ASIA2002 Islam in Contemporary Asia Semester 1, 2015

Unit study package code: ASIA2002

Mode of study: Fully Online

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Mark BriskeyPhone: +618 9266 4470Email: [email protected]: 209Room: 302Consultation times:

Arranged by appointment

Teaching Staff: Name: Christian HarijantoPhone: .Email: [email protected]: 209Room: .

Administrative contact: Name: julie kivuyoPhone: 1128Email: [email protected]: 208Room: 428

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

ASIA2002 Islam in Contemporary Asia Semester 1, 2015

Faculty of Humanities Dept of Social Sciences and International Studies

ASIA2002 Islam in Contemporary Asia Bentley Campus 20 Feb 2015 Dept of Social Sciences and International Studies, Faculty of Humanities

Page: 1 of 14CRICOS Provider Code

WA 00301J, NSW 02637BThe only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus This unit examines the practice of Islam within Asia. It has three modules: Islam as a social, religious and political system; the historical expansion from the Middle East and incorporation into social life in South and East Asia; and current debates over issues such as the tension with local cultural practices, the role of Islam in political life, Islamic feminism, and the association with regional rebellions and global terrorism.

Introduction Welcome to ‘Islam in Contemporary Asia, (ASIA2002)’ a multidisciplinary unit which deals with contemporary issues and debates in Asian Islam, placing them in their historical and scriptural context. Successful completion of the unit can count towards majors in History, International Relations and Asian Studies.

The organising theme of this unit is an exploration of the contrast between Islam’s universalising principles and its practice within Asia today; the weekly themes are divided into three broad sections. As background, students will first be presented with the central teachings of Islam and an outline of its historical expansion. This section will cover topics such as the life of Muhammad, the early theology, Islam as a political system in the caliphates of 10-12th centuries, the various schools (mazhab) of Islamic thought, the expansion from the Arabian peninsula, and the interaction with local belief systems in newly Islamised regions (Spain, Persia, Eastern Europe, Eurasia, South Asia, southern China, India, Southeast Asia). This first section will also examine the various movements in subsequent centuries that sought to bring Islamic practices closer to the teachings.

The second part of the unit will examine the adoption of the religion in different social environments, comparing the historical experience of several countries in Asia which have significant Muslim populations. Particular attention will be given to the place of religion in the identity of various ethnic and national communities.

The final part of the unit (i.e. from week 9) deals with particular controversies relating to the practice of Islam in the region. We will discuss issues such as the relationship between Islam and pro-democracy movements, gender discourses within Islam, the question of Islamic liberalism, as well as militant Islamism and its relationship with terrorism. We will also ask, to what extent has Islam been able to incorporate these various geographical and social trends, and yet remain true to its universal principles?

Note: New content and resources will be added throughout the semester. You are encouraged to bring to your teacher’s attention new sources that you think are relevant, and may be added. Any such changes will be posted on Blackboard, and a message sent notifying you of the changes.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Summarise the main features of the historical expansion of Islam from the Middle East

2 Describe the similarities and differences between the various forms of Islam in Asia

3 Synthesise various explanations for the tensions created by a universal value system and local beliefs to develop one's own argument

4 Work individually or collaboratively to analyse debates about the place of Islam in social and political change today





Curtin's Graduate Attributes

Learning Activities The internal version of the unit will be conducted in one two hour teaching period on Wednesdays from 2 pm to 4 pm followed by a one hour tutorial period from 4 pm to 5 pm. In this way the unit consists of two activities:

The first activity is the lecture. This activity will present the significant facts that relate to themes in this unit, and explore some of the issues that have arisen. Its purpose is to provide a guide to the readings, and to point out the significance of the topic to be discussed (An outline of the points made in the lecture will be placed on BlackBoard). The lecture will also be supplemented by videos and other AV material.

Lectures that have been delivered in class may be downloaded from iLectures, via a link in Blackboard.

The second activity will be a workshop (‘tutorial’), led by students, dedicated to discussing the particular issue of that week. As is evident in the description of ‘Learning Resources’ below, these workshops are the most important activity for this unit. While the lectures will place the issues in their historical context, it is in the workshops that important issues are discussed.

And it is here that you will receive constructive feedback. All students are expected to have read the ‘Required Reading’ prior to the tutorial in order to contribute to the discussion - and to participate throughout the semester. Those students who are running that tutorial should include at least one of the ‘other readings’ in their presentation, pointing out to the class the significance/argument of these reading(s). In other words, the whole class will be involved in learning.

- Each presenter should prepare a short one-page ‘think piece’ prior to the class, which will then become the basis for the tutorial discussion.

- In the first week, each student will be allocated a particular tutorial topic for later in the semester, the topics chosen on a ‘first come, first served’ basis. In order to do this you should come prepared to the first class, with a number of options for topics that you would like to investigate.

- Although assignments must be individual work, group activity in sharing readings and research is strongly encouraged.

Note: Regular attendance at classes is compulsory. Any inability to attend should be explained as soon as possible and a medical certificate provided, if appropriate.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?ASIA2002

Essential texts

The required textbook(s) for this unit are:

l - Ayoob, M. (2004). "Political Islam: image and reality." World Policy Journal 21(3): 1-15.

Online resources

l - Ayoob, M. (2004). "Political Islam: image and reality." World Policy Journal 21(3): 1-15.

(http://www.jstor.org/stable/40210231)

Other resources

There is no text book for this unit. However, all essential readings will be available as downloadable texts in E-reserve or from journals in electronic format, which may be accessed via the University Library’s databases (e.g. JSTOR).

In addition, all unit materials (iLectures, copies of material handed out in class, etc) will be available on Blackboard, which also provides email and group discussion facilities. Please check Blackboard regularly for announcements and messages.

Tutorial topics and required readings are listed below, and a complete list of references is provided at the end of this guide.

Tutorial Topics and Readings: Week 1: No tutorials.

There are no formal tutorials this week, and much of the lecture period will be taken up with organisational matters. However, it is a good idea to use this week to acquaint yourself with the political history of the Muslim world. A good place to start is the article written by a professor of international relations at Michigan State University, Mohammed Ayoob (2004): ‘Political Islam – Image and Reality, World Policy Journal, 21 (3). See also William Shephard, (1987), 'Islam and Ideology: Towards a Typology', International Journal of Middle East studies 19(3): 307-336. Good introductions to the theology of Islam are provided by Huston Smith (2002) “Islam”, and Thomas Cleary (2002) “The Qur’an”, both in John Miller & Aaron Kenedi (eds.) Islam: The Faith, the People, and the Conflicts of the World's Fastest-Growing Religion. New York: Marlowe & Co., pp. 11-26 and pp. 41-48 respectively. (all texts referred to in this outline will be placed on Reserve, and can be accessed via the library website).

Week 2: ‘Is Arabia still the spiritual homeland?’

The rapid expansion of Islam after its emergence from the Arabian peninsula in the 7th century means that the religion came to be closely associated with the Arabs: the holy language of the Quran is a form of ancient Arabic, and many Muslim practices reflect Arabic cultural norms. But in subsequent centuries a wide range of non-Arab peoples adopted the faith, many laying their own interpretations on the scriptures. Arabia is still universally acknowledged to be Islam’s birthplace; one of the five Pillars of the faith is to make the pilgrimage (haj) to Mecca. But some Asian (especially Indian) scholars have suggested that too close a connection to Arab custom may actually contradict the teachings - and perhaps lead to a new jahiliyyah, ‘era of ignorance’. Is then Arabia still regarded as the centre of intellectual knowledge and spiritual authority in the Muslim world?

Required reading:

Hawa, Salam (2006), ‘Globalized Islam: Arab Identity Sous Rature’, Institute on Globalization and the Human Condition, Working Paper 06/5, McMaster University, Ottawa. (This short paper will be available via E-Reserve, or can be accessed at: http://www.socialsciences.mcmaster.ca/institute-on-globalization-and-the-human-condition/documents/IGHC-WPS_06-5_Hawa.pdf.

Other readings:

Brakel, L. F. (2004 [1981]). "Islam and local traditions : syncretic ideas and practices." Indonesia and the Malay World 32 (92): pp. 5-20 (especially pp. 8-17).

Meuleman, Johan H. (2005), 'The history of Islam in Southeast Asia: some questions and debates' in Islam in Southeast Asia : political, social, and strategic challenges for the 21st century, K. S. Nathan and M. H. Kamali (Eds.) Singapore, Institute of Southeast Asian





http://link.library.curtin.edu.au/primo/course?ASIA2002

http://www.jstor.org/stable/40210231

Studies, pp. 22-44.

Week 3: ‘Does Islamic modernism better equip Muslims to deal with modernisation?

For many centuries there have been repeated efforts to ‘renew’ and purify the faith, and remove practices thought to be contrary to Islam’s universal norms. Such social and intellectual movements grew particularly strong from the late 19th century, and this week we will explain why Islamic ‘fundamentalists’ and are also ‘modernists’. This process took place across the Muslim world, but led in different directions. For example, various ‘Salafi’ reformist movements took various forms.

Required reading:

MacQueen, Benjamin. ‘Introduction’, in B. MacQueen, K. Baxter, and R. Barlow (Eds). Islam and the Question of Reform. Carlton, Vic.: Melbourne University Press, 2008: pp. 1-6.

Other readings:

Federspiel, Howard (2002), 'Modernist Islam in Southeast Asia: A new examination', The Muslim World 92(3/4): 371-387.

Lewis, Bernard. 2003. The Crisis of Islam : Holy War and Unholy Terror. London: Weidenfeld & Nicolson.Lewis, pp. TBA

Masud, Muhammad Khalid (2005), 'The Construction and Deconstruction of Secularism as an Ideology in Contemporary Muslim Thought ', Asian Journal of Social Science 33(3): 363-383.

Wiktorowicz, Q. (2006). "Anatomy of the Salafi movement." Studies in Conflict and Terrorism 29(3): 207.

Week 4: ‘Is there a South Asian form of Islam?’ The initial forms of Islam in the subcontinent were mystical forms of Sufism, and were often based on local belief systems; practices differed from region to region. But since the early decades of the 20th century various movements sought to bring local practice into line with global forms of Islam. Have local forms of Islam become more orthodox in nature? Can we say that they are more ‘Middle Eastern’? And have these efforts created greater uniformity across the region?

Required readings:

Nasr, Sayyid Vali Reza (1997), 'Introduction', The Muslim World 87 (3-4): 196-198.

Chatterji, Joya (1996), 'The Bengali Muslim: a contradiction in terms? An overview of the debate on Bengali Muslim identity', Comparative Studies of South Asia, Africa and the Middle East 16(2): 16-24.

Other readings:

Osella, Filippo and Caroline Osella (2008), 'Introduction: Islamic reformism in South Asia', Modern Asian Studies 42 (Special Double Issue 2-3): 247-257.

Nasr, Vali (1996), 'Blurring the line: Islam and politics in South Asia', Harvard International Review 18(3).

Week 5: ‘Is there a Southeast Asian mazhab?’

In recent decades there has been an increase in both the numbers of Muslim believers and the piety with which religious practice has been observed in Southeast Asia. Some commentators point to the strength of local interpretations of the faith, and explain Islam’s growth in these terms. Others suggest that this resurgence is due to the growing influence of the Middle East. To what extent has a local school of thought (mazhab) persisted? What are the distinctive characteristics of Muslim practice in the region today?

Required reading:

Feener, R. Michael. (2002) "Indonesian Movements for the Creation of a 'National Madhhab'“ Islamic Law and Society 9 (1): 83-115.

Azra, Azyumardi. (2002) "Globalization of Indonesian Muslim Discourse: Contemporary Religio-Intellectual Connections between Indonesia and the Middle East." In Islam in the Era of Globalization : Muslim Attitudes Towards Modernity and Identity, Johan H. Meuleman (ed), 31-50. London: RoutledgeCurzon.

Other readings:

Ellen, Roy F. (1983), 'Social theory, ethnography and the understanding of practical Islam in Southeast Asia' in Islam in South-East Asia M. B. Hooker (Ed) Leiden, E.J. Brill, 50-91.

Barton, Greg (1994), 'The impact of Islamic neo-modernism on Indonesian Islamic thought: the emergence of a new pluralism' in Democracy in Indonesia, 1950s and 1990s D. Bourchier and J. Legge (Eds.) Clayton, Centre of Southeast Asian Studies, Monash University. 143-150.





Dobbin, C. (1974) "Islamic revivalism in Minangkabau at the turn of the nineteenth century." Modern Asian Studies (8), pp. 319-356.

Barton, Greg (1997), 'Indonesia's Nurcholish Madjid and Abdurrahman Wahid as intellectual Ulama: The meeting of Islamic traditionalism and modernism in neo-modernist thought', Islam and Christian-Muslim Relations 8(3): 323 - 350.

Week 6: ‘Islam in China: what are its important ethnic and political characteristics?’

Islam actually came to China at a very early period, and Chinese wayfarers played a key role in its spread throughout Southeast Asia. It established a strong following amongst particular ethnic groups in western China, and has since spread eastward. But following the communist revolution all religious practices were subject to strict controls. How have the practices of Islam fared since 1949? Which socio-cultural groups have maintained the faith?

Required readings:

Gladney, D. (2003), ‘Islam in China : accommodation or separatism?’ The China Quarterly, 174, pp. 451-467

Other readings:

Israeli, R. (2002), 'Muslims in China: the incompatibility between Islam and the Chinese order', in China : religion, ethnicity, culture, and politics. Lanham, Md.,Lexington Books, pp. 7-30

Fuller, G. & J. Lipman, 'Islam in Xinjiang' (2004), in Starr, S. F. (ed.), Xinjiang: China's Muslim borderland. Armonk, N.Y. ; London, M.E. Sharpe.

Ma, Ibrahim Tien-Ying (n.d. - 1970?), 'Muslim renovation' and 'A brief observation on Chinese culture and Muslims in China', in Muslims in China. Kuala Lumpur, Muslim Welfare Organization, pp. 165-185.

Week 7&8 - No Classes

Week 9: ‘Islamiist puritans in Indonesia: a peaceful militancy?

This week we undertake a case study of a local Islamist movement, one that has avowedly rejected violence – and in fact all political action. Militant Salafi forms of Islamism initially gained ground throughout Southeast Asia. Initially purist Salafi in orientation, Hizbut Tahrir Indonesia (HTI) has come under increasing pressure to become involved in politics. How has it responded?

Required readings:

Ahnaf, Mohammad Iqbal (2009), 'Between revolution and reform: The future of Hizbut Tahrir Indonesia ', Dynamics of Asymmetric Conflict 2 (2): 69-85

Other readings:

Ward, Ken. (2009). 'Non-violent extremists? Hizbut Tahrir Indonesia'. Australian Journal of International Affairs 63 (2):149-164.

Osman, Mohamed Nawab Mohamed (2010). 'Reviving the Caliphate in the Nusantara: Hizbut Tahrir Indonesia's Mobilization Strategy and Its Impact in Indonesia'. Terrorism and Political Violence 22 (4):601 - 622.

Week 10: ‘An Islamic feminism?’

Islam is often seen as discriminatory in its treatment of women. How accurate is this characterisation in an Asian context? How different is the role of women in Asia when compared to that of the Middle East? What issues do women in Asia have to deal with? Can feminist ideals be achieved in Islam within an Asian context? And what is the Islamist perspective on feminism?

Required readings:

Mir-Hosseini, Ziba (2011), 'Beyond "Islam" vs "Feminism".' IDS Bulletin 42(1): 67-77.

Robinson, Kathryn May (2006), 'Islamic influences on Indonesian feminism', Social Analysis 50(1): 171-179.

Other readings:

Paura, Catherine (2009), 'Feminism in Islam', unpublished manuscript, 17 pp.

White, Sally and Maria Ulfah Anshor (2008), 'Islam and gender in contemporary Indonesia: public discourses on duties, rights and morality' in Expressing Islam : Religious Life and Politics in Indonesia G. Fealy and S. White (Eds.) Singapore, Institute of Southeast Asian Studies. 137-158.

Anwar, Syamsul (2005), 'Fatwa, purification and dynamization: a study of tarjih in Muhammadiyah', Islamic Law and Society 12(1): 27-





44.

Rinaldo, Rachel (2008), 'Envisioning the Nation: Women Activists, Religion and the Public Sphere in Indonesia', Social Forces 86(4): 1781- 1724.

Week 11: How compatible is Islam and democracy?

Since the ‘clash of civilisations’ thesis was popularised in the 1980s various theorists have proposed that there is a fundamental contradiction between the principles of democracy and the Islamic faith. This week we explore the arguments of the various commentators on this issue.

Required readings:

Nasr, Seyyed V. R. (2005), 'The rise of "Muslim democracy"', Journal of Democracy 16 (2): 13-27.

Lewis, Bernard. (1990) ‘The Roots of Muslim Rage: Why so many Muslims deeply resent the West, and why their bitterness will not easily be mollified’. The Atlantic Monthly.

Other readings:

Lakoff, Sanford A. (2004), 'The reality of Muslim exceptionalism', Journal of Democracy 15(4): 133-139.

Platteau, Jean-Philippe (2009), 'Political instrumentalization of Islam and the risk of obscurantist deadlock', World Development 39(2): 243-260.

Azra, Azyumardi & Wayne Hudson (2008), 'Political modernity and Indonesian Islam: a manifesto,' in Islam Beyond Conflict : Indonesian Islam and Western Political Theory A. Azra and W. Hudson (Eds.) Aldershot, Ashgate. 5-7.

Week 12: Militant Islam: a response to globalisation - or its expression?

A common argument of militant Muslims is that their cause is to protect the community from the forces of globalisation. But Islam is itself a global religion - and has become more so over the last century. How can we explain this paradox?

Required readings:

Arjomand, Said Amir (2004), 'Islam, political change and globalization', Thesis Eleven 76(1): 9-28.

Other readings:

Barton, Greg (2009), 'The historical development of Jihadi Islamist thought in Indonesia' in Radical Islamic Ideology in Southeast Asia S. Helfstein (Ed.). 30-53.

Esposito, J. (1994), 'Political Islam: Beyond the green menace', Current History 93: 19-24.

Hamilton-Hart, Natasha. (2005) "Terrorism in Southeast Asia: Expert Analysis, Myopia and Fantasy." The Pacific Review 18 (3): 303-25.

Hasan, Noorhaidi. "Faith and Politics: The Rise of the Laskar Jihad in the Era of Transition in Indonesia." Indonesia, no. 73 (2002): 145-70.

Week 13: ‘Liberalism in Islam?

A struggle is taking place within Islam as Muslim societies become more diverse. How can Islam retain its universal message as a growing number of political and cutural forces vioce their demands for change? This week we focus on the example of Indonesia, where this tension has dominated political life for over a decade.

Required readings:

Hefner, Robert W. (2001), 'Public Islam and the problem of democratization', Sociology of Religion 62(4): 491-514.

Menchik, Jeremy (2007), 'Illiberal but Not Intolerant: Understanding the Indonesian Council of Ulamas.' Inside Indonesia no. 90.

Other readings:

Azra, Azyumardi (2008), 'Religious pluralism in Indonesia' in Islam Beyond Conflict : Indonesian Islam and Western Political Theory A. Azra and W. Hudson (Eds.) Aldershot, Ashgate. 113-121.

Hooker, Virginia Matheson (2004). "Developing Islamic Arguments for Change through 'Liberal Islam'," in Islamic Perspectives on the New Millennium, Virginia Hooker and Amin Saikal (eds.), 231-49. Singapore: Institute of Southeast Asian Studies.





Assessment Assessment schedule

Detailed information on assessment tasks

1. REFLECTIVE JOURNAL - 20%

You should keep notes consistently in order to create a journal over the course of the Unit. Each week you should make a One to One-and-a-half page summary (max 500 words) of ‘what I have learnt this week’. A good summary will consist of three paragraphs, reporting on: 1) three things I have learnt on this topic; 2) why these points are significant; and 3) issues/events that are unclear, are controversial, or need to be explored.

Note: it is an important skill to be able to summarise complex topics succinctly – do not exceed 500 words for your summaries.

The summary should be followed by notes to yourself that you have made during and after the lecture, and short summaries of the readings you have completed that week. In addition, you might also add other sources of information that you think are relevant to that week’s topic.

We do not want this to be an excessively onerous or time-consuming task. It is simply meant as a way of helping you learn the arts of note-taking and condensation – and to make sure that you are keeping up with the topics covered.

When building up your journal remember the following points:

l Make sure you note the author, title, publication or recoding details correctly. l Summarise what you consider to be the overall theme and argument of the work. In addition, draw attention to details

of special interest and importance. l Your journal is also a good place to record concepts that you do not yet fully understand, or names with which you are

unfamiliar. You can later follow these up yourself, or ask your colleagues or teacher about them during class.

The creation of a journal is also useful in three other respects. Firstly, it will help you build up your understanding of the topics covered. Second, it will provide you with notes to which you can refer later. This is especially important in the first few weeks, when you will need to build up your knowledge base to do the critical review due in Week 9. Finally, the journal will make it easier to prepare for the end-of-semester test.

Journals must be submitted for assessment twice, in the classes of week 5 (10%), covering weeks 1 to 4, and week 11 (10%), covering weeks 5 to 10. After week 5 you will be given feedback on how your journal might be improved.

Note: Two drop boxes will be created for the Journals, called 'Journal 1' (for Week 5) and 'Journal 2' (for Week 11).

2. CRITICAL REVIEW - 20%

An important part of your reflective learning is the capacity to evaluate the perspectives of other writers. In the first few weeks of class you will be given an article to assess critically, and will submit a 1,000-word review assessing its accuracy in the light of the topics we cover in the first few weeks. For this review, as in the reading generally, we do not want you simply to treat authors as ‘infallible authorities’. We want you always to read critically: how is the argument put together? What are is its strength and weaknesses? What (and whose) competing views are presented? How accurate are the descriptions? And how is the evidence used?

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Weekly Journal 20 percent Week: 5, 11

Day: Wednesday Time: 23.59

1,2

2Critical Review 20 percent Week: 9


1,2

3Tutorial and paper 30 percent Week: Various


2,3,4

4Exam Essay 30 percent Week: 14

Day: Thursday Time: 10:00

2,3,4





This review is due in the 'Critical Review' drop box in Week 9, and will be returned with feedback shortly after. A printed hard copy of the Review (with feedback) should then be placed in your journal. You are not expected to provide reference for this assignment but you will not be able to do this assignemnent without reading the materials.

3. TUTORIAL AND PAPER - 30%

Presentation (10%) - weekly

All students are required to make a short tutorial presentation in the week that the topic is being discussed. In the first class we will allocate topics on a ‘first come, first served’ basis, so it is a good idea to choose beforehand several topics that you would like to investigate.

Each student will lead a tutorial, addressing the focus question and some of the other questions. Groups or pairs will take turns to present a tutorial topic, so if there are several students you should discuss how you will present the topic. Collaboration makes for good presentations!

The purpose of the presentations is to stimulate debate, so each presentation will last for a maximum of 10 minutes in order to allow time for discussion. (You might find it useful to produce a 5-point summary of the points you make).

Each presentation will therefore need to be very focused. Students need not use Power Point, but should be able to present a clear synopsis of their argument. You will be given feedback on the day of the presentation.

We will use peer assessment to evaluate the presentation of other students. The class will divide into small groups (maximum of 5), and each group will discuss the presentation, reach an assessment of its strengths, then provide feedback, making suggestions according to 2 headings:

Commend: what aspects of the presentation were most interesting? What ideas were most challenging? What aspects of the presentation did you like?

Recommend: What other ideas should be incorporated in the analysis?

Each group should provide a one-page summary of the presentation in the form of a MS Word document. This summary can take the form of dot-points of your presentation. Even though this is a group presentation, each member of the group should individually upload their group summary to dropbox-Presentation in order to enable the unit coordinator to upload your marks.

2. Tutorial Paper (20%), due 1 week after tutorial

Students who lead a tutorial should will submit a brief (1,000 word) essay on a topic arising from the tutorial itself. It should develop and broaden the work done for the tutorial, but also take into account the other presentations, the feedback from peers, and the discussion in the tutorial itself. It should include reference to the texts for that week's topic. Please consult with the unit controller to gain approval for your tutorial topic prior to commencing writing. It will be handed one week after the tutorial, and returned with feedback the following week. It should then be placed in the journal.

4. EXAM ESSAY - 30%

This analytical in-class essay will be written in the last week of class, ie week 14. It is intended to assess your grasp of the themes explored throughout this unit, ie our investigation of the 11 themes. It will therefore be based on the lectures, tutorial presentations and readings. It will include several short paragraph-length answers, and a longer essay. More information on the assessment criteria for the test will be provided in the first two weeks.

Pass requirements

Students must pass all assessment items to successfully complete this unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments are not available in this unit.

Referencing style

The referencing style for this unit is Chicago.

More information can be found on this style from the Library web site: library.curtin.edu.au.

Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au.

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





http://students.curtin.edu.au/administration/

http://library.curtin.edu.au/

http://academicintegrity.curtin.edu.au/

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).

Recent changes to this unit include:

In response to ideas submitted via eValuate when this unit was last taught – and to feedback given by students throughout the semester – the following changes have been made:

- Assessment items have been simplified, and more information on the assessment criteria will be provided early in the semester;

- New and more up-to-date reading materials have been added, and additional sources recommended in the Unit Outline so that students can better prepare beforehand;

- More emphasis has been placed on the Critical Review so that all students can get feedback on their progress early in the semester;

- More emphasis has been given to the common theme running through the unit, namely the tension between globalising and localising tendencies in Islam.

To view previous student feedback about this unit, search for the Unit Summary Report at evaluate.curtin.edu.au/student/unit_search.cfm. See evaluate.curtin.edu.au to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

http://evaluate.curtin.edu.au/

Program calendar





2015

Week Begin Date Lecture/

Seminar

Pre-readings Tutorial/Other Assessment Due

Orientation 23 February Orientation Week

1. 2 March Themes and definitions:

- Islam in its socio-cultural context

- Localism and universalism

Critical reflections ongoing weekly basis

2. 9 March The transmission of Islam to Asia

Is Arabia still the spiritual homeland?

3. 16 March Modernism and renewal of faith

Does Islamic modernism better equip Muslims to deal with

modernisation?

4. 23 March Islam in South Asia Is there a South Asian form of Islam?

5. 30 March Tradtionalism, modernism and neo-modernism in

Southeast Asia

Is there a Southeast Asian mazhab?

Journal 1

6. 6 April Tuition Free Week

7. 13 April Tuition Free Week

8. 20 April Islamic piety in secular China Islam in China: what are its main ethnic and political features?

9. 27 April Islamism Islamist puritans in Indonesia: A peaceful militancy?

Critical review

10. 4 May Women in Islam An Islamic feminism?





11. 11 May Political Islam How compatible is Islam and democracy?

Journal 2

12. 18 May Islam and dissent Militant Islam: A response to globalisation, or its expression?

13. 25 May Violence and non-violence in Islam

Liberalism within Islam?

14. 1 June Summary Exam essay

15. 8 June Study Week

16. 15 June Examinations

17 22 June Examinations





Documents

ASIA2002 Islam in Contemporary Asia Semester 1, 2015