Culture, Gender and Resistance in Contemporary Japan and East Asia

JAPA34422 Culture, Gender and Resistance in Contemporary Japan and East Asia 20 Semester 2 Undergraduate Level 3 Sharon Kinsella Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This is a final year course based in Japanese Studies and East Asian Studies tracing the emergence and specific symbolism and genres of popular culture in twentieth century Japan culminating in the proliferation of various expressions of literature, fashion, and animation character culture, establishing regional Asian cultural forms in the twenty first century. The course will trace the movement of gendered and class-based cultural modes and resistant and critical fashion and art of the 2010s. The increasingly contiguous regional and hegemonic presence of the ambivalent popular aesthetics in visual culture and social media online is heavily embedded in K-pop and East Asian animation-character-based animation, digital games, and fashion. This course will also have appeal to Humanities and Social Science students and will bring final year undergraduate students to the entry point of new and exciting research around aesthetics and politics in East Asia and the online social media environment. In this course we will include exploration of how popular cultural styles are also informed and contextualised by economic and demographic shifts, social and labour precarity, and low fertility social environments.  This is a final year course based in Japanese Studies and East Asian Studies tracing the emergence and specific symbolism and genres of popular culture in twentieth century Japan culminating in the proliferation of various expressions of literature, fashion, and animation character culture, establishing regional Asian cultural forms in the twenty first century. The course will trace the movement of gendered and class-based cultural modes and resistant and critical fashion and art of the 2010s. The increasingly contiguous regional and hegemonic presence of the ambivalent popular aesthetics in visual culture and social media online is heavily embedded in K-pop and East Asian animation-character-based animation, digital games, and fashion. This course will also have appeal to Humanities and Social Science students and will bring final year undergraduate students to the entry point of new and exciting research around aesthetics and politics in East Asia and the online social media environment. In this course we will include exploration of how popular cultural styles are also informed and contextualised by economic and demographic shifts, social and labour precarity, and low fertility social environments.  • Foster more advanced final-year undergraduate levels of detailed knowledge and critical understanding of the multiple elements of the culture, aesthetics and logic in Japan and East Asia. The course will discuss and sample most major cultural moments and genres in the twentieth century building up layers of understanding the evolution of aesthetics and meaning underlying contemporary popular culture and style, with a focus on the contemporary period from 1970 to the present. Students will develop an analytical approach and knowledge of the dominant popular cultural aesthetics of popular cultural forms in Japan, and more widely across East Asia and South-East Asia in the contemporary period.• Students will learn to appreciate and apply historical political and cultural insights to deepen an understanding of contemporary cultural and political sentiments and meanings in general and in popular animated, digital and fashion culture in Japan and East Asia today.• Students will learn to write and speak about these ideas on contemporary culture and its sociological contexts effectively.  The course will develop a range of abilities that are essential for higher-level and professional employment skills. These include gathering, critically selecting, and organizing information and ideas; analytical, critical thinking; interpreting and assessing sources; articulating coherent, logical and convincing arguments and supporting them by relevant evidence; articulate participation in oral discussion; working independently and to deadlines. In addition, it will develop critical understanding of different societies and cultural histories and contexts, highly valuable for employment with an international dimension. It will develop an understanding of key genres and events, personae, and literary and filmic cultural refences in the recent history of postwar Chinese and Japanese societies. The above will also be invaluable for those seeking employment in these countries or seeking employment where engagement with them is important.  <ul><li>Demonstrate knowledge and understanding of major aspects of class and gender responsive styles in social context</li><li>Demonstrate critical understanding of context and timing of key events of modern and contemporary popular culture in Japan.</li><li>Demonstrate an awareness of the gendered forms of popular cultural movements, and the regional popular cultural system in East Asia, especially as they apply to contemporary China, Korea and Japan.</li></ul>  <ul><li>Engage in critical reading and discussion of academic writing on cultural movements in modern societies, with special reference to Japan and East Asia.</li><li>Articulate critical analysis of cultural genres and media with special reference to Japan and East Asia.</li><li>Link a knowledge of social and economic and labour market structures to gendered and popular cultural genres and media.</li></ul>  <ul><li>Organise notes derived from lectures, seminars, and reading.</li><li>Use library, electronic, and online resources.</li><li>Prepare to discuss and debate key topics in a live context.</li></ul>  <ul><li>Demonstrate their skills in reasoned argument.</li><li>Develop personal qualities of independence of mind, in order to make nuanced and informed ethical judgments.</li><li>Confront their own values as global citizens and as possible participants of related popular culture and entertainment.</li></ul>  Week 1: Privilege, Secondary Education and emergent youth cultures and identities.Week 2: Youth Labour, Employment Migration and Extending Youth CulturesWeek 3: Literature, Romance, and Camaraderie in the prewar periodWeek 4: Youth Style and Pop Idols  Week 5: Alienation, fashion and performanceWeek 6: Fan Culture and attachment to idols and charactersWeek 7: Popular culture inspired Art Movements of the 1990s and 2000sWeek 8: Style on the Streets in the 1980s and 1990sWeek 9: Online and visual cultural Play in East Asia  Week 10: Popular Culture in Low Fertility / Low Relationship SocietyWeek 11: Resistant Culture and Style within East Asia  <ul><li>Three weekly hours in the class (90m mins lecture, 90 mins seminar) for 11 weeks.</li><li>Two consultation hours per week.</li><li>Further consultation on demand. </li></ul> 0 Other 50% 2 Written assignment (inc essay) 50% <figure class="table"><table style="border-style:solid;"><thead><tr><th style="border-style:solid;">Formative Assessment Task </th><th style="border-style:solid;">Length (word count/time) </th><th style="border-style:solid;">How and when feedback is provided </th></tr></thead><tbody><tr><td style="border-style:solid;">Essay Outline </td><td style="border-style:solid;">300 words </td><td style="border-style:solid;">In writing, within 15 working days of submission. </td></tr><tr><td style="border-style:solid;">Summative Assessment Task </td><td style="border-style:solid;">Length (word count/time) </td><td style="border-style:solid;">How and when feedback is provided </td></tr><tr><td style="border-style:solid;">Discussion Board responses to questions set on reading. (Based on the currently used DB assessment in JAPA20132, in which students post comments to specific questions with a focus on responding to peer’s comments which can be read, ie in the mode of interactive discussion.) Completed and posted online via BB, no less than 24 hours before the related seminar, for 5 seminars (400 words each), compiled into a final portfolio of 5 Discussion board texts, submitted as a single document to Turnitin Week 12.   </td><td style="border-style:solid;">400 words x 5 </td><td style="border-style:solid;">Oral feedback in class, peer feedback during seminar discussion and reflective reading of other student responses on Discussion Board. Also written feedback within 15 working days of submission of the portfolio at the end of the semester. </td></tr><tr><td style="border-style:solid;">Essay </td><td style="border-style:solid;">2000 words </td><td style="border-style:solid;">Written feedback within 15 working days of completion. </td></tr></tbody></table></figure>   Oral feedback in class, peer feedback during seminar discussion and reflective reading of other student responses on Discussion Board. Also written feedback within 15 working days of submission of the portfolio at the end of the semester.Written feedback within 15 working days of completion.  Y Miriam Silverberg 2007 Erotic Grotesque Nonsense: The Mass Culture of Japanese Modern Times   Maud Lavin and Yang Ling (eds) Boys’ Love, Cosplay, and Androgynous Idols: Queer fan cultures in mainland China, Hong Kong, and Taiwan. University of Chicago Press   Allison, Anne (2013) Precarious Japan. Duke University Press Books. Hsin-Yen Yang 2023 ‘Cute politics!: articulating the kawaii aesthetic, fandom and political participation’ in Popular Communication, 21:2, 85-97 Sharon Kinsella 1995 ‘Cuties in Japan’, in Moeran and Skov eds. Women, Media and Consumption in Japan, T&L Sianne Ngai 2005 ‘The Cuteness of the Avant‐Garde’ in Critical Enquiry  Lectures 16.5 Seminars 16.5 0 167