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UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Collecting the People: Textualizing Epics in Philippine History from the Sixteenth Century to the Twenty-First Permalink https://escholarship.org/uc/item/61q8p086 Author Reilly, Brandon Joseph Publication Date 2013 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Collecting the People: Textualizing Epics in Philippine History from the Sixteenth Century to the Twenty-First A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Brandon Joseph Reilly 2013 © Copyright by Brandon Joseph Reilly 2013 ABSTRACT OF THE DISSERTATION Collecting the People: Textualizing Epics in Philippine History from the Sixteenth Century to the Twenty-First by Brandon Joseph Reilly Doctor of Philosophy in History University of California, Los Angeles, 2012 Professor Michael Salman, Chair My dissertation, “Collecting the People: Textualizing Epics in Philippine History from the Sixteenth Century to the Twenty-First,” examines the study and uses of oral epics in the Philippines from the late 1500s to the present. State institutions and cultural activists uphold epics linked to the pre-colonial era as the most culturally authentic, ancient, and distinctive form of Filipino literature. These “epics” originated as oral traditions performed by culturally diverse groups. Before they could be read, they had to be written down and translated into, first, the colonial language of Spanish, and later, the national languages of English and Filipino. Beginning from the earliest Spanish colonial times, I examine the longer history of writing about, describing, summarizing, and beginning in the late nineteenth century, transcribing the diverse sorts of oral narratives that only in the twentieth century came to be called epics. -
Asian Studies Programs in Canada
Asian Studies Programs in Canada University Undergraduate Language Inter- Special Graduate Admission requirements Language requirement Website Requirement disciplinary Programs Programs (for admission) Simon Fraser -Asia-Canada -Yes-6 credits Yes (major in Yes-China No N/A N/A www.sfu.ca/ University Minor Program -No other field) Field School -Certificate in Chinese Studies University of BA Asian studies Yes-6 intro credit hours, 6 Yes Yes + Japan, No N/A N/A www.umanitoba.ca/ Manitoba credit hours India and 200 level or above Hong Kong exchanges University of No Depends on program Grad Program- Study abroad Yes-Collaborative Masters Admission to “home graduate unit’ N/A www.utoronto.ca/ Toronto Yes opportunities program in South Asian for Collaborative Masters in Asia Studies, thesis stream -Anthropology MA and PhD in East Asian -English Studies -Geography MA and PhD in History with -Religion focus in India, China or Japan -Social Work MA and PhD in Near and Middle Eastern Civilizations BA in relevant field with good academic standing and appropriate language training if required University of -BA Asian Area Asian Area studies require Yes Study Abroad Yes-for MA and PhD, see MA:-BA in relevant discipline MA:- 3-4 years previous www.asia.ubc.ca/ British Studies 12 credits of lang. opportunities specific departments -reading competence in 2nd Asian coursework (good reading Columbia -BA Chinese instruction, others require at in Asia (Interdisciplinary) language comprehension) -BA Japanese least 18 credits at the 300 MAs and PhDs are thesis- PhD:-MA in Asian Studies or related -BA Korean level and 6 at the 400 level based field PhD:-good command of Asian -BA South Asian language Languages (Minor only) University of -BA Chinese 30-48 credit units at upper N/A Study Abroad MA in Chinese literature BA with a B average in last two Each MA degree requires 4 http://gradfile.fgsro.u Alberta -BA Japanese year level with 6 units in lit. -
Classical Persian Literature Bahman Solati (Ph.D), 2015 University of California, Berkeley [email protected]
Classical Persian Literature Bahman Solati (Ph.D), 2015 University of California, Berkeley [email protected] Introduction Studying the roots of a particular literary history enables us to better understand the allusions the literature transmits and why we appreciate them. It also allows us to foresee how the literature may progress.1 I will try to keep this attitude in the reader’s mind in offering this brief summary of medieval Persian literature, a formidable task considering the variety and wealth of the texts and documentation on the subject.2 In this study we will pay special attention to the development of the Persian literature over the last millennia, focusing in particular on the initial development and background of various literary genres in Persian. Although the concept of literary genres is rather subjective and unstable,3 reviewing them is nonetheless a useful approach for a synopsis, facilitating greater understanding, deeper argumentation, and further speculation than would a simple listing of dates, titles, and basic biographical facts of the giants of Persian literature. Also key to literary examination is diachronicity, or the outlining of literary development through successive generations and periods. Thriving Persian literature, undoubtedly shaped by historic events, lends itself to this approach: one can observe vast differences between the Persian literature of the tenth century and that of the eleventh or the twelfth, and so on.4 The fourteenth century stands as a bridge between the previous and the later periods, the Mongol and Timurid, followed by the Ṣafavids in Persia and the Mughals in India. Given the importance of local courts and their support of poets and writers, it is quite understandable that literature would be significantly influenced by schools of thought in different provinces of the Persian world.5 In this essay, I use the word literature to refer to the written word adeptly and artistically created. -
Modern Asian Literature and Its Role in Education Across Asia and Beyond
MODERN ASIAN LITERATURE AND ITS ROLE IN EDUCATION ACROSS ASIA AND BEYOND Ali Mustofa English Language and Literature Department, Faculty of Languages and Arts, Universitas Negeri Surabaya E-mail: [email protected] ABSTRACT Modern Asian literature is all works of literature produced in Asia and those which talk about Asia and beyond. When discussing Asian literature, it will also signify the works of literature that have been written by Asian writers and also by other writers from other countries which of course, about Asia. Today’s trend for Asian literary studies has shifted from a postcolonialism perspective to cultural studies since the latter has developed very fast in the rapid changing of cultural, regional, and multinational diversities. The issues in Asian literature have also touched the grounds of transnational and multidimensional problems which give more room toward different interpretations of nations and identity. Those issues will also bring up the ideas of the role of Asian literature in education across Asia and beyond since they contribute directly and indirectly to the development of the educational curriculum in Asia and other neighboring countries. The paper will briefly share some insights into the nature of Asian literature and its position in the English language studies curriculum in Asia and beyond. It also discusses some issues related to the role of Asian literature in Asian education which specifically addresses the issues of nation-building through the understanding of “the self” and “the other” in a postcolonial perspective, and at the same time rediscovers the very nature of “Asia’s sense” as well as “Asian eyes” in the scope of language and cultural studies. -
Southeast Asian Studies in Thailand
Special Feature No.68 Autumn 2013 Special Feature: Southeast Asian Studies: Crisis or Opportunity? Southeast Asian Studies in Thailand Charnvit Kasetsiri Emeritus Professor, Thammasat University would like to talk about the state of Southeast Asian Studies Sabah, Malaysia that Southeast Asian studies in Thailand was I in Thailand, but before I do so, I would like to just bring to parochial, meager, and “at square one.” Hence, the implication your attention something that some academics have said here was that Southeast Asian Studies in Thailand was non- about Southeast Asian Studies. First let’s hear from Oliver existent. William Wolters (1915-2000). In 1993, at a workshop in Jakarta, By the end of the ‘80s with the collapse of the Communist he said that “the major contribution of Southeast Asian studies regimes in the West and tremendous changes in the East, within the region itself could be the enhancement of one’s Thailand was making record economic growth and was part of self-awareness in order to assist one in reaching a better under- the so-called ‘Asian Miracles.’ In 1991, on behalf of my university, standing of the present. Perhaps, in an age of great change, I attended a Kyoto-Thammasat Core University conference: there is more than ever a need for self-awareness” (Wolters “In Search of a Collaborative Framework for Southeast Asian 1993). To contextualize these comments, let us go back further Studies.” There, I proposed that there was an urgent need and to 1977. Two years after the Communist’s victory in Cambodia, that the time was ripe to take action on Southeast Asian stud- Vietnam, and Laos, Thak Chaloemtiarana and Sombat ies for Thailand. -
Conceptual Understanding of Myths and Legends in Malay History
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UKM Journal Article Repository Conceptual Understanding of MythsSari 26 and (2008) Legends 91 - in 110 Malay History 91 Conceptual Understanding of Myths and Legends in Malay History HUSSAIN OTHMAN ABSTRAK Teks-teks sejarah Melayu juga kaya dengan cerita dongeng and legenda. Tetapi, banyak sarjana yang mengkaji isi teks itu kerap membuat tanggapan yang salah. Dalam kajian mereka, mereka menetapkan aspek luaran, dan bukannya aspek fungsi dan sejarah pada cerita mitos dan legenda itu. Oleh itu, adalah tujuan rencana ini untuk menerokai pemahaman konsep saya tentang cerita legenda dan mitos dalam teks sejarah klasik Melayu untuk membuktikan adanya kebenaran sejarah yang tersirat di sebalik cerita itu. Untuk tujuan itu, saya telah memilih Sejarah Melayu, Hikayat Raja-Raja Pasai dan Hikayat Merong Mahawanga. Kata kunci: Kosmologi Melayu, Sejarah Melayu, simbol Melayu, tafsir dan ta’wil ABSTRACT Malay historical texts are also rich in the mythical and legendary stories. Unfortunately, many scholars who study the content of the texts have always misunderstood them. In their study, they specify on the superficial aspects, instead of functional and historical aspects of the mythical and legendary stories. It is the purpose of this paper to explore my conceptual understanding of mythological and legendary stories in the Malay classical historical texts to prove that there are indeed historical truth embedded within these stories. To do that, Sejarah Melayu, Hikayat Raja-raja Pasai and Hikayat Merong Mahawangsa are selected. Key words: Malay cosmology, Malay history, Malay symbols, tafsir and ta’wil INTRODUCTION Much has been said about the symbols used and adored by man in ancient times. -
Glossary of Literary Terms
Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern). -
Asian Literary Voices
Publications Series AsianEdited Literary Volumes 12 Asian Literary Asian Literary Voices Philip F. Williams has published nine books in East Asian studies, including The Great Wall of Confinement (UCal, 2004), and has been ProfessorVoices of Chinese at Voices Massey University and Arizona State University. Asian Literary Voices Williams (ed.) Asian Literary Voices: From Marginal to Mainstream brings From Marginal to Mainstream together some of the most exciting recent scholarship on literature and culture in Japan, Korea, China, and India. The contributors combine original findings of interest to specialists with a clear and accessible style of writing; Edited by their unifying aim has been to give voice to a wide range Philip F. Williams of literary and scholarly figures who were important in their time and remain relevant to our epoch, and yet whose significance has been poorly understood. “The ten inquisitive and energetic authors explore a variety of topics from ‘bad-girl’ writers in contemporary China to Sanskrit poetesses in medieval India, from urban migration to avant-garde theater, and from genre paintings to writing systems.” Victor H. Mair, Professor of Chinese Language and Literature, University of Pennsylvania “This excellent book of essays represents the best of the conference volume genre. It includes concepts of the ideal lover, historical fiction and elite women’s reading in Chôson Korea and Meiji Japan, and how Europeans invented ‘Sinology’.” Michael S. Duke, Professor Emeritus of Chinese and Comparative Literature, University of British Columbia “This engaging volume deepens our understanding of how Asian civilizations have evolved not only through their contact with the West, but with one another as well.” Timothy R. -
Institute O F Southeast Asian Studies
Annual Report 2002–03 Institute of Southeast A sian Studies THE INSTITUTE OF SOUTHEAST ASIAN STUDIES WAS ESTABLISHED AS AN AUTONOMOUS ORGANIZATION IN 1968. IT IS A REGIONAL RESEARCH CENTRE DEDICATED TO THE STUDY OF SOCIO-POLITICAL, SECURITY, AND ECONOMIC TRENDS AND DEVELOPMENTS IN SOUTHEAST ASIA AND ITS WIDER GEOSTRATEGIC AND ECONOMIC ENVIRONMENT i PB EXECUTIVE SUMMARY I SEAS is a regional research centre dedicated to the study of socio-political, security and economic trends in Southeast Asia and its wider geo-strategic and economic environment. Within this broad mission framework, ISEAS continued in FY 2002–03 to conduct research and analysis on academic and policy-relevant issues, public outreach activities to promote a better understanding among the public of trends and developments in the region, and networking with scholars and other research institutes. The world, in particular our region, has witnessed dramatic developments over the past few years. These have, as is to be expected, affected the research agenda of ISEAS. While the study of Southeast Asia will continue to be the focus of ISEAS research, there has been an emphasis on new issues such as political Islam, terrorism, and the economic dynamics arising from the fallout from the regional economic crisis and the rise of China. Among the major research projects initiated at the Institute were “Demographic Trends in Indonesia and their Ethnic, Religious and Political Implications”; “Ethnicity, Demography and Political Economy in Malaysia: Current Trends and Future Challenges”; “Corporate Governance in ASEAN”; and “ASEAN Economic Integration”. Also initiated were studies on the ASEAN-China, ASEAN-India, and ASEAN- Japan relationships. -
Developing a Waldorf Curriculum in Asia
Freie Hochschule Stuttgart Developing a Waldorf Curriculum in Asia Written Scientific Master’s Thesis for obtaining the academic degree Master of Arts Class- and Subject Teacher for Waldorf Schools Submitted by: Serene Fong Email Address: [email protected] Date: 24 November 2017 Supervisor: Martyn Rawson Course Leader: Iris Taggert 1 Acknowledgments There are many people around the world to whom I am immensely grateful: My supervisor Martyn Rawson for his guiding help, perceptive insights, razor-sharp and witty explanations and observations that broadened my perspectives and challenged me to improve; Horst Hellman, for hours of insightful discussions, and providing an inspiring and living example of a constantly striving teacher and mentor; Iris Taggert, for constant encouragement, support and guidance; The numerous teachers and mentors who have shared their rich experiences and insights through lengthly interviews, particularly Neil Boland, Gilbert van Kerckhoven, Andrew Hill, Ursula Nicolai, Monika Di Donato, and Eugene Schwartz; All the warm and helpful teachers who responded to the survey and queries; My generous lecturers and classmates in the International Master’s Course for helping me in numerous ways, for translating and sharing their story resources, especially Zhang Shu Chun, Ianinta Sembiring, Kim So Young, Kaori Seki Kohchi, and Ji Young Park; Rosemarie Harrison, my very encouraging and supportive friend and proofreader; My teachers and friends, and all who contributed to this project in some way or other; Finally, to my family, and my mother, who have supported and encouraged me every step of the way; to Ho Pan Liang, my husband, confidante, classmate, and colleague, for walking with and helping me on this journey, and my two lovely children for their patience and love, and for many happy hours together enjoying stories from around the world. -
1 Orang Asli and Melayu Relations
1 Orang Asli and Melayu Relations: A Cross-Border Perspective (paper presented to the Second International Symposium of Jurnal Antropologi Indonesia, Padang, July 18-21, 2001) By Leonard Y. Andaya In present-day Malaysia the dominant ethnicity is the Melayu (Malay), followed numerically by the Chinese and the Indians. A very small percentage comprises a group of separate ethnicities that have been clustered together by a Malaysian government statute of 1960 under the generalized name of Orang Asli (the Original People). Among the “Orang Asli” themselves, however, they apply names usually associated with their specific area or by the generalized name meaning “human being”. In the literature the Orang Asli are divided into three groups: The Semang or Negrito, the Senoi, and the Orang Asli Melayu.1 Among the “Orang Asli”, however, the major distinction is between themselves and the outside world, and they would very likely second the sentiments of the Orang Asli and Orang Laut (Sea People) in Johor who regard themselves as “leaves of the same tree”.2 Today the Semang live in the coastal foothills and inland river valleys of Perak, interior Pahang, and Ulu (upriver) Kelantan, and rarely occupy lands above 1000 meters in elevation. But in the early twentieth century, Schebesta commented that the areas regarded as Negrito country included lands from Chaiya and Ulu Patani (Singora and Patthalung) to Kedah and to mid-Perak and northern Pahang.3 Most now live on the fringes rather than in the deep jungle itself, and maintain links with Malay farmers and Chinese shopkeepers. In the past they appear to have also frequented the coasts. -
Vietnamese Aesthetics from 1925 Onwards
CHAPTER 3: VIETNAMESE SOCIALIST REALISM: THE ARTS OF THE DEMOCRATIC REPUBLIC OF VIEÄT-NAM (THE NORTH) 1945-1975 Figure 1: Communal House at Döông Xaù Village, Gia Laâm District in Haø Noäi’s outskirts, photograph taken by Boi Tran Huynh. 131 This chapter examines the change in Vietnamese aesthetics in the Democratic Republic of Vieät-Nam, hereafter ‘the North’, from 1945 to 1975. In this era, Socialist Realism was established and applied to every aspect of the arts, which became a vehicle to serve the ideology of Marxism. Its relations shaped Vieät- Nam’s international agenda with the Communist bloc, especially with the Soviet Union and the People’s Republic of China. During this period, Vieät-Nam adopted and developed these two influences while the French influence became subtler. The conflict between North and South Vieät-Nam led to an emphasis on the fabrication of new aesthetics, aimed toward forging a national identity within the orbit of international Communism. Simultaneously, attempts were made to eliminate individualism in the art of Modernism with the assertion that it represented western decadent bourgeois art. Interestingly, it was in this context that a number of artists deviated from the Socialist mainstream and, through personal style and expression, produced artworks that counterbalanced the official view. Also, two private art collectors established themselves as alternative patrons to the arts. COMMUNISM AS A WAY OUT OF COLONIALISM: Hoà Chí Minh, (fig2) founded the Democratic Republic of Vieät-Nam on the 2nd of September 1945. In the Independence Declaration that he delivered in Ba Ñình Square to some 400,000 freedom-hungry Vietnamese and a small number of World War II American officers and other foreigners, Hoà Chí Minh deliberately used quotes from the 1776 American Declaration of Independence and the 1789 French Declaration of the Rights of Man and the Citizen.