want to write in this topic area)

5. History/Literature review (origin of …) 6. Present sites (meaning of artifact at present) such as

how it is changing now 7. Issues/problems such as what issues or problems

you still see 8. Potential solutions 9. Conclusion (and future direction)

10. References

7/15 PEER REVIEW 1. WRITING PROJECT 1 Notice: Peer Reviews grade is 15%; that means you have to review your peers’ papers really well. REMEMBER, to become a good writer and/or communicator, you HAVE TO be good reviewer, too. It is a peer-based writing (Project), I just go and see what you say, why you say, and how you say/comment. Based on the peers’ comments, you have to revise your Project 1. Peer review grade is 15% overall. PLEASE, DO NOT RUSH.

Check Eli

WEEK 3

7/16 MON Mother Tongue​ (POEM) by Yehang Laoti

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7/17 TUE Nepal’s nightmare: Tales of grief and survival (Documentary)

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7/18 WED Domestic Preferences for Regional Economic Cooperation: Cross-national comparison (South Asian) (​RSA, ​pp. 170-186)

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7/19 THU 1. POST WRITING PROJECT 1 DRAFT 2

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7/20 FRI 1. PEER REVIEW 2. WRITING PROJECT 1

Notice: ​Peer Reviews grade is 15%; that means you have to review your peers’ papers really well. REMEMBER, to become a good writer and/or communicator, you HAVE TO be good reviewer, too. It is a peer-based writing (Project), I just go and see what you say, why you say, and how you

Eli

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say/comment. Based on the peers’ comments, you have to ​ REVISE​ your Project 1. “Revision is where the magic happens. Writers learn most from thoughtful changes to their prior work based on feedback.” Peer review grade is 15% overall. PLEASE, DO NOT RUSH.

WEEK 4

7/23 MON Buddha Images: A Study of Icons ​ (​NA,​ pp. 25-34)

Eli Check Eli

7/24 TUE India Picks Ram Nath Kovind, of Caste Once Called “Untouchables” as President

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7/25 WED Modern Trends and the Local Traditions​ (​NA, ​pp. 147-157)

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7/26 THU 1. POST WRITING PROJECT 1 DRAFT 3 Eli

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7/27 FRI 1. PEER REVIEW 3: WRITING PROJECT 1 Eli

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WEEK 5

7/30 MON Maldives: The Sunny Side of Life Maldives culture WRITING PROJECT 2 + Reflection See the project guideline in the syllabus

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7/31 TUE Bangladesh: Language, Culture, Customs, and Etiquette

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8/1 WED Afghanistan: Language, Culture, Customs, and Etiquette

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8/2 FRI Editing/Proofreading Project (Thursday) Eli

PROJECT 1 FINAL DUE

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8/3 FRI 1. Project 2 Draft 1

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WEEK 6

8/6 MON Mahatma Gandhi: Biography Eli

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8/7 TUE Food: ​Limbu Folk Culture Related to Food Habits (with Special Reference to Limbu Folklore)​ (pp. 29-42)

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8/8 WED Demographic Rhetorics … in Nepal by Balkrishna Mabuhang

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8/9 THU 1. POST WRITING PROJECT 2 DRAFT 1 BEFORE MIDNIGHT (8/14)

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8/10 FRI 1. WRITING PROJECT 2: PEER REVIEW 2

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WEEK 7

8/13 MON Gautama Buddha Eli Check Eli

8/14 TUE Dambar Tembe’s Saimundri Eli Check Eli

8/15 WED Video Music: “Yakthung Laje” Eli Check Eli

8/16 THU WRITING PROJECT 2: EDITING & PROOFREADING WRITING PROJECT 2: DUE

Eli Check Eli

THANK YOU


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