Issuu on Google+

SOAS SUMMER CLUB HANDBOOK

2013


TABLE OF CONTENTS INTRODUCTION THE SCHEDULE SOAS LECTURERS COURSE CHOICES (i) ACADEMIC (ii) LANGUAGES (iii) WORKSHOP FIRST DAY

4 6 7 8 11 49 63 68


INTRODUCTION Hello! We are so excited to start the first ever SOAS Summer Club and to have you guys participate in its launch! The SOAS Summer Club is a new branch of the Saturday Club that, as some of you may know, is a 6 week program where students attend SOAS on Saturdays to experience what University is like! The Saturday Club began in 2009 as a response to cuts to Higher Education and the increase in fees. To break boundaries and share opportunities, the Saturday Club emerged as a way of challenging existing barriers to accessing Higher Education. We want you to have the wonderful experience of learning beyond the national curriculum and to explore courses taught at university level. This year we’ve decided to do a 5-day version of Saturday Club during summer - so here we are! This handbook is designed to give you a full view of what is going to happen from Monday 22 to Friday 26 July, so hang tight cos it’s gonna be BIG! There are four sections to the handbook...

1) THE SCHEDULE to give you an overview of what is happening during the day

2) THE BIOGRAPHIES OF LECTURERS To give you an idea of the fabulous SOAS lecturers and their unique research! 4


3) COURSE CHOICES Detailed outline of the ACADEMIC and LANGUAGE courses on offer as well as description of the WORKSHOPS you can choose to do.

4) WHAT TO DO ON YOUR FIRST DAY... Information on how to get to SOAS and what to do when you get here! Please read the handbook carefully so you can get the best out of the programme. This is the largest range of subjects we have ever had throughout the three years that this programme has been running. You need to submit your course choices on www.soasunion.org link by Monday 8th of July. Please refer to page 8 on how to choose your courses. You also need to have the attached parental consent form filled in and given to your teacher by Monday 8th of July as well. We are launching our website on www.soasunion.org shortly and there will be lots more of exciting stuff for you to check out. Looking forward to seeing you! Alex, Jessica, Keiko and Zeinab

5


THE SCHEDULE Please note that as with any class, we appreciate participants to be prompt and courteous of the time taken by academics, professionals and students to share their experience and expertise. If you have any questions or problems, please don’t hesitate to ask! 9.30am Arrival and registration in the JCR 10-11am Lecture by SOAS University Academic 11-11:15am Break 11:15-12:15am Academic Course 2:15-1:15pm Lunch in the JCR 1:15-2:30pm Language Course 2:30:2:45 Break 2.45-4pm Workshop and employment advice 4-4:14 Break 4:15-5pm Lecture with a professional who is now in world of work! A little lost on the acronyms? No worries...(we were too...) JCR = Junior Common Room Lunch and tea each day will be served in the JCR

6


SOAS LECTURERS In case you were wondering, S.O.A.S stands for the School of Oriental and African Studies. From the name you can guess that there’s quite a bit of regional expertise into countries within the African, Asian and Middle Eastern continent. Not only this, SOAS has a strong focus on social sciences, arts and cultures but also holds a strong tradition of following the critical academy - a school of thought where questioning and challenging existing structures is embraced adn encouraged amongst a diverse student and academic body.

MUSIC

ETHNOMUSICOLOGY

(Global Hip Hop)

Ilana Webster Cogan

HISTORY HISTORY OF JAPAN

Angus Lockyer

ANTHROPOLOGY

MIGRATION & DIASPORA STUDIES

Parvathi Raman

POLITICS

INTERNATIONAL STUDIES

Charles Tripp

SOUTH ASIA

SOUTH ASIAN LITERATURE&CULTURE

Francesca Orsini 7


COURSE CHOICES YOUR COURSE CHOICES ARE SPLIT INTO THREE SECTIONS: - ACADEMIC COURSES - LANGUAGE COURSES - WORKSHOPS For ACADEMIC choices, please choose your top four subjects of interest. For LANGUAGE courses and WORKSHOPS, please only put your top three. Spaces for classes are limited to 12 students so do bear in mind that you may have to go to your alternative choices - either way you’re sure to enjoy it!

8


COURSE CONTENTS

ACADEMIC COURSES

Anthropology of Food 12 Anthropology of Migration 14 History of People’s Republic of China 16 Diplomacy and Global Affairs 18 Gender, War, and Conflict 20 Local and Global Law 22 Popular Music Geographies of Africa 24 Study of Religions 26 The Revolutionary Blues of the Desert: Saharawi Music 28 Shi’a Islam in the Modern Middle East 30 African Experience in Modern Times 32 Formation of Islamic State 34 Investigating Middle Eastern Politics 36 Media, Gender and British Society 38 History of Art 40 World Literature 42 Buddhist Studies 44 History of Pakistan 45 Japanese History 46 Film Studies 47 Knowledge and Power 48

LANGUAGE COURSES

Chinese Korean Malay Arabic Hindi Swahili

Hausa

• • • • • • • • • • • • • • • • • • •

• • • •

50 52 54 56 58 60


WORKSHOPS

Gardening Art Film DJ Music Sports Radio Newspaper

• • • • • • •

64 64 64 65 65 65 66 66


11

ACADEMIC


COURSE ANTHROPOLOGY OF FOOD AIMS By the end of the week students should understand: why the study of food is important how food relates to our identities how we make food choices, and how these affect us and others

SUMMARY Food is important! It not only feeds us and keeps us alive, but also plays a big role in who we are, and how we relate to others. Who eats what, who eats with whom, and whose appetites are satisfied and whose denied, are all social dynamics through which identities, relationships and hierarchies are created. The Anthropology of Food course at SOAS covers many aspects of food, all the way from field to fork, from plant to palate. Topics include agriculture, food processing, global trade, state intervention, body image, consumer behaviour and food waste. Food is fantastic route into understanding human behaviour and how the world works. In this summer school course we will ask the question: “Why do we eat what we eat?” To answer this question we will look at: Food and identity: are we what we eat? Food and nationality: what is a national cuisine? Food and modernity: are we becoming a McDonald’s society? Food and health: how do we know what is good to eat? Consumer power: do our choices affect how food is produced? Classes will be interactive and lively. We will use students’ own food experiences and ideas as the basis for a number of activities. 12


SOAS TEACHER ANNA COLQUHOUN

SNEAK PREVIEW! http://www.ted.com/themes/food_matters.html

GET A JOB! Students of the Anthropology of Food at SOAS now work in these fields: Food policy - for the government, think tanks and NGOs Sustainable and healthy food and farming advocacy and campaigning Food research, writing, journalism and editing Food branding, marketing, PR and retail Food and cooking education Food and agriculture film making Ethical food trade - eg Organic and Fair Trade companies and organisations Restaurant development and consultancy Gardening, farming and agricultural development 13


COURSE ANTHROPOLOGY OF MIGRATION

AIMS Why is curry one of the most popular dishes in Britain? How did Britain’s biggest carnival reach the streets of Notting Hill? Who taught the Brits to drink Tea? Questions like this start to unravel the complex and vibrant history of migration to Britain. This course aims to explore the significance of these global processes of migration for all of our lives. Yet instead of following economic, political or statistical models, examples of which we see in the news and the media, we will try to adopt a more anthropological perspective and think about migration historically and in terms of lived experience and everyday life. 14


SOAS TEACHER GEORGIA LULING FEILDING

SHORT SUMMARY

Anthropology is the study of people throughout the world from different societies and cultures. It explores what it is to be human and celebrates difference and diversity among human beings. Anthropology of migration, looks at human movement and its effects on culture and the way people interact with each other. We will introduce the concept of migration and think about different types of movement and journeys that people make and how they are relevant to our everyday life. Thinking about life in London today we will see how contemporary migration the communities shaped by it are related to historical movements, particularly slavery and colonialism. We will focus on the history of London’s Notting Hill Carnival as a case study. Listening to certain genres of music we will think about how these have been influenced by processes of migration. Together we will discuss what we understand by British culture and whether such a thing exists. Perhaps it is possible to rethink national culture through the lens of migration - not as one thing, but a continual mixing of people, life histories and cultures?

SNEAK PREVIEW A current photography exhibition in Hackney is looking at the ways migration has made Britain what it is today. Here are some photos from it: http://www.guardian.co.uk/artanddesign/gallery/2013/jun/11/photography-immigration#/?picture=410531163&index=0

GET A JOB! The amazing thing about an anthropology degree is that you can do pretty much anything with it: teaching, charity work, advertising/media, development… the list is endless – it broadens your horizons in every way! 15


COURSE HISTORY OF THE PEOPLE’S REPUBLIC OF CHINA (1949-1989)

AIMS The aim of this course is to introduce students to the key themes and events that form the history of the People’s Republic of China from its establishment in 1949 to the turbulent Tiananmen Square incident of 1989. The course will examine the policies of the Chinese Communist Party and the role of its leadership (with a particular focus on Chairman Mao Zedong [18931976]) in some of the most critical events of the Twentieth Century, such as the catastrophic Great Leap Famine, the Cultural Revolution and Cold War diplomacy. By the end of the course, students should have an understanding of the forces that have determined, and still continue to shape, the People’s Republic of China in the modern day. 16


SOAS TEACHER BETHANY ALBERY SHORT SUMMARY In the past few decades the People’s Republic of China has grown to become one of the most powerful nations of the modern age. Its economy is set to overtake that of the United States of America in the next decade. Not only is its history extremely rich, diverse and interesting, the knowledge of the rise of China is invaluable to the study of global history and the formation of the modern world.

SNEAK PREVIEW “Ode to the Motherland,” a famous patriotic song of the People’s Republic of China composed by Wang Xin in 1950: http://www.youtube.com/ watch?v=1sL8cZpkn4E. For a background to the course see the three-part documentary “China: A Century of Revolution”: http://www.youtube.com/playlist?list=PLC301C461C7C59267.

GET A JOB! Careers in Teaching and Academia. Careers in Politics and Diplomacy.

17


COURSE DILOMACY & GLOBAL AFFAIRS

AIMS Develop skills and knowledge in areas around international affairs. Excel in facilitating exchange of ideas, build trust and fostering relationships. Inc. Leadership and negotiation tasks.

18


SOAS TEACHER OMAR SALHA SHORT SUMMARY Diplomacy is a method of influencing foreign governments through dialogue, negotiation, and other measures short of war or violence. In our everyday walks of life it is otherwise known as the subtle and skillful handling of a situation and the wisdom in the management of public affairs. The course will include role plays and fun team-building exercises learning more about each other. The skills set and experience gained from this course is relevant to EVERY job or career you decide to enter. Some of the graduates of Diplomacy go on to work as: policy analysts/advisers, journalists, campaign officers, researchers, diplomats, consultants, bankers, civil society officers, academics/ teachers etc. You probably even practice this subject in your very own household like trying to negotiate getting your brother/sister/parents to watch the same TV show. That requires some serious diplomacy!

SNEAK PREVIEW Here’s an example of how to deal with conflicts and arguments at school: http://www.youtube.com/watch?v=LXmIA-Ees0s Public Diplomacy: What is it? – Students from Syracuse University share their thoughts http://www.youtube.com/watch?v=r_l121KXGPw

GET A JOB Anywhere. Everywhere.

19


COURSE Gender, War, & Conflict

AIMS: - Give students an understanding of the meaning of ‘gender’ and why gender is important to the study of war, political violence, conflict, and peace. - Illustrate the impact of war (including that of sexual violence during war) on men and women as well as gender roles and gender equality and analyze how the media reports war and its consequences. - Allow the student to challenge the binary idea of women as ‘peacemakers’ and men as ‘perpetrators’ of violence and gain a deeper and more complicated understanding of conflict and the role of women in conflict and war.

SNEAK PREVIEW Short Article: Francis, Diana - Gender, War and Conflict TransformationOpen Democracy- http://www.opendemocracy.net/5050/diana-francis/gender-war-and-conflict-transformation Ted Talk: Suheir Hammad: Poems of War, Peace, Women, Power- http:// www.ted.com/talks/suheir_hammad_poems_of_war_peace_women_power. html Ted Talk: Zainab Salbi: Women, Wartime and the Dream of Peace- http:// www.ted.com/playlists/69/war_stories.html 20


SOAS TEACHER Akanksha Mehta SHORT SUMMARY: This short course offers a broad understanding to the study of gender with regards to war and conflict. It will begin with an introduction and explanation to the terms ‘sex’ and ‘gender’ and will elaborate on the importance of studying the social sciences through the lens of gender. The course will then touch on the different ways in which gender intersects with war and conflict. War and conflict affect men and women in varied and different ways. They also greatly affect gender roles and gender equality. Sexual violence during war and conflict has been established as a major weapon of conflict (from the Balkan Wars to Congo). Furthermore, gender and its representations remain crucial to war, media reporting around war, and propaganda both for and against war. Thus, gender remains crucial to understanding war and conflict, whereas war and conflict remain crucial to understanding contemporary global politics and policies. The course will use various images, films, clips, and other visuals from current conflicts (such as those in Iraq, Afghanistan, Palestine, Kashmir, Syria etc.) to elaborate on how men/women and masculinity/femininity are constructed and used during wartime. It will also analyse gender-based violence during conflict, role of women and men as perpetrators of violence (or combatants), and the importance of gender in peacemaking and conflict resolu-

GET A JOB This course would be useful for professionals in academic research (political science, anthropology, history, war studies, gender studies); those working in conflict zones/areas, multilateral organizations (like the UN), non-governmental organizations linked to conflict, human rights organizations, peace building and conflict resolution related organizations; Those involved in politics and policy making; journalism; and human rights and international law etc. 21


COURSE LOCAL AND GLOBAL LAW

AIMS - A basic introduction to sources of law in the UK and elsewhere. - An answer to the question: why does international law exist? - An awareness of law that may be useful for further study or a career in this field!

22


SOAS TEACHER TOM TRENNERY & ZAYNAB HAMDI SHORT SUMMARY What is law? It’s a tough question. We can say that law is definitely more than just a bunch of rules. It defines how people act across the world. However, law is applied very differently in different countries. Can these differing national laws be fitted into an international, universal perspective? This course looks at these issues. Specifically, how and why the law varies in different societies and whether there is an international solution to remedy these differences. Along the way, we’ll be looking at the various definitions of law, and we’ll be providing recent examples of the issues we seek to point out. Our approach is ‘human’ – we’re not starting with books and treaties. We’re starting with real life, with issues that affect all of us, and working back from there.

SNEAK PREVIEW! For a look at the practical issues behind the law, both nationally and internationally, look at Michael Sandel’s ‘What’s the right thing to do?’ talk on TED. Sandel is very aware, like us, that the law needs to be broken down into issues and examples, and does just that with this great talk. http://www. ted.com/talks/michael_sandel_what_s_the_right_thing_to_do.html

GET A JOB Everyone uses law – but this course will be particularly useful to aspiring lawyers and those who want to work in international development. 23


COURSE POPULAR MUSIC GEOGRAPHIES OF AFRICA

AIMS - Students will develop a basic and critical understanding of popular musics from Africa - Students will acquire a basic understanding of the diverse cultural history of the African continent - Students will develop a basic understanding of ethnomusicological critique of popular music from Africa 24


SOAS TEACHER SHAMOR PEELER-DEAN SHORT SUMMARY In this course students will learn to listen and recognise contemporary and historical popular music styles from many different sites on the African continent including South Africa, Namibia, Zimbabwe, Mali, Angola and Morocco. In addition to exploring these styles and genres of music, students will learn ethnomusicological approaches to exploring the connections between music, culture and history in the African context. We will also explore elements of African culture as expressed through popular music performance including dance, language, and rituals. Unlike most music courses, there is no prior musical training or knowledge of Africa needed to understand and have fun in this course! If you like electronic, indie, or rock music, this course will introduce you to some great new music!

SNEAK PREVIEW In the course we’ll cover Kuduru music from Angola! It’s not really well known but it’s awesome music and you can watch some here: http://www.youtube.com/watch?v=4CkXhtw7UNk

GET A JOB Knowledge gained in this course is applicable to employment in the Music Industry, Cultural Sector, Development and Foreign Aid programs, Music Education and Music Performance!

25


COURSE STUDY OF RELIGIONS (SOR)

AIMS - People think they ‘know’ what religion is and what the main religions are, but do they really? - Religion seems to be everywhere in human groups and is associated with profoundly beautiful (e.g. ethics, art, charity) and also deeply troubling (e.g. war, hate crime) aspects human culture, but why? - The course will show that through SOR, by investigating the What, Where, When, Who and Why of Religion, students can better understand human culture, as well as the possibilities and dangers that the future holds for mankind.

26


SOAS TEACHER PAUL KENNY SHORT SUMMARY: - What forms does Religion take? Is it even possible to define it? Can we properly describe what makes it up when it is so very diverse around the world? - Where is religion found today and in the past, why does it take so many different forms? - When did Religion begin or did it even have a start point? If people have always believed in some religion, when did people start to study Religion itself in a scientific way? Is that a good idea? Could such an effort ever succeed? - Why is there Religion in humanity, what job does it do for people? Who (both individuals and groups) are involved in Religions, as believers, officials and researchers? Who studies Religion - What (how) does Religion work? Is it something that can separate from the rest of culture? Does it have to involve the ‘supernatural’? Can there be secular (atheist) ‘ways to live’. Can you get by without a way to live that you share with others? What if your religion does not give you a workable way to live? What if you are at odds with others?

SNEAK PREVIEW What if religious ideas were based in nature and not in supernatural concepts? Try this… http://www.youtube.com/watch?v=l7AWnfFRc7g

GET A JOB Relevant to all workplaces but especially in teaching and lecturing.

27


COURSE THE REVOLUTIONARY BLUES OF THE DESERT: SAHARAWI MUSIC AND POLITICS

AIMS Students will: - Gain an overview of desert blues nomadic cultures - Learn about Saharawi music and its relationship to Hassani culture - Engage in discussion about north-west African politics and music for resistance

SNEAK PREVIEW Mariem Hassan (Saharawi) – La Intifada: http://www.youtube.com/ watch?v=-44LVP_SVXI Aziza Brahim (Saharawi) – Blues of the Sahara: http://www.youtube.com/ watch?v=nv4R9xdnWvU Tiris (Saharawi) – Ma Zein Wadna: http://www.youtube.com/watch?v=MGBC1mkpFW4 28


SOAS TEACHER VIOLETA RUANO-POSADA SHORT SUMMARY Desert bluesman Ali Farka Tour once said that music should be beautiful in order to attract people to listen to it and get interested in the message. Music, thus, can have meaning, whether it is explicit or implicit, and that is why it has been used throughout history to voice political and social opinions. The blues, traditionally a social commentary musical genre, was born as such within the African-American slave communities. However, its roots can be very much traced to Africa and its oral traditions of storytelling. From an ethnomusicological* point of view, this course will explore the musical genre known as desert blues and its revolutionary flavour in the nomadic cultures of the Sahara desert. Focusing on Hassani culture, Saharawi revolutionary music and its relationship to the Saharawi struggle for independence, it will put special attention to the use of music for resistance and to address issues of human rights. *Ethnomusicology is the study of music from a cultural, social and political point of view. It seeks to understand the meaning of music for societies around the world. **Hawl is a traditional music genre played in the western part of the Sahara desert, especially in Western Sahara and Mauritania.

GET A JOB Ethnomusicology is an extremely rewarding field with many exciting employment opportunities in very different areas. You could end up working in radio, music journalism, documentary filmmaking, music travelling and research, production, development, archiving, academia‌ or all of them at the same time! 29


COURSE SHI’A ISLAM IN THE MODERN MIDDLE EAST

AIMS - The aim and objective of this course is to briefly examine Shi’a Islam including its history and doctrines. This information will then be used to view the Shi’a position in different Islamic societies. - This course will look at the recent history and politics of Shi’a Islam in certain countries including; Iran, Iraq and Saudi Arabia. It will examine the movement of different political parties and how they have affected Shi’a Muslims living in these societies. A main example of this will be in Iran with Khomeini’s Islamic Republic. - By the end of the course the students should have an understanding of the political position of Shi’a Muslims in the modern Middle East and why they are in this position. 30


SOAS TEACHER CHARLOTTE CHICK SHORT SUMMARY Shi’a Islam has a history of facing repression and having a lack of political power, usually being domination by Sunni Islam. In Iraq they had to fight against the power of Saddam Hussein, in Saudi Arabia they have been believed to be ‘unbelievers’ thus have had a constant threat of danger and in Iran Shi’a Islam fought up against other powers and created their own Islamic Republic. Some Sunni leaders believe there be a ‘rise of the Shi’a’ which threatens their political power in modern days. To examine why they have been in this position and how they are dealing with it is not only extremely interesting and diverse but it also helps to understand and examine current situations occurring in the Middle East.

SNEAK PREVIEW Professor Bernard Lewis from Princeton examining the conflict between Sunni and Shi’a Islam - http://www.youtube.com/watch?v=THgechURnkU

GET A JOB A profession in teaching or academia. A profession in journalism and politics.

31


COURSE AFRICAN EXPERIENCE IN MODERN TIMES

Soweto Uprising 1976

AIMS - To have a greater understanding of Africa in the modern era - To appreciate the massive interaction that has taken place between Africa and the Western World. - Why Africa, the second largest continent, has an important role to play in the world.

SNEAK PREVIEW - Think Global School Project. The intro video captures the essence of why learning about global history is so important. http://www.youtube.com/user/ThinkGlobalSchool?v=5ZVbMWUEWI4 - Watch from 6:07-9:40. An inspiring talk by Chimamanda Adichie, a Nigerian author who talks about limited understanding of Africa being a danger for us all. http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html?quote=563 32


SOAS TEACHER REBECCA AKROFIE

DBanj, Popular Nigerian R&B Artist

SHORT SUMMARY Many students would have come across history at some point. This history course is an exciting chance to hear about events you will almost never hear about at school. When you learn more about global history, it will make you realise just how little of the world you understand. This course will help you join up the dots and learn that people of the past are all over the world, and their experiences can help us understand the world today. We are told that at school we will learn so much about the world. However, there are so many places we will never learn about whilst attending school in the UK. Out of the 7 continents in the world, we’ll learn about the history and culture of 2 or 3. A course such as this is relevant because it exposes students to the massive amount of education that they are missing out on. A multicultural city such as London has lots of nationalities represented. It only makes sense for the education system to reflect the cultural makeup of our society. A global education, which this course introduces, gives students the confidence to take on the world. We will look at: - The Child’s Experience in 20th Century Africa - The African Diaspora: Memory and Remembrance - School Child Rebels: Soweto 1976, South Africa - Chains of Power: How to Fight for Freedom - Popular Africa: Afrobeats and modern urban music 33


COURSE HISTORY OF THE ISLAMIC STATE

AIMS - To explore the issues in the historical mapping of the Middle East. - To establish the key periods in the development of the Islamic state in the Middle East. - Assess the implications of the Arab spring on the future of the tie between state and religious institutions in the region. 34


SOAS TEACHER ELIF RAHEMTULLA SHORT SUMMARY: We will look at... - The changing maps of the Middle East: re-imagining the regions borders along socio-religious lines. - The religious and political organisation of the Arab world in the pre and early Islamic period. - The makings of an Islamic state during the Arab conquests. - The Caliphate: The development of a distinct Islamic state. - The shape of modern Islamic states: the ‘Arab spring’ as a catalyst for the development of the regions nations into Islamic or secular states.

SNEAK PREVIEW Take a look at the Al Jazeera website and channel: programmes such as ‘Listening Post’ and ‘Witness’ will give useful analysis of the form of existing Islamic states.

GET A JOB! The topics covered in the week will be of particular interest to those wishing to pursue careers in the fields of politics, history and journalism with a focus on the Middle East.

35


COURSE INVESTIGATING MIDDLE EASTERN POLITICS

AIMS: - To get students to think about the both the Middle East and politics in new and critical ways - To think beyond representations of the Middle East that we witness daily in mainstream news media and film - To understand and appreciate the subtleties of politics that extend beyond conventional understandings that focus on the institutions of government

SHORT SUMMARY: The course aims to persuade students not to think in terms of politics being reducible to one or another dimension, but rather can only be understood in terms of numerous dimensions. In doing so, we are likely to look at a broad range of fairly accessible themes, possibly including media, conflict, gender, religion, identity, colonialism and democracy. The course will be designed such that there is both a guiding structure that introduces some key themes and 36


SOAS TEACHER THEO BARRY-BORN ideas, but also remain attentive to the interests of students and allow these interests to guide discussions. A key part of this will be a focus on interaction with and between students, including group-work, frequent opportunities to contribute in class and the use of media and news cuttings that students will be expected to comment on and discuss. Above all, the course is designed such that each lesson introduces a new overarching theme in the study of politics in the region, while simultaneously connecting these to ideas that are central to the study of politics more generally and encouraging students to engage critically with these. These will include power, structure/agency, universalisms/essentialisms and generalisations and finally democracy. 1.) Locating the Middle - EastQuestion: what is the Middle East? Why do we need this notion? 2.) Representations of the Middle East : Introduce the idea of Orientalism Colonialism and external interventions Question: can all political ills be blamed on external interventions? Islam Question: what are the problems with representations of Islam, eg. the Muslim women and of militant Islamists? Identity politics E.g. do Muslims and Jews necessarily hate each other? What implications for thinking about the Israeli-Palestinian conflict? Is some ME politics reducible to questions of sect? Are Sunnis and Shi’a inherently in conflict with one another? The ‘Arab Spring’ What does this tell us about democracy in the region? Can there be alternative/different models? Is democracy necessarily a good thing/something to aspire to? 37


COURSE MEDIA, GENDER & BRITISH SOCIETY

AIMS: - A basic understanding of what gender and sexuality means - A grasp of the notion of media and representation - The ability to employ media and gender theory to contemporary phenomena - Have an understanding of approaches to media use and effects

38


SOAS TEACHER ALICIA IZHARUDDIN SHORT SUMMARY: We live in a society saturated with media representations of gender. Media images tell us many things about us as a society and how we should be as women and men. Representations are not a mirror reflection of society nor are they products of media consumer expectations. This series of lectures and discussion sessions replete with audio-visual demonstrations will explore various theories related to gender and sexuality and considers these against a background of a changing media that is increasingly globalised, diverse, interactive, and sexualised. We will look at the following: - Stereotypes and ‘Realistic’ Representations - Mad, Bad, and Dangerous To Know: Femininity and Masculinity - LGBT and Queer Identities - Audiences, Media Uses and Gratification - On Media ‘Effects’ and Us

SNEAK PREVIEW: Kira Cochrane (2013) ‘The women fighting sexism in the media’, The Guardian, http://www.guardian.co.uk/media/2012/nov/27/women-fighting-sexism-media-page-3

39


COURSE WORLD LITERATURE IN THE 20TH CENTURY

AIMS: The course will expose students to literature from all over the world. In this course, students will learn how literary scholars at SOAS think, and to have a debate over how readers of World Literature should think. For students hoping to study English, international relations, or anthropology (among other subjects), this course will provide an overview of cultural issues relevant beyond British society.

40


SOAS TEACHER DR. RASHI ROHATGI SHORT SUMMARY: “I love fiction; what does SOAS have for me?” At SOAS, we have scholars who are experts on literature from around the world. We all read Shakespeare and Jane Eyre at school (and Harry Potter on the weekends), but the world is full of writers and in this course, you will be introduced to some you may not have heard of before. While discussing literature from a variety of regions (including Africa, Asia, the subcontinent, the Middle East, South America, Russia, Southeast Asia, and even a few lines from America and Europe) you will learn what it means to be a reader of world literature. We’ll keep the course simple by focusing on 20th century works available in translation; students interested in majoring in English, creative writing a foreign language, international relations, or anthropology at university will find that this course particularly relevant as it will allow them to begin to think about which aspects of those courses are particularly relevant to them.

SNEAK PREVIEW: In this TED talk, novelist Chimamanda Ngozi Adichie speaks about the power, and the danger, of thinking that British literature is the only literature: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html

GET A JOB: Writers, journalists, diplomats, politicians, and charity workers need to keep up with world literature in order to understand how people feel across the globe. 41


COURSE HISTORY OF ART

AIMS: To provide a basic introduction to the history/histories of art found outside of the typical European model. • To disband the notion that “History of Art” is a study on the past; that we can question the current state of affairs through this subject as well as understand & critique the contemporary. • To demonstrate how the study of the history of art can provide answers to social and cultural questions within society/relevant societies. How art is a social commentary and the study of its histories become a study on society. • How history of art can serve as an entrance path into a wide range of fields, whether academic, creative etc. • To explore History of Art and the theme of the course through a variety of learning styles including the visual, auditory and kinaesthetic. •

42


SOAS TEACHER RAYAN NAJJAR SHORT SUMMARY: History of Art, and the study of it, is more than just the mundane examination of the canvas or the medium under which the art was produced. Art can often serve as the most striking of social commentaries. Often the visual speaks a greater volume than that of the written or spoken word. This course seeks to examine, through specific examples, how history of art can often become a study on society as a whole. That art, no matter how it presents itself, can serve as the most fascinating means to critique the socio-political landscape of any given culture. Debates in sessions for a more interactive approach in understanding History of Art and its value in commenting upon the nature of society. I.e. Propaganda, Metaphors, Diaspora artists etc. How History of Art leads to questions of identity in the Diaspora + definitions of the Diaspora, examinations of the ‘barber shop’ etc.

SNEAK PREVIEW: An Example of the Arirang Festival Games, a mass display of art in North Korea, included in topics of discussion. http://www.youtube.com/watch?v=67T9-43hb5I Jean Michel Basquiat and how History of Art allows us to discover artists such as Basquiat and his role in the Diaspora as well as a link to Chris Ofili’s work. http://www.youtube.com/watch?v=vd729cwPT08 http://theculturetrip.com/europe/united-kingdom/articles/chris-ofili-exploring-the-african-diaspora/

GET A JOB: This Course if beneficial to all those looking to find a career in the academic or the creative as well as future art historians. 43


COURSE BUDDHIST STUDIES

SOAS TEACHER HENRY ALBERY

AIMS: - To gain a broad perspective of the fundamental doctrines and tenets of Buddhism - To gain an awareness of the literature, languages and cultures of Buddhism - To understand how Buddhism fits into ‘religious’ discourse - To be aware of the professional possibilities in the field of Buddhist studies, including politics, academia and cultural preservation

SHORT SUMMARY: We will look at the following topics: - The purpose of Buddhism: differences with other ‘religions’: the question of ‘what is a religion?’ - Origins in India, major developments and spread across Asia - Learn a common Buddhist prayer for Avalokitesvara: Om mane padme Om - Meditation practice (samadhi) and spiritual significance of meditative practices such as yoga - Buddhist art 44


COURSE HISTORY OF PAKISTAN SOAS TEACHER MAHAM HASHMI-KHAN AIM - To provide a brief introduction to the history of Pakistan

SNEAK PREVIEW The Wagah border closing ‘lowering of the flags’ ceremony or The Beating Retreat ceremony is a daily military practice that the security forces of India (Border Security Force) and Pakistan (Pakistan Rangers) have jointly followed since 1959. http://www. youtube.com/watch?v=wm7Lu61RIBo

SHORT SUMMARY: - The partition of India, the troubled birth of Pakistan, the secession of Bangladesh, the Islamisation, and the last lecture will be on democracy and Pakistan. Over the course of the week I will cover the milestones in Pakistani history with the aim of giving the students a comprehensive view of Pakistan since partition.

GET A JOB Journalism, museums, education, author, travel guide... The world is your oyster! 45


COURSE JAPANESE HISTORY SOAS TEACHER TOBIAS MASTERS AIMS: - to give an introduction into Japanese history - to give an introduction into learning history at a university level.

SHORT SUMMARY: The focus of the week will be the Meiji Restoration: The 1868 “revolution” that marked Japan’s transition from a pre-modern quasi-feudal state into an industrialised nation. As well as studying the events of the restoration, the case study will provide a chance for students to analyse and discuss different historians’interpretations of what happened. We will look at: Pre-modern Japan and the Tokugawa period. The breakdown of the status system and the economy. The Meiji restoration. “Troubles from home and dangers abroad” - The downfall of the Tokugawa Shogunate and the rise of the Satsuma-Choshu alliance. Building a new nation state. “Civilisation and enlightenment” - Japan’s Westernisation. No class as graduation ceremony Was the Meiji restoration a revolution? A study of historical interpretations of the Meiji restoration. 46


COURSE FILM STUDIES SOAS TEACHER OMAR ZAKI

AIMS: To To To To

analyse how the film was created in its historical context question the use of films for accuracy of events & historical information analyse dangers & examples of racism in film look at the void between English films & foreign films

SHORT SUMMARY: This class aims to show scenes from various well-known & not so well known but respected and established films. We will look at certain films and documentaries which made a large impacts in cinema and discuss what was the reason for that. We will also develop discussions on how we each read scenes of films and their significance. Here are some of the topics we will look at: Films that made a large impact in cinema What makes a good documentary? Famous films we remember Foreign cinema vs. Western cinema 47


COURSE POWER AND KNOWLEDGE

SOAS TEACHER YOVANKA PPERDIGAO AIMS:

To explore the relationship between power and knowledge in relation to significant historical event and figures

SHORT SUMMARY: This intensive course is designed for students to challenge and be critical of some of the major events in history that have shaped our world. We will attempt together as a group to look at events such as the Holocaust, War on terror, Cuba’s isolation, to challenge the mainstream view of them. Through this, we will hopefully understand why and how power shapes our world. All classes will start with a brief intro of the history on the topic. We will then have a group discussion, where students will be ask to think outside the box . The questions listed here do not have right or wrong answers, their purpose is to give an idea what the class will look like, what sort of things I will be asking for students to think of. Here are some of the questions we will investigate: when did the Holocaust really start and did it start in Europe? What is Terror, who are terrorists, and who decides? Thatcher who is she, and what is her legacy? What does Hugo Chavez have to do with Thatcher? What is Tchater’s impact in Africa and Asia? 48


49

LANGUAGES


COURSE CHINESE (MANDARIN)

AIMS: At the end of the course you will: 一 have a basic understanding of the nature of the Chinese script 二 be able to recognize/write a few Chinese characters 三 be able to introduce yourself and ask/answer simple questions in Chinese Can you guess the meaning of the three characters 一 , 二 , and 三 ? 50


SOAS TEACHERS LUCREZIA BOTTI & IBTEHAAL MANJI SHORT SUMMARY Chinese is a fascinating language with a writing script whose origin dates back to more than 3,000 thousand years ago. It is also the most widely spoken language in the world. I am sure you have many questions about the Chinese language, especially about its script: How many characters are there? Are characters pictures? How can you memorize characters? What are tones? What exactly is meant by “Mandarin�? You will get answers to these (and other more!) questions during the course. Although learning Chinese requires a good amount of effort, it is not as hard as it might seem!

SNEAK PREVIEW: http://www.youtube.com/watch?v=Oza5yxYEFz8 GET A JOB With Chinese language skills you could work as a: translator, interpreter, teacher, tour guide, researcher, foreign correspondent, export sales manager ...... Some employers of BA Chinese graduates: schools, museums, government institutions, banks, travel agencies, media companies, cultural institutes, business enterprises . . . . . . 51


COURSE KOREAN

AIMS: - To gain an understanding of Korean script and its history - To communicate simple phrases in Korean - To gain knowledge of Korean culture For over a millennium, Korean was written with adapted Chinese characters. We will discuss the formation of the unique Korean script, hangul, and learn to write simple words and sentences. You will learn how to meet and greet, give and ask for personal information, learn about and hopefully eat some Korean food, get to know and talk about Korean fashion and learn to describe simple events. 52


SOAS TEACHERS HAN EUI-JONG ANDREW JACKSON SHORT SUMMARY: Korean is the official language of South Korea and North Korea as well as one of the two official languages in one Chinese province. Approximately 78 million people speak Korean worldwide. For over a millennium, Korean was written with adapted Chinese characters. We will discuss the formation of the unique Korean script, hangul, and learn to write simple words and sentences. You will learn how to meet and greet, give and ask for personal information, learn about and hopefully eat some Korean food, get to know and talk about Korean fashion and learn to describe simple events.

SNEAK PREVIEW: For fun, Psy of Gangnam Style and Gentleman will be introduced in detail! Also,

-

Check out live Korean social media: - Kakaotalk (messaging) - Kakaostory (Korean Instagram) - Styleshare (Fashion sharing)

53


COURSE MALAY

AIMS: To gain a basic knowledge of Malay language and culture. To be able to speak basic Malay and pronounce Malay words.

SNEAK PREVIEW: - http://www.youtube.com/watch?v=EzlFKNyzdAY&list=PLMug7qbuajuWaZkW1LurP8rYg2E62vjhG&index=1 - http://www.youtube.com/watch?v=q_PPUwrTpDw

GET A JOB! - Linguists, Researcher, Diplomat, Entrepreneur and more.

54


SOAS TEACHERS NOORLIZASABARIAH RAMLI SHORT SUMMARY: Knowing the Malay community will be knowing half of Southeast Asia and one of the major languages of the world. Malay community is really a huge group that consists of more than 20 ethnic groups. Malays are from Malaysia, Indonesia, Singapore, Brunei, Thailand and Philippines. They usually reside in the islands of Southeast Asia. There are also about 11,000 Malays living in United Kingdom alone. The course will expose students to the Malay community living mainly in Malaysia, Singapore, Brunei and Indonesia. Malay is vastly spoken in the archipelago although most Malays are able to converse in English now. It is the official language of the countries in the archipelago, even in Singapore. The language is actually a developing and progressing language that adds new words into its corpus to keep up with time. Malay language borrows many words from Hindu Sanskrit, Chinese, Arabic and European languages. The language itself is vastly influenced by great Asian civilisations and colonialism. Through the language, one will be able to understand Malay culture, values and philosophy. A community that still holds to their tradition and beliefs as they embrace modernisation. A gracious and vibrant community which has diverse ethnicity that dates back to its great maritime history before colonisation.

55


COURSE ARABIC

AIMS: - To have a basic knowledge of the sounds and common words of the Arabic language - To gain an awareness and enthusiasm for Arabic customs and culture - To come away with a few useful and fun phrases in Arabic that can be used in daily life

SNEAK PREVIEW: Check out the three warm-up sessions for the course! http://www.bbc.co.uk/languages/other/arabic/guide/videos/learning_arabic.

56


SOAS TEACHERS AIDA KAISY & LIAH YECALO-TECLE SHORT SUMMARY: Arabic is the official language of the 22 countries which form the Arab League: It’s the native language of over 200 million people residing in this geographical region, which stretches from Southwest Asia to Northwest Africa. In terms of “spoken” Arabic, there are over 20 different dialects. An Arabic speaker from Iraq, for example, can find it almost impossible to understand a local Algerian. We will look at the origins of the language with reference to the Quran. We will go through the alphabet. We will look at the different festivals and celebrations and how they tie into religion and culture in the region, again with an emphasis on learning the Arabic words. We will also play some traditional and popular Arabic music from around the region and maybe even learn a dance! We will bring in a selection of Arabic foods, talk about how and what they are made from, the customs and traditions associated with making them as well as obviously teaching students the Arabic words for them to use in everyday life. Then we get to eat the delicious food! Ma’asalama!

GET A JOB! Written/oral communication skills can be huge asset in business, management and public sector, finance, diplomacy, media, humanitarian aid, higher education and many more!

57


COURSE HINDI

AIMS: At the end of this course students will be able to: - Recognize the Hindi Alphabet - Introduce themselves and understand basic greetings and common everyday words in Hindi. - Understand very basic rules of Hindi grammar and the broad politics, history, and socio-cultural context of the language.

58


SOAS TEACHERS AKANKSHA MEHTA SHORT SUMMARY: Hindi is the sixth most commonly spoken language in the world, spoken by almost 500 million people across the Indian subcontinent and among the Indian Diaspora. Hindi is an Indo-Aryan language which is mutually intelligible with Urdu and similar in structure and grammar with several other Indian languages (such as Sanskrit, Bengali, Gujarati, and Marathi etc.) Learning Hindi, therefore, is a stepping stone to learning a plethora of culturally rich languages spoken in South Asia. Hindi is also an essential language to learn for those interested in Indian history, politics, culture, society, religion, music, media and (Bollywood) film, food, and travel. This five day course will be a short primer and introduction to the language and the cultural, social, and political context of Hindi and India. It will focus on the basic alphabet and grammar of the language as well as basic vocabulary (introducing oneself, greetings, common ‘everyday’ words and sentences related to food and travel). The teaching will be carried out using visuals, images, objects, video clips and the language will be introduced and contextualized through a variety of cultural and ‘fun’ themes.

SNEAK PREVIEW! Hindi Greetings- http://www.youtube.com/watch?v=g6CaSWWcfLk

GET A JOB! As a language that is widely spoken in the Indian subcontinent and in several parts of the world, Hindi would be useful in various professions such as journalism, media and filmmaking, teaching, academia and research, NGO work and social work, and jobs in multinational corporations and businesses etc. 59


COURSE SWAHILI

AIMS: At the end of this course students will have: - Had a basic knowledge about the usage of Swahili language, its importance, origin and linguistic structure - Have basic knowledge about the cultural environment where Swahili language is spoken - Have knowledge about basic, useful phrases in Swahili 60


SOAS TEACHERS ALEKSANDRA LISTKIEWICZ SHORT SUMMARY Day 1: Introduction to Swahili Where is Swahili spoken? History and origin of Swahili. Day 2: Swahili as a Bantu language with global importance Structural characteristics of Swahili Myths and facts about Swahili Swahili as a Global Language Day 3: Swahili culture Arts and crafts, Music and Literature Day 4 and 5: Let’s speak Swahili! Greetings in Swahili and useful phrases, basic structure of sentences, Present Tense, conclusions

SNEAK PREVIEW Check out these videos on: Swahili basic phrases: http://www.youtube.com/watch?v=wnyakfUsyrc Swahili origin: http://www.youtube.com/watch?v=x4Bz9Cl4zgI

GET A JOB Knowledge of Swahili language can make you become highly competitive and get a job in numerous non-governmental organisations such as Amnesty International, Save the Children or Oxfam. Moreover, many students of Swahili get employed in media, education or publishing industry. WELCOME! / KARIBUNI! 61


COURSE : HAUSA SOAS TEACHERS LISA AISSAOUI

AIMS: The aim of this course is to help you introducing yourself in Hausa and how to greet someone, but also to allow you to discover a whole culture. The culture is as important as the language itself, as they are interrelated.

SHORT SUMMARY: Hausa is a language spoken in West Africa by a large group of people, mostly in Nigeria and Niger. It is a tonal language, almost chanted, using a Latin script. We will thus tackle some interesting points such as: - Introducing yourself and greeting someone - Songs and Poetry in Hausa, and their role - Filming Culture, with the Nollywood industry - Hausa Religion or “Spirituality� - Literature in Nigeria and the idea of orality and literacy as far as the Hausa language is concerned 62


WORKSHOP


GARDENING

Join us in the Common Ground SOAS’s very own community garden! If you’d like to get your hands dirty or ever wanted to learn more about gardening and living sustainably (in the sun) then this is the activity for you! Learn how to harvest rainwater, make new friends, get out and get involved.

Check out: http://commongroundgarden.wordpress.com/about/

ART

The workshop will focus on an environmental theme.We will have a short chat about the topic and use it as a starting point for a 1 hour model making workshop. The point is to get you thinking about nature and environment AND inspire to be creative and have fun! We will also do a professional photo shoot of your models!

Check out the teacher’s profiles on: http://i-donline.com/authors/gary-card/

FILM

Love documentaries, movies, series, filming in general? Would you rather a movie marathon than… a running one? Ok…So most probably would. Well, why not learn how to make movies? Film making allows you to shape peoples perspectives on so many different levels and it’s incredible once you learn how to leverage the power of the lense, but even more so once you understand it. For all you aspiring film makers and critics, this is for you - see you on the set! 64


DJ

The workshop will focus on the basics of DJ’ing – Tune selection, beat matching and scratching. By the end of the session participants will hopefully be familiar with all the decks functions and can start planning their own sets. You will also get advice on how to use social media to promote yourself and how to approach clubs and promoters.

Check DJ Phaze One (the teacher!) vidoe mix: http://www.youtube.com/watch?v=lYQjU2VMQ1s

MUSIC

So you like your piano, drums, guitar but, have you ever tried out Sambatage? Djembe drumming? Gamalan? Rapping? SOAS is known for studying music from around the world with a focus on its cultural, social and cognitive significance. If you’re looking to explore what music from other parts of the world is like, join in! You’re bound to get going to the rhythms of the world alongside visiting musicians who perform locally and internationally!

SPORTS

Summer is here and so is the time to play sports! For those budding athletes among you as well as for anyone who just wants to get outdoors for some sun, join in on the sports sessions. Run in conjunction with Football Beyond Borders, a charity borne from SOAS’s mens football team. there’ll be a whole lot of fun for everyone - so get involved! 65


RADIO

The radio workshop will teach students the practical tools of studio production, presenting and audio editing. This will include learning how to conduct effective interviews, developing a suitable presenter ‘voice’, producing programme content, sound mixing and effects. Each student will learn these different tools before the team is split up into the different roles of before we go live! Thereafter students will then use these tools to produce a short show about the Summer School which will be played to all the participants on the final day.

NEWSPAPER

Over five days we will come up with a concept, content and publish a newspaper going through all the steps involved. You will be reporting, interviewing and taking journalistic photos. You will be analysing how news is currently reported and explore the shift to social media. Using these tools you will be producing stories of your own, that will be made into a newspaper and shared with your peers in Summer Club!

66


EMPLOYMENT

OVERVIEW Employers are increasingly asking candidates to give presentations as part of the interview process. This workshop will give you the chance to: a) sharpen your presentation skills; and b) receive advice on how to deliver an effective presentation to a potential employer. OUTCOMES By the end of this workshop you will: • Have gained a valuable insight into exactly what employers are looking for when they ask candidates to give presentations. • Be able to deliver a confident and well-structured presentation in a job interview. • Know how to talk about your own personal achievements in a way which clearly demonstrates that you have the skills that employers are looking for. MAX ALAVY Max is a Senior Lecturer at the College of Law, which is Europe’s largest postgraduate law school. He has 10 years’ experience of designing and running workshops on a wide range of professional skills courses. Max has a First Class Honours degree in law from University College London. THIS WORKSHOP IS NOT ONE OF YOUR CHOICES. YOU WILL ALL DO A DAY OF EMPLOYMENT WORKSHOP DURING THE WEEK. 67


FIRST DAY GETTING TO SOAS From Goodge Street Station (Northern Line): Once you exit Goodge Street Station, turn left on to Tottenham Court Road. Walk straight until Torrington Place, cross the street. Walk straight along Torrington Place until Malet Street and turn right. Walk down Malet Street until Torrington Square and turn left and walk straight. (Just before Senate House Library). SOAS main building will be on the left hand side. It is about a ten-minute walk.

From Russell Square Station: (Piccadilly Line): Once you exit Russell Square Station, turn left and continue straight until you reach HSBC bank. Cross South Hampton Street towards the Post Office and continue straight until you reach SOAS, which is at the right hand corner of Russell Square. SOAS main building will be on the right hand side. It is about a five-minute walk.

68


ONCE AT SOAS

Enter the main building (on the right hand side if you are coming from Russell Square, on the left hand side if you are coming from Goodge Street). You will walk into the reception, where SOAS receptionists will greet you. There you have to sign in: your name and school. Then you will be given a visitors sticker. Walk through the barriers, keep on going straight into the Junior Common Room. We will be waiting for you here!

WHAT TO BRING? You do not have to bring anything for your academic and language subjects! We will provide you with pen and paper. We will also provide you with snacks, juice, and lunch! If you are participating in the sports workshop, please bring sport clothing and trainers. If you are participating in the gardening workshop, please bring a change of clothes. 69


Summer Club Handbook 2013