Ethnicity, Gender, and Social Change

ASIA-3010 (3 Credits / 45 class hours)

SIT Study Abroad Program:

Vietnam: Culture, Social Change, and Development

INTRODUCTION
This course explores the repercussions of the processes of social change in Vietnam with a special focus on specific groups, such as women and ethnic minorities. Students will be asked to analyze gender relations and ethnic minority perspectives from a comparative standpoint, in relation to both regional and global social and political change. Students will look at the governance of ethnic minority affairs, interactions between the big tradition and little traditions, the development problems faced by minority peoples, and the challenge of maintaining Vietnamese peoples diverse traditions throughout the process of nation-building. This course will explore social and cultural attributes of traditional Vietnam in order to trace the history of the nation. Students will follow the development of three ancient civilizations that have existed in what is now present-day Vietnam: the realm of Dai Viet in the north, the states of the Cham ethnic minority on the central coast, and the Khmer in the south. The course will then move to exploring more recent dynamics and trends, such as nineteenth and twentieth century Vietnamese colonial experience and national resistance as well as Viet Nams socialist revolution and national reunification. Discussions and lectures on nuanced contemporary political and economic issues will illuminate and enhance historical descriptions while also providing students with a context to frame their perspectives of development processes in Vietnam. Likewise, students will be encouraged to ask what affect modernity and globalization have had on Vietnam.

Objectives
To analyze Vietnamese history in relation to religious, cultural and social traditions and transformations. To critically consider the impact of colonialism, revolution and nationalism on Vietnamese culture and society from the 10th to 20th centuries.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester.
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To build intercultural communication skills through active immersion in the Vietnamese culture in different regions. To address social issues from a comparative policy perspective, examining the crux of Vietnamese tradition and modernity, particularly in relation to gender and ethnic minority issues. To provide students with a historical framework they can apply to the Research Design and Ethics course. To encourage students to immerse themselves further in a cultural context that will enhance their fieldwork capacities during the Independent Study Project.

Methodology
Seminar activities take place in formal classroom settings as well as in field locations. Lectures and excursions introduce students to Vietnams rich cultural traditions through visits to vibrant religious, historic, and social centers in southern, central and northern of Vietnam. Students are encouraged to reflect upon the dynamics of social and cultural change, supplementing lecturers with their own engaged analysis, dialogue, and group discussion. The whole Seminar lectures series and discussions are built around two main modules: (1) Gender and Society and (2) Ethnic Diversity. Module 1: Gender and Society In this module, students expose to a broad overview of social issues on gender in contemporary Vietnam. Taking a historical perspective, students examine ideologies, social institutions and representations in these areas. Specific topics explored include traditional Confucian gender ideology, the traditional family system and marriage, sex and sexuality. Vietnams recent economic growth and development has brought social changes. Students explore these social changes in gender relations, the substance and intensity. On conclusion of Module 1, it is expected students will: Deepen understanding of theoretical debates about gender relations and economic development analyze gendered social issues of relevance in Vietnam and beyond from critical and comparative perspectives; Be familiarize with available resources for learning about Vietnamese society; Module 2: Ethnic Diversity Through readings, discussions, interactions with local instructors and students and field trips in Mekong Delta, Central and Northern Vietnam , students will develop informed understanding about Vietnams multi-ethnic demographics and their public expressions. Many ethnic groups within the political domain of Vietnam have retained their own languages, customs and clothings. During the semester, students will explore the socio-cultural meanings of modern Vietnamese and examines how ethnic diversity is expressed within the overarching modern national identity of Vietnam. This module provides contextual understandings and interpretations of Vietnams ethnic diversity. It is not an encyclopedic presentations of all fiftyfour ethnic groups in Vietnam. Instead, it focuses on a few larger ethnic groups, such as the majority Kinh group, the ethnic Khmer, Cham and Hmong groups.

*This syllabus is representative of a typical semester. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester.
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On conclusion of Module 2, it is expected students will: Develop familiarity with relevant theories, concepts of Vietnamese national identities and the political and social meaning of ethnic diversity ; Develop an understanding of the sociocultural contexts of ethnic diversity in Vietnam, particularly on the questions how do some ethnic minorities succeed? and why are so many ethnic minorities still poor? Be able to articulate the cultural meaning of programs and projects for Vietnamese ethnic minorities.

Requirements
All students are required to attend all lectures offered and to participate in weekly discussion and analysis sessions. All excursions are mandatory and students must discuss absences with the Academic Director before the planned departure. Evaluation Students will be evaluated based on performance on the four following components: 1) Paper on Vietnamese Culture (30%) For this paper, students are asked to reflect on their own experiences of change in Vietnamese cultural domains in relation to development processes. Integrating thematic material from lectures and readings, students should produce a 6-8 page paper discussing their initial understanding of several traditional cultural domains and their impacts on the modern society in Vietnam. 2) Reflection paper on the Vietnam War (10%) 3) Final Exam (40%) The final exam for this course consists of a set of short answer questions as well as two in-class essay questions. The essay question topics will be given to students one-day prior. The goal of the exam is to give students the opportunity to demonstrate knowledge of Vietnamese cultural traditions and important issues of social change, with a special emphasis on gender and ethnic minority issues. Students can also use this opportunity to showcase the analytical skills they have developed during this course. 4) Participation: (20%) This includes active involvement in lectures, readings, discussions and excursions using the following criteria: Attendance - promptness to class and positive presence in class. Active Listening - paying attention in class and during field excursions, asking appropriate questions, showing interest and enthusiasm (this includes body language), entertaining contradictory perspectives, taking notes. Involvement in Class Discussions - either in small or large groups, sharing knowledge. This means challenging yourself to speak up if you usually don't, and also means allowing others to speak if you are a person who tends to dominate class discussions. Group Accountability positive participation in the group during field excursions and classes; consciousness of others; timely attendance. Displaying Respect culturally appropriate interaction with hosts, SIT program staff, lecturers and communities.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright SIT, a program of World Learning

Expectations
With the exception of journals and field notebooks, all assignments should be typed and doublespaced. Spelling and grammar are part of grading criteria; careful proofreading and editing are essential parts of the writing process. I will be happy to read a rough draft of any assignment at least two days prior to the due date. Please note: description is not analysis. While there is a place for description of people, events or organizations in your assignments, be aware that extensive description is not a substitute for critical analysis based on independent thinking and understanding. The more your writings reflect synthesis of theory observation and reflection, the more successful your work will be. Indicative Lecture Topics: History and Culture in Vietnam Lessons from the Vietnam War Vietnamese Mind: Individual vs Family Social Norms and Everyday Interactions Gender Policies and Human Development in Doi Moi Era Ethnic Minorities and Policies: Case Studies about Khmer, Cham and Hmong Ethnic Groups Governance & Civil Society: Challenges & Opportunities Indicative Excursions: Homestay in Ho Chi Mihn City Trips to Soc Trang and An Giang provinces: Case Study about Khmer Ethnic groups ( Part of the Educational Excursions to Mekong Delta) Trip to My Son: Case Study about Champa Architecture and Culture ( Part of the Central Excursions) A Possible Trip to A Luoi Village near Hue City: Case Study about Highlander Ethnic groups Field Trip to Sa Pa: Case Studies about HMong and Dao Ethnic Groups (Part of the Northern Excursions)

Sample Readings
Adger, W. Neil, P., Mick Kelly, & Nguyen, Huu Ninh, 2001. Chapters 1 & 2 in Living with Environmental Change: Social vulnerability, adaptation and resilience in Viet Nam. London and New York: Routledge. Baulch, Robert et al (2008). Ethnic Minority Underdevelopment in Vietnam: Full Research Report. ESRC End of Award Report, RES-167-25-0157. Swindon: ESRC. Baulch, Robert, Truong, Dominique Haughton and Jonathan Haughton. Ethnic Minority Development in Vietnam :A Socioeconomic Perspective. 2006. World Bank Report. Belanger, D. and Pendakis, K. 2009. Daughters, Work, and Families in Globalizing Vietnam in Reconfiguring Families in Contemporary Vietnam. Edited by Barbieri. M & Daniele Belanger. Stanford University Press, pp. 265-297.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester.
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Beresford, Melanie and Tran Ngoc Angie. 2004. (ed.) Reaching for the Dream - Challenges of Sustainable Development in Viet Nam. NIAS Press. David Marr, Concepts of 'Individual' and 'Self' in Twentieth-Century Vietnam, Modern Asian Studies, Vol. 34, No. 4 (Oct., 2000), pp. 769-796. D Ngn, The house without a man (Nh khng c n ng) in Love after war, contemporary fiction from Vietnam, 2003. Hirschman and Nguyen, Tradition and change in Vietnamese family structure in the red river delta, Journal of Marriage and Family 64 (November 2002): 10631079. Huu Ngoc. 2005. Wandering Through Vietnamese Culture. The Gioi. Karnow, Stanley. 1997. Vietnam: A History. Penguin. Chapter 3: The Heritage of Vietnamese Nationalism. Pp. 109-138. Kolko, Gabriel. 1999. Vietnam: Anatomy of a Peace. Li, Tana, An Alternative Vietnam? the Nguyen Kingdom in the Seventeenth and Eighteenth Centuries. Journal of Southeast Asian Studies, Vol. 29, 1998. Mangold & John Penycate. 1985. The Tunnels of CuChi. Michaud, Jean & Turner, Sarah. The Sapa Market Place, Lao Cai Province, Vietnam. Asia Pacific Viewpoint, Vol. 41, No.1, April 2000. Neil, James. 1995. Understanding Vietnam. University of California Press. Pp. 1-41. Ngo Thi Ngan Binh, The Confucian four feminine Virtues (Tu Duc): The old versus the new Ke Thua versus phat huy, in Gender practices in Contemporary Vietnam, edited by Lisa Drummond and Helle Rydstrom, Published by NIAS Press, 2004. Nguyen Van Huy and Laurel Kendall, (eds) Viet Nam Journeys of Body, Mind and Spirit. University of California Press. Schwenkel, Christina. The American War in Contemporary Vietnam. Indiana University Press. Chapter 1: Redemption, Reconciliation and Salvation. Pp. 27-48. Taylor, K.W. Surface orientations in Vietnam: Beyond histories of nation and region. Journal of Asian Studies. 57.4 (November 1998): pp. 949-977. Taylor, Keith, 1991. The Birth of Vietnam. University of California Press. Chapter 1. Lac Lords. pp. 1- 44. Tran Ngoc Angie. 2005. Gender Expectations of Vietnamese Garment Workers: Viet Nams Reintegration into the World Economy. Truong Huyen Chi. 2009. A Home Divided: Work, Body and Emotions in the Post-Doimoi Family in Reconfiguring Families in Contemporary Vietnam. Edited by Barbieri. M & Daniele Belanger. Stanford University Press, Pp. 298- 328. Warsley Laurel. The Fog of Peace. Utne, 68. Jan-Feb. 2005.
*This syllabus is representative of a typical semester. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester.
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Watts, Michael. 2006. Culture, Development and Global Neo-liberalism. In Culture and Development in a Globalizing World. Routledge. pp. 31-57. Werner, J. 2009. Gender, Household and State: Renovation (Doi Moi) as Social Process in Vietnam. Woodside, Alexander. 1988. Vietnam and the Chinese model. Cambridge , MA: Harvard University Press. Chapter One: Vietnam and China. pp. 7-59.

Further Information & Policies

Students are expected to attend and participate in all class sessions. Specific information on assignment will be handed out during orientation. Information regarding policies on academic integrity, ethics, academic warning and probation, diversity and disability, sexual harassment, and the academic appeals process is available in the Student Handbook. This syllabus and course schedules are subject to change in the event of extenuating circumstances. Students who are late or absent from any activity are personally responsible for contacting the Academic Director or other students for missed information.

*This syllabus is representative of a typical semester. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester.
Copyright SIT, a program of World Learning