Samuel G. Collins
Li318-A, x43199
scollins@towson.edu
www.towson.edu/~scollins
Office Hours:
Mondays, 2-4 p.m.
Wednesdays, 2-4 p.m.
Fridays, 1-2 p.m.
Course description: The various economic, social and cultural processes associated with "globalization" are thought to challenge anthropology in profound ways, problematizing both the construction of the anthropological "object" and our relationship to it. Accordingly, we are supposed to adopt a range of new strategies and theories. We cannot, Michael Herzfeld has quipped, rely on participant observation in hermetically sealed localities while "the villagers themselves are busily commuting to the city" and "tracking old friends through the communications highway" (Herzfeld 2000: 6).
Korea poses just such a challenge to anthropology. Developing across 5000 years of oftentimes tumultuous history--particularly during the 20th century--Korea is a highly globalized nation that is simultaneously, recognizably Korean, i.e., both global and local. Examining Korea in historical and contemporary contexts forces us to develop notions of modernity and globalization that are less rooted in Western experiences, less tied to single lines of "development."
Accordingly, we begin with an exploration of "tradition" and "change" in Korea, analyzing the tensions between 5000 years of history on the Korean peninsula combined with the rapid-fire, revolutionary change over the last 100 years that has positioned South Korea as a major force in the global economy. Next, we will consider Korean life as part of a larger process of globalization. Economically, politically, culturally and transnationally, South Korea is connected to other countries in the world system. By examining the sometimes disastrous interpenetration of South Korea and the United States, we will explore the relevance of South Korea to our evolving understanding of globalization and identity. Finally, we will discuss the problems and logistics of studying, working and living in South Korea, contextualizing those difficulties in a dialectic of power and culture.
On our way to anthropological understanding, we will use a variety of materials: ethnographies of Korean culture and social life, movies, comics, television programs, magazines and newspapers. No previous knowledge of Korean language or culture is needed!
required readings:
The following books are available in the campus bookstore:
Abelmann, Nancy.
1996 Echoes of the Past, Epics of Dissent. Berkeley: University
of California Press.
Cumings, Bruce.
1997 Korea's Place in the Sun. New York: W.W. Norton & Co.
Lee, Chang-Rae.
1997 Native Speaker. New York: Riverhead Books.
Nelson, Laura C.
2000 Measured Excess. New York: Columbia University Press.
recommended readings:
See my homepage for recommended materials.
graded assignments:
participation
In order to help us work through the sometimes difficult material I've
assigned
in this class, students will be responsible for at least two (2) book
reports
on selected class readings over the course of the semester. Book
reports should
be approximately 10 minutes in length, summarize content and suggest
critical
inroads for subsequent class discussions. At the end of the presentations,
students
should hand in a print copy of their comments.
homework
Since the final project is an in-depth discussion of some aspect of
Korean life
in the context of globalization, students should begin collecting material
(e.g., newspaper articles, magazine advertisements, interesting webpages)
for their final papers as soon as possible. Every Monday, students
should
hand in one, relevant "item" pertinent to their semester research projects.
final project
Based on class readings and materials, students will write and present
a paper on
some aspect of contemporary Korean culture in the context of globalization.
final examination
A short answer test evaluating your knowledge of class readings and
your
ability to apply ideas from class lectures and discussions.
class grading:
Participation: 20%
Homework: 20%
Final Project: 40%
Final Examination: 20%
class schedule:
8/29 Introduction to the course and explanation of syllabus.
9/3-9/5 September 3: LABOR DAY
Language, History, Myth
Reading: Cumings, Chps. 1-2
9/10-9/12 History, "Three Kingdoms" to "Joseon."
Reading: Cumings, Chps. 3-5
Film: Ijaesuui Nan (Les Insurgés)
9/17-9/19 History, "Joseon" to the Korean War.
September 17: First Homework Due
Reading: Cumings, Chps. 6-8
9/24-9/26 History, Park Chung Hee to present.
Reading: Cumings, Chps. 9-10
Film: Swiri (1999)
10/1-10/3 Development and History
Readings: Abelmann, Chps. 1-3
10/8-10/10 1980's and the Minjung Movement
Readings: Abelmann, Chps. 4-6
10/15-10/17 Legacies of the "386" Generation.
Readings: Abelmann, Chps. 7-9
10/22-10/24 Korean and Globalization.
Readings: Nelson, Chps. 1-2
10/29-10/31 Consumption and Identity
Readings: Nelson, 3-4
Film: Juyuso Seupgyeok Sageon (Attack the Gas Station) (2000)
11/5-11/7 November 7: LAST DAY TO DROP A COURSE
"Kwasobi" and the Nation
Readings: Nelson, 5-6
11/12-11/14 Korea in Diaspora: Emigration and the U.S.
Readings: Lee, 1-81
11/19-11/21 November 21-25: THANKSGIVING
Korean Identities and U.S. Society
Readings: Lee, 82-171
11/26-11/28 Working and Living in Korea
Readings: Lee, 172-349
Presentations
12/3-12/5 Presentations
12/10-12/12 Semester Review
December 12: LAST DAY OF CLASS
FINAL PAPERS DUE
December 19: FINAL EXAMINATION
notes
1. Although exams and graded work will remain as stated above,
I may have to change different readings or films on the syllabus throughout
the semester. I will, in any case, try to give you ample warning
of any syllabus changes.
2. Each student is expected to be familiar with the University=s rules regarding cheating and plagiarism (Towson University Undergraduate Catalog, Appendix F). Neither will be tolerated in my class and will result in a flunking grade.
3. Students with learning disabilities should register at the Disability Support Services Office.
explanation of grading
Following department policy, students will be assigned a letter grade
without a qualifying A+@ or A-@.
A: A superior performance surpassing assigned work in unique and novel
ways and
integrating diverse ideas from a wide range of sources in addition
to those discussed in
class.
B: Excellent work surpassing the expectations of the assignment and
demonstrating initiative
and a willingness to move beyond the basic requirements of the assigned
work.
C: Satisfactory work meeting all basic requirements of the assignment.
D: Work in some way less than satisfactory. Although conforming
to basic requirements in
some way, the completed work is nevertheless not a coherent response
to the
assignment.
F: A profoundly unsatisfactory performance which doesn't meet
the intent of the assignment at any level.