M.A. (East Asian Studies)
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Marxism, Stalinism, and the Juche Speech of 1955: on the Theoretical De-Stalinization of North Korea
Marxism, Stalinism, and the Juche Speech of 1955: On the Theoretical De-Stalinization of North Korea Alzo David-West This essay responds to the argument of Brian Myers that late North Korean leader Kim Il Sung’s Juche speech of 1955 is not nationalist (or Stalinist) in any meaningful sense of the term. The author examines the literary formalist method of interpretation that leads Myers to that conclusion, considers the pro- grammatic differences of orthodox Marxism and its development as “Marx- ism-Leninism” under Stalinism, and explains that the North Korean Juche speech is not only nationalist, but also grounded in the Stalinist political tradi- tion inaugurated in the Soviet Union in 1924. Keywords: Juche, Nationalism, North Korean Stalinism, Soviet Stalinism, Socialism in One Country Introduction Brian Myers, a specialist in North Korean literature and advocate of the view that North Korea is not a Stalinist state, has advanced the argument in his Acta Koreana essay, “The Watershed that Wasn’t” (2006), that late North Korean leader Kim Il Sung’s Juche speech of 1955, a landmark document of North Korean Stalinism authored two years after the Korean War, “is not nationalist in any meaningful sense of the term” (Myers 2006:89). That proposition has far- reaching historical and theoretical implications. North Korean studies scholars such as Charles K. Armstrong, Adrian Buzo, Seong-Chang Cheong, Andrei N. Lankov, Chong-Sik Lee, and Bala、zs Szalontai have explained that North Korea adhered to the tactically unreformed and unreconstructed model of nationalist The Review of Korean Studies Volume 10 Number 3 (September 2007) : 127-152 © 2007 by the Academy of Korean Studies. -
Modern Asian Studies
0026749X_46-1-black.qxd 12/8/11 8:49 PM Page 1 Modern Asian Studies Modern Asian Studies Modern Asian Studies VOLUME 46 PART 1 JANUARY 2012 VOLUME 46 PART 1 JANUARY 2012 CONTENTS ISSN 0026-749X DAVID ARNOLD AND ERICH DEWALD: Everyday Technology in South and Southeast Asia: An introduction 1 MICHITAKE ASO: Profits or People? Rubber plantations and everyday technology in rural Indochina 19 DAVID BIGGS: Small Machines in the Garden: Everyday Everyday Technology in South technology and revolution in the Mekong Delta 47 and Southeast Asia JEAN GELMAN TAYLOR: The Sewing-Machine in Colonial- Era Photographs: A record from Dutch Indonesia 71 TILMAN FRASCH: Tracks in the City: Technology, mobility Guest Editors and society in colonial Rangoon and Singapore 97 David Arnold and Erich DeWald DAVID ARNOLD: The Problem of Traffic: The street-life of modernity in late-colonial India 119 ERICH DEWALD: Taking to the Waves: Vietnamese society around the radio in the 1930s 143 VOLUME 46 PART 1 CHUA AI LIN: ‘The Modern Magic Carpet’: Wireless radio in interwar colonial Singapore 167 RAQUEL A. G. REYES: Modernizing the Manileña: Technologies of conspicuous consumption for the well-to-do woman, circa 1880s–1930s 193 SHARIKA THIRANAGAMA: ‘A Railway to the Moon’: The post- histories of a Sri Lankan railway line 221 JANUARY 2012 Cover illustration taken from: Mevr. M. van Schaafsma-van Loghem on the veranda of her house in Ambarawa, Java, with household staff and sewing-machine, 17 August 1913. Source: KITLV#32970. Cambridge Journals Online For further information about this journal please go to the journal website at: journals.cambridge.org/ass Downloaded from https://www.cambridge.org/core. -
Mphil in Modern South Asian Studies Prospectus 2018-19
MPHIL IN MODERN SOUTH ASIAN STUDIES PROSPECTUS 2018-19 PLEASE NOTE DEADLINES FOR THOSE WISHING TO BE CONSIDERED FOR THE LIMITED FUNDING OPPORTUNITES If you wish to apply for funding your admission application MUST be received by the dates given on the Graduate Admissions website. Those dates are as follows, but please check the website: http://www.graduate.study.cam.ac.uk/finance/funding The deadlines below are for the University-wide funding competitions available through the Applicant Portal. There are many funding opportunities at Cambridge from a wide variety of sources, including the Cambridge Trust, Gates Cambridge, Colleges, Departments, and central University funds. Applicants are required to complete the funding section of the graduate application form via the Applicant Portal. Applicants may use the Cambridge Funding Search to find out which type of funding they might be eligible for, and how and when to apply You can find more information about your fee status on the 'What is my Fee Status?' page. Deadline for Applicants Deadline for applying via the Expected date of Applicant Portal* award Gates Cambridge (USA) US citizens normally resident 11 October 2017 1 February 2018 in the USA Gates Cambridge Overseas and EU (non UK) 4 January 2018 From 5 March 2018 (excluding US citizens) fee status Cambridge Trust All 4 January 2018 From 6 March 2018 Please note that all deadlines are midnight UK time on the date stated. You must ensure that your application is submitted before the advertised deadline. The above deadlines apply to the submission of the application via the Applicant Portal. -
Early Modern Japan
December 1995 Early Modern Japan KarenWigen) Duke University The aims of this paperare threefold: (I) to considerwhat Westernhistorians mean when they speakof Early Modern Japan,(2) to proposethat we reconceivethis period from the perspectiveof world networks history, and (3) to lay out someof the advantagesI believe this offers for thinking aboutSengoku and Tokugawasociety. The idea that Japan had an early modern period is gradually becoming common in every sector of our field, from institutional to intellectual history. Yet what that means has rarely been discussed until now, even in the minimal sense of determining its temporal boundaries: I want to thank David Howell and James Ketelaar for raising the issue in this forum, prompting what I hope will become an ongoing conversation about our periodization practices. To my knowledge, the sole attempt in English to trace the intellectual genealogy of this concept is John Hall's introduction to the fourth volume of the Cambridge History of Japan-a volume that he chose to title Early Modern Japan. Hall dates this expression to the 1960s, when "the main concern of Western scholars of the Edo period was directed toward explaining Japan's rapid modernization." Its ascendancy was heralded by the 1968 publication of Studies in the Institutional History of Early Modern Japan, which Hall co-edited with Marius Jansen. "By declaring that the Tokugawa period should be called Japan's 'early modern' age," he reflects, "this volume challenged the common practice of assuming that Japan during the Edo period was still fundamentally feudal.") Although Hall sees the modernization paradigm as having been superseded in later decades, he nonetheless reads the continuing popularity of the early modern designation as a sign that most Western historians today see the Edo era as "more modern than feudal.',4 This notion is reiterated in even more pointed terms by Wakita Osamu in the same volume. -
University of California Riverside
UNIVERSITY OF CALIFORNIA RIVERSIDE North Korean Literature: Margins of Writing Memory, Gender, and Sexuality A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Comparative Literature by Immanuel J Kim June 2012 Dissertation Committee: Professor Kelly Jeong, Chairperson Professor Annmaria Shimabuku Professor Perry Link Copyright by Immanuel J Kim 2012 The Dissertation of Immanuel J Kim is approved: _______________________________________ _______________________________________ _______________________________________ Committee Chairperson University of California, Riverside Acknowledgements First and foremost, I would like to thank the Korea Foundation for funding my field research to Korea from March 2010 to December 2010, and then granting me the Graduate Studies Fellowship for the academic year of 2011-2012. It would not be an overstatement for me to say that Korea Foundation has enabled me to begin and complete my dissertation. I would also like to thank Academy of Korean Studies for providing the funds to extend my stay in Korea. I am grateful for my advisors Professors Kelly Jeong, Henk Maier, and Annmaria Shimabuku, who have provided their invaluable comments and criticisms to improve and reshape my attitude and understanding of North Korean literature. I am indebted to Prof. Perry Link for encouraging me and helping me understand the similarities and differences found in the PRC and the DPRK. Prof. Kim Chae-yong has been my mentor in reading North Korean literature, opening up opportunities for me to conduct research in Korea and guiding me through each of the readings. Without him, my research could not have gotten to where it is today. Ch’oe Chin-i and the Imjingang Team have become an invaluable resource to my research of writers in the Writer’s Union and the dynamic changes occurring in North Korea today. -
Guide to Independent Work in East Asian Studies
A Guide to Independent Work in East Asian Studies Princeton University Department of East Asian Studies A Guide to Independent Work 2020-2021 Korean Furniture Museum Seoul 1 A Guide to Independent Work in East Asian Studies TABLE OF CONTENTS Requirements ........................................................................................................................ 4 Junior Paper .......................................................................................................................... 5 Junior Paper Title Page Format ............................................................................................. 5 The Senior Thesis: Goals ...................................................................................................... 5 Important Dates for Senior Thesis ......................................................................................... 7 Thesis Writing ...................................................................................................................... 7 Adviser .............................................................................................................................. 8 Senior Thesis Prospectus ................................................................................................... 9 Guidelines for a Preliminary Bibliography .......................................................................... 10 Senior Thesis Writing Group .............................................................................................. 10 Thesis Formatting, -
Cold War Cultures in Korea by Travis Workman
Cold War Cultures in Korea Instructor: Travis Workman Campuses: U of Minnesota, Ohio State U, and Pennsylvania State U Course website: http://coldwarculturesinkorea.com In this course we will analyze the Cold War (1945-1989) not only as an era in geopolitics, but also as a historical period marked by specific cultural and artistic forms. We focus on the Korean peninsula, looking closely at the literary and film cultures of both South Korea and North Korea. We discuss how the global conflict between U.S.- centered and Soviet-centered societies affected the politics, culture, and geography of Korea between 1945 and 1989, treating the division of Korea as an exemplary case extending from the origins of the Cold War to the present. We span the Cold War divide to compare the culture and politics of the South and the North through various cultural forms, including anti-communist and socialist realist films, biography and autobiography, fiction, and political discourse. We also discuss the legacy of the Cold War in contemporary culture and in the continued existence of two states on the Korean peninsula. The primary purpose is to be able to analyze post-1945 Korean cultures in both their locality and as significant aspects of the global Cold War era. Topics will include the politics of melodrama, cinema and the body, visualizing historical memory, culture under dictatorship, and issues of gender. TEXTS For Korean texts and films, the writer or director’s family name appears first. Please use the family name in your essays and check with me if you are unsure. -
Ira Klein Personal Information
Curriculum Vitae: Ira Klein Personal Information: Ira Klein 4523 Fessenden Street, N.W. Washington, D.C. 20016 H: 202-686-4214; O: 885-2458 Education: Ph.D. (1968); M.A. (1960); B.S. (1956), all from Columbia University; Ph.D. dissertation: “The Diplomacy of British Imperialism in Asia, 1880-1914.” Employment: Editor, writer, Columbia University Press, 1960-64; Lecturer, Queens College, CUNY, 1967-68; Asst. Prof., American University, 1968-72; Assoc. Prof., American University, 1972-present. Honors, Awards: American University Outstanding Teacher, College of Arts and Sciences, 1990-91, co-recipient; Distinguished Service, National Golden Key Society, AU chapter, 1993. Outstanding Service, Community Service Network, Student Life, AU, 1994; Outstanding Service, Community Service Network, Student Life, AU, 1996. Outstanding Service, College of Arts and Sciences, 2000-01, co-recipient. Outstanding Teaching in General Education, University recipient, 2002-03. Publications: Book: The Age of Great Kings. New York: Western Press, 1964 (popular history). Book Chapters: 1) “Urban Development and Public Health,” in G.L. Gupta, ed., Urban India. New Delhi: Vikas Publishers, 1983. 2) “Roads, Railways and Malaria in Bengal,” in Ian Copeland, ed., The Burden of Empire. Sydney: Oxford U.P., 1991. 3) “Population, Environment and Disease,” in A.K. Bagchi and S. Battacharya, eds., India: A 2 Colonial Economy. London: Oxford U. P., forthcoming. 4) “Western Medicine, Plague and Popular Resistance in British India,” in Chittabrata Palit, ed., Medicine and Empire, Orient Longman’s, forthcoming. 5) “Malaria and Mortality in Bengal” in Chittabrata Palit, ed., Medicine and Empire, Orient Longman’s, forthcoming. 6) “Medicine and Culture in British India,” in Abhijit Dutta, K.D. -
CURRICULUM VITAE François Louis Associate Professor, the Bard Graduate Center: Studies in the Decorative Arts, Design, and Culture
CURRICULUM VITAE François Louis Associate Professor, The Bard Graduate Center: Studies in the Decorative Arts, Design, and Culture 18 West 86th Street New York, NY 10024 Phone (office): 212-501-3088 Fax. (office): 212-501-3045 E-mail: [email protected] Nationality: Swiss; U.S. resident alien Languages: German (mother tongue); French; Italian; Chinese; Latin EDUCATION Ph.D. East Asian Art History, University of Zurich (1997) M.phil. European Art History (minors: East Asian Art History and Sinology), University of Zurich (1992) EMPLOYMENT 1999– Bard Graduate Center, New York (Assistant Professor until 2004) 2002–2008 ARTIBUS ASIAE: Editor-in-Chief 1992–1998 Museum Rietberg Zurich: Research Assistant; Assistant Curator; Research Associate 1993–1996 University of Zurich: Lecturer in Art History COURSES OFFERED Bard Graduate Center 500/501. Survey of the Decorative Arts, Design History, and Material Culture 526. Decorative Arts of Later Imperial China, 1100-1900 563. Interiors in Early Modern China and Japan 564. Design and Ritual in Imperial China 567. Art and Material Culture of the Tang Period: Famensi 572. Arts of Song Period China, 960-1279 590. Bard Term Study Abroad: China 598. Master's Thesis Seminar 627. Western Luxuries and Chinese Taste 646. Domestic Interiors in China 648. Art and Ornament in Early China, 1500–1 BCE 694. Landscape and Rusticity in the Chinese Living Environment 702. A Cultural History of Gardens in China and Japan 752. Antiquaries and Antiquarianism in Europe and China, 1000-1800 761. Design and Material Culture of the Qing Period 802. Arts of the Kitan Empire (907-1125) 820. Chinese Ceramics 817. -
East Asian Studies Program |
East Asian Studies Program and Department Annual Report 2016-17 Cover: Main section from “A Humorous Map of the World 歐洲大戰亂畫報 (其十六): 滑稽時局世界地圖” (inscribed, The Ōshū dai senran gahō no. 16). Printed in 1914. From the Princieton University Library collection of “Block Prints of the Chinese Revolu- tion,” given in 1937 by Donald Roberts, Class of 1909. Annual Report 2011-12 Contents Director’s Letter 4 Department and Program News 6 Language Programs 8 Undergraduates 10 Graduate Students 14 Faculty 18 Events 20 Summer Programs 28 Affiliated Programs 30 Beyond Princeton EAS 33 Libraries 34 Museum 37 In Memoriam: Professor Yu-kung Kao (1929-2016) Director’s Letter, 2016-17 East Asian Studies dates from the 1960s and 1970s, when Princeton established first a Program and then a Department focusing on the study of China, Japan, and Korea, including linguistic and disciplinary training. The Department comprises about forty faculty members and language instructors and offers a major, while the Program supports faculty and students working on East Asia in both the East Asian Studies Department and other departments. In 2016-17 the nearly forty undergraduates enrolled in East Asian Studies pursued many interests, combining breadth of study with a solid foundation in the languages of East Asia. The eleven majors in the East Asian Studies Department worked in Chinese, Japanese, and Korean languages and wrote theses covering political history, transnational cinema, trauma and narrative, economics, ethnicity and colonialism, literature and translation, educational inequality, and the politics of space exploration. Twenty-six majors in other departments who completed certificates in East Asian Studies (one offered by the Department and one by the Program) submitted independent work that ranged even more widely. -
M.A. Chinese Studies Or East Asian Studies
M.A. Chinese Studies or East Asian Studies ABOUT THE M.A. IN CHINESE STUDIES OR EAST ASIAN STUDIES East Asia and China, in particular, have an increasing presence in the global marketplace. A wide variety of fields, including business, economics, finance, international law and government, education, and the arts, offer special opportunities for professionals with knowledge of East Asian languages and culture. The Master of Arts programs in Chinese Studies or East Asian Studies at St. John’s University offer students comprehensive and critical study of China and the Asian world, both as a whole and as individual societies. Students learn the history, culture, and languages of the region, preparing them to enter a global society. WHAT CAN I DO WITH AN M.A. IN CHINESE STUDIES OR EAST ASIAN STUDIES? With knowledge of the history, culture, and languages of China and East Asia, you can enter just about any field. From business and law to education and the arts, special opportunities are available to those with comprehensive and critical understanding of the world’s fastest- growing region. Our graduates have gone on to further study in doctoral and advanced professional programs both in the United States and abroad. They have also landed jobs in such diverse fields as business, administration, education, libraries, and health care. RESEARCH AND PROFESSIONAL DEVELOPMENT For both master’s degrees, students may opt to write a thesis, which will help them prepare for teaching or for further study in the field of Asian studies. The thesis not only hones students’ research and writing skills, but also provides them with a writing sample to include in their professional and academic portfolios. -
HA 362/562 CERAMIC ARTS of KOREA – PLACENTA JARS, POTTERY WARS and TEA CULTURE Maya Stiller University of Kansas
HA 362/562 CERAMIC ARTS OF KOREA – PLACENTA JARS, POTTERY WARS AND TEA CULTURE Maya Stiller University of Kansas COURSE DESCRIPTION From ancient to modern times, people living on the Korean peninsula have used ceramics as utensils for storage and cooking, as well as for protection, decoration, and ritual performances. In this class, students will examine how the availability of appropriate materials, knowledge of production/firing technologies, consumer needs and intercultural relations affected the production of different types of ceramics such as Koryŏ celadon, Punch’ŏng stoneware, ceramics for the Japanese tea ceremony, blue-and-white porcelain, and Onggi ware (a specific type of earthenware made for the storage of Kimch’i and soybean paste). The class has two principal goals. The first is to develop visual analysis skills and critical vocabulary to discuss the material, style, and decoration techniques of Korean ceramics. By studying and comparing different types of ceramics, students will discover that ceramic traditions are an integral part of any society’s culture, and are closely connected with other types of cultural products such as painting, sculpture, lacquer, and metalware. Via an analysis of production methods, students will realize that the creation of a perfect ceramic piece requires the fruitful collaboration of dozens of artisans and extreme attention to detail. The second goal is to apply theoretical frameworks from art history, cultural studies, anthropology, history, and sociology to the analysis of Korean ceramic traditions to develop a deeper, intercultural understanding of their production. Drawing from theoretical works on issues such as the distinction between art and handicraft (Immanuel Kant), social capital (Pierre Bourdieu), “influence” (Michael Baxandall) and James Clifford’s “art-culture system,” students will not only discuss the function of ceramics in mundane and religious space but also explore aspects such as patronage, gender, collecting, and connoisseurship within and outside Korea.