OCAS 2105 - Southeast Asia in an Evolving World (Dis)order

***NEW COURSE***

Southeast Asia, a term that first emerged only a century ago and only entered into the language of geopolitics in the Cold War period, offers a unique space of observation both for students of comparative politics as well as practitioners of international relations. The now eleven countries that today comprise the member states of the Association of Southeast Asian Nations are home to all the major religious/philosophical traditions: Buddhism, Hinduism, Confucianism/Taoism, Islam, Christianity, Marxist-Leninism and liberal capitalist thought. Indonesia, for example, as well as being the third largest (flawed) democracy in the world is also the world’s largest Muslim majority country. Except for Siam (Thailand) the peoples of the now independent countries also were colonized by a gamut of Western powers: Spain, Portugal, the Netherlands, Britain, France and the United States. The legacy of the Western colonial interregnum continues to provide a major parameter, alongside the cumbersome neighbor to the north, China, to the foreign relations of Southeast Asian countries.

Much attention today is paid to the question of a “Thucydides trap” namely whether the rise of a new hegemon (China) will, inevitably lead to a conflict with, and a decline of, the existing hegemon, the United States. In this geopolitical context, small and medium powers, such as those of Southeast Asia, are seemingly deprived of both agency and a degree of autonomy forced, as the discourse of Washington would have it to choose.

In a contrarian fashion this course seeks to tease out the actorness and agency of the countries of Southeast Asia and the place of their regional organization, ASEAN, in promoting distinctly Southeast Asian approaches to international relations. ASEAN, is undoubtedly, after the EU the most scrutinized of all macro -regional organizations and a continuing subject of heated debates between neo-realists, historical/liberal institutionalists and constructivists. However, to understand regional dynamics we must first look at the domestic political dynamics of its member states.

Guest instructors: SURYOMENGGOLO, Jafar, KUOCH, Virginie

LEARNING OUTCOMES

• Developing conceptual frameworks for observing an ‘exotic’, but basically ‘normal’, part of the contemporary world
• Developing an ability to critically examine academic materials.
• Promoting a desire to go further in understanding (and perhaps working in?, or in relation to?) one or more of the countries studied.

PROFESSIONAL SKILLS

• The ability to read critically
• To develop the skills to understand the link between domestic dynamics and foreign relations in a wider context
• To develop the ability to undertake research work in a team
• Learning how to write policy briefs.

True to the nature of Sciences Po itself, this course is conceived at the juncture between the discipline of comparative politics and that of international relations Therefore some understanding of theories of international relations – realist/neorealist; liberal/historical institutionalist and constructivist – is requiredl. Also, from a comparative perspective an awareness concerning authoritarian and semi authoritarian regimes, on the one hand, and liberal and illiberal democratic regimes is important.

Both the individual essays and the team report will be assessed with a clear typed commentary and with stylistic corrections if required. This will be done electronically.

In addition, the coordinating instructor, Dr David Camroux, is available for personalized discussion with students in his office space at the CERI (F002, 28 rue des Saints Pères). Simply send an email to set up a time.

. An individual reading report due a month after the beginning of classes. This can either be on one monograph OR three referred academic articles. You have total freedom to choose the articles or book, but, obviously, they be learly related to the subject of the seminar

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(This constitutes 30% of the total assessment

. The 3-member team proposal (1/2 page) with a preliminary bibliography is due for the fourth class.

. A joint original research essay written in a three-person team (15 -20 pages) meeting all academic conventions (e.g. footnoting, lack of plagiarism, etc.)

. The original 3-person research essay is to be complemented with a one-two page policy brief.

(Together the team research essay and the team policy brief) make up 50% of the total assessment

. individual lass participation in the seminar is weighted at 20% of total assessment.

• In Class Presence: 2 hours a week (24 hours for the semester) semester
• Online learning activities: 3 hours a week (36 hours)
• Research and Writing for the Individual reading report; 2 hours (deadline: 4th week
• Preparing the abstract for the 3-member team project: 10 hours (deadline: 4th week)
• Researching and Drafting the team essay: (40 hours)
• Researching and drafting the related policy brief (20 hours)