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Бакалавриат 2020/2021

Страны Восточной Азии в современной системе международных отношений

Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Лучший по критерию «Новизна полученных знаний»
Направление: 41.03.01. Зарубежное регионоведение
Когда читается: 2-й курс, 1, 2 модуль
Формат изучения: без онлайн-курса
Язык: английский
Кредиты: 5
Контактные часы: 60

Course Syllabus

Abstract

This is a required course for Politics and Economics in Asia, the HSE-KIC double degree program. This course examines contemporary developments in international relations in the East Asia. With four great powers, three nuclear weapons states and two of the world's largest economies, East Asia is one of the most dynamic and consequential regions in world politics. In the post-Cold War era, the region has been an engine of the global economy while undergoing a major shift in the balance power whose trajectory and outcome remain uncertain. This course will examine the sources of conflict and cooperation in East Asia, assessing competing explanations for key events in East Asia's international relations. The course is divided into two parts. The first part of the course (Module I) focuses on developing a general “toolkit” which we will further use to explain the dynamic and complexity of East Asian politics. We will critically engage with the major IR theories and debates. In the second part (Module II), the focus shifts to historical and contemporary patterns of relations among East Asian nations, histories of war and the politics of history and historical memory related to them, security alliances in East Asia, China’s rise, regional nuclear and missile diplomacy, territorial disputes, regional multilateral institutions, environmental challenges and energy security, and human rights. For the purposes of this course, East Asia is defined as the region encompassing China, Japan, and Korea. We will also discuss the role of the United States and Russia in the region, since both countries have been extensively involved in the region since the 1850s. We may make occasional reference to India and Southeast Asian countries, but the subcontinent and the larger Asia Pacific region are not a primary focus of this course.
Learning Objectives

Learning Objectives

  • Upon completion of this course, students should be able to understand the historical legacies in East Asian international relations, analyze current East Asian foreign affairs through a theoretical lens, explain the impact of transnational issues on East Asian international relations, and evaluate the foreign policies of China, Japan, and Korea. Students will also learn to collect, analyze, document, and report research clearly, concisely, logically, and ethically via different mediums, including short reports, posters, and oral presentations.
Expected Learning Outcomes

Expected Learning Outcomes

  • Students will develop the following skills: • Comparing, contrasting, and analyzing media reporting on international issues; • Planning a presentation with the audience in mind; • Developing clear objectives for their presentation;
  • Students will develop the following skills: • Considering ways of grabbing the listener's attention, holding their interest, and concluding strongly; • Using slides and visual aids effectively; • Delivering an enthusiastic and well-practised presentation; • Working collaboratively with others and reaching consensus in decision making.
  • Upon successful completion of this course students are expected to: • Be familiar with the key events that have shaped contemporary East Asian politics; • Understand and critically analyze factors and stakeholders that have shape relations between China, Japan, and Korea in the 21st century; • Effectively compare foreign policies of China, Japan, and Korea;
  • Upon successful completion of this course students are expected to: • Be able to assess relative strengths and weaknesses of IR theories and approaches as they pertain to East Asia; • Be able to analyze world politics from a variety of perspectives; • Be able to apply IR theories to case studies.
Course Contents

Course Contents

  • Week 1 Introduction: What is East Asia?
    This week covers basics of the course and opens up the discussion of East Asia in the international politics. Kim, Samuel S. (2014). The Evolving Asian System: Three Transformations. In: Shambaugh, D. and Yahuda, M. (eds.) International Relations of Asia. Rowman and Littlefield, pp. 33-58. Khong, Y. F. (2018). A Regional Perspective on the US and Chinese Visions for East Asia. Asia Policy, 25(2), 6-12
  • Week 2 The “neo-neo debates” in IR
    This week covers "The “neo-neo debates” in IR" , using East Asia as a case study. Students are expected to prepare for discussion by reading the required materials and to contribute the discussion appropriately. • TED Talk: Joseph Nye on global power shifts, October 2010. Available at: https://www.youtube.com/watch?v=796LfXwzIUk. • Joseph S. Nye: Is China’s soft power strategy working? CSIS, 2016. https://www.youtube.com/watch?v=R6nkFbQ_3LY. • Kenneth Neal Waltz – The Physiocrat of International Politics, Theory Talks 40. Available at: http://www.theory-talks.org/2011/06/theory-talk-40.html. • Servaes, J. (2016). The Chinese dream shattered between hard and soft power?. Media, Culture & Society, 38(3), 437-449. • Akdag, Y. (2019). The Likelihood of Cyberwar between the United States and China: A Neorealism and Power Transition Theory Perspective. Journal of Chinese Political Science, 24(2), 225-247.
  • Week 3 Constructivist approaches to IR
    This week covers "Constructivist approaches to IR", using East Asia as a case study. Students are expected to prepare for discussion by reading the required materials and to contribute the discussion appropriately. • Adler, E. (1997). Seizing the middle ground: Constructivism in world politics. European journal of international relations, 3(3), 319-363. • Hagström, L., & Gustafsson, K. (2015). Japan and identity change: why it matters in International Relations. The Pacific Review, 28(1), 1-22. • Yennie Lindgren, W., & Lindgren, P. Y. (2017). Identity politics and the East China Sea: China as Japan's ‘other’. Asian Politics & Policy, 9(3), 378-401.
  • Week 4 Critical IR theories: Post-colonialism
    This week covers "Critical IR theories: Post-colonialism", using East Asia as a case study. Students are expected to prepare for discussion by reading the required materials and to contribute the discussion appropriately. • Mignolo, W. D. (2011). Geopolitics of sensing and knowing: on (de)coloniality, border thinking and epistemic disobedience. Postcolonial Studies 14 (3), 273-283. • Chatterjee, P. (2005). Empire and nation revisited: 50 years after Bandung. Inter-Asia Cultural Studies, 6(4), 487-496. • Kim, J., & Garland, J. (2019). Development cooperation and post-colonial critique: an investigation into the South Korean model. Third World Quarterly, 1-19.
  • Week 5 Critical IR theories: Feminism
    This week covers "Critical IR theories: Feminism", using East Asia as a case study. Students are expected to prepare for discussion by reading the required materials and to contribute the discussion appropriately. • Tickner, J. A. (2018). Peace and Security from a Feminist Perspective. The Oxford Handbook of Women, Peace, and Security, 15. • Youngs, G. (2004). Feminist International Relations: a contradiction in terms? Or: why women and gender are essential to understanding the world ‘we’ live in. International affairs, 80(1), 75-87. • Bjarnegård, E., & Melander, E. (2013). Revisiting representation: Communism, women in politics, and the decline of armed conflict in East Asia. International interactions, 39(4), 558-574.
  • Week 6 Non-Western IR
    This week covers "Non-Western IR ", using East Asia as a case study. Students are expected to prepare for discussion by reading the required materials and to contribute the discussion appropriately. • Acharya, A. and Buzan, B. (2007). Why is there no non-Western international relations theory? An introduction. International Relations of the Asia-Pacific 7(3), 287–312. • Song, X. (2001). Building international relations theory with Chinese characteristics. Journal of Contemporary China, 10(26), 61-74. • Qin, Y. (2007). Why is there no Chinese international relations theory? International Relations of the Asia-Pacific, 7(3), 313-340. • Cho, Y. C. (2015). Colonialism and imperialism in the quest for a universalist Korean-style international relations theory. Cambridge Review of International Affairs, 28(4), 680-700.
  • Week 7 Research workshop & discussion of group projects
    Effective poster presentations.
  • Week 8 MID-TERM EXAM
    Multiple choice & short answer tests.
  • Week 9 China’s foreign policy
    The focus on this week is "China’s foreign policy". We will revisit relevant concepts, identify and explore the key issues of "China’s foreign policy", and examine recent developments in the analysis of these issues and appropriate ways forward. Students are expected to prepare for a discussion of relative strengths and weaknesses of IR theories and approaches as they pertain to East Asian politics. • Kozyrev, V. (2016). Harmonizing ‘Responsibility to Protect’: China’s vision of a post-sovereign world. International Relations, 30(3), 328-345. • Sørensen, C. T. (2015). The Significance of Xi Jinping's" Chinese Dream" for Chinese Foreign Policy: From" Tao Guang Yang Hui" to" Fen Fa You Wei". Journal of China and International Relations, 3(1). • Cook, M. (2015). China's power status change: East Asian challenges for Xi Jinping's foreign policy. China Quarterly of International Strategic Studies, 1(01), 105-131. • Wilson, J. L. (2015). Soft power: A comparison of discourse and practice in Russia and China. Europe-Asia Studies, 67(8), 1171-1202
  • Week 10 South Korean foreign policy
    The focus on this week is "South Korean foreign policy". We will revisit relevant concepts, identify and explore the key issues of "South Korean foreign policy", and examine recent developments in the analysis of these issues and appropriate ways forward. Students are expected to prepare for a discussion of relative strengths and weaknesses of IR theories and approaches as they pertain to East Asian politics. • Han, H. (2015). Korea's pursuit of low-carbon green growth: A middle-power state's dream of becoming a green pioneer. The Pacific Review, 28(5), 731-754. • Karim, M. F. (2018). Middle power, status-seeking and role conceptions: the cases of Indonesia and South Korea. Australian Journal of International Affairs, 72(4), 343-363. • Teo, S. (2018). Middle Power Identities of Australia and South Korea: Comparing the Kevin Rudd/Julia Gillard and Lee Myung-Bak Administrations. The Pacific Review, 31(2), 221-239. • Chun, C. (2016). East Asian security and South Korea’s middle power diplomacy. In Transforming Global Governance with Middle Power Diplomacy. Palgrave Macmillan, New York, pp. 15-34.
  • Week 11 Research workshop & discussion of group projects
    Doing research in a team Developing of research questions
  • Week 12 Nuclear crisis in the Korean Peninsular
    The focus on this week is "Nuclear crisis in the Korean Peninsular". We will revisit relevant concepts, identify and explore the key issues of "Nuclear crisis in the Korean Peninsular", and examine recent developments in the analysis of these issues and appropriate ways forward. Students are expected to prepare for a discussion of relative strengths and weaknesses of IR theories and approaches as they pertain to East Asian politics. • Anderson, N. D. (2017). Explaining North Korea's nuclear ambitions: Power and position on the Korean Peninsula. Australian Journal of International Affairs, 71(6), 621-641. • Rozman, G. (2018). North Korea’s Place in Sino-Russian Relations and Identities. In International Relations and Asia’s Northern Tier (pp. 301-314). Palgrave, Singapore. • Roehrig, T. (2017) Restraining the hegemon: North Korea, the US and asymmetrical deterrence. In The United States and the Korean Peninsula in the 21st Century, pp. 163-184. Routledge. • Kim, S. S. (2016). Inter-Korean Relations in Northeast Asian Geopolitics. In Korea at the Center: Dynamics of Regionalism in Northeast Asia (pp. 191-206). Routledge
  • Week 13 Japanese foreign policy
    The focus on this week is "Japanese foreign policy". We will revisit relevant concepts, identify and explore the key issues of "Japanese foreign policy", and examine recent developments in the analysis of these issues and appropriate ways forward. Students are expected to prepare for a discussion of relative strengths and weaknesses of IR theories and approaches as they pertain to East Asian politics. • Tamaki, T. (2015). The persistence of reified Asia as reality in Japanese foreign policy narratives. The Pacific Review, 28(1), 23-45. • Gustafsson, K. (2015). Identity and recognition: remembering and forgetting the post-war in Sino-Japanese relations. The Pacific Review, 28(1), 117-138. • Koga, K. (2017). The concept of “hedging” revisited: the case of Japan's foreign policy strategy in East Asia's power shift. International Studies Review, 20(4), 633-660. • Dadabaev, T. (2018). “Silk Road” as foreign policy discourse: The construction of Chinese, Japanese and Korean engagement strategies in Central Asia. Journal of Eurasian studies, 9(1), 30-41.
  • Week 14 Security alliances in East Asia
    The focus on this week is "Security alliances in East Asia". We will revisit relevant concepts, identify and explore the key issues of "Security alliances in East Asia", and examine recent developments in the analysis of these issues and appropriate ways forward. Students are expected to prepare for a discussion of relative strengths and weaknesses of IR theories and approaches as they pertain to East Asian politics. • Cha, V. D. (2000). Abandonment, entrapment, and neoclassical realism in Asia: the United States, Japan, and Korea. International Studies Quarterly, 44(2), 261-291. • Zhao, S. (2015). A New Model of Big Power Relations? China–US strategic rivalry and balance of power in the Asia–Pacific. Journal of Contemporary China, 24(93), 377-397. • Rolf, S., & Agnew, J. (2016). Sovereignty regimes in the South China Sea: assessing contemporary Sino-US relations. Eurasian Geography and Economics, 57(2), 249-273. • Rudolph, R. M. (2018). Framing Sino‐American military relations: The power and problem of perception in preventing geostrategic security cooperation between China and the United States. Asia & the Pacific Policy Studies, 5(2), 182-195
  • Week 15 Climate change politics in East Asia
    The focus on this week is "Climate change politics in East Asia". We will revisit relevant concepts, identify and explore the key issues of "Climate change politics in East Asia", and examine recent developments in the analysis of these issues and appropriate ways forward. Students are expected to prepare for a discussion of relative strengths and weaknesses of IR theories and approaches as they pertain to East Asian politics. • Lo, K. (2017). Asian energy challenges in the Asian Century. Journal of Asian Energy Studies, 1(1), 1-6. • Hilton, I., & Kerr, O. (2017). The Paris Agreement: China’s ‘New Normal’ role in international climate negotiations. Climate Policy, 17(1), 48-58. • Rauchfleisch, A., & Schäfer, M. S. (2018). Climate change politics and the role of China: a window of opportunity to gain soft power? International Communication of Chinese Culture, 5(1-2), 39-59. • Hattori, T. (2016). The Rise of Japanese Climate Change Policy: Balancing the Norms Economic Growth, Energy Efficiency, International Contribution and Environmental Protection. In The Social Construction of Climate Change (pp. 99-122). Routledge. ADDITIONAL READINGS ON ENERGY SECURITY IN EAST Asia: • Park, J., & Sovacool, B. K. (2018). The contested politics of the Asian atom: peripheralisation and nuclear power in South Korea and Japan. Environmental Politics, 27(4), 686-711. • Poortinga, W., Aoyagi, M., & Pidgeon, N. F. (2013). Public perceptions of climate change and energy futures before and after the Fukushima accident: A comparison between Britain and Japan. Energy Policy, 62, 1204-1211. • Nyman, J. (2018). Ch. 5 “Common Sense” Energy Security in China and Ch. 6 Contesting Energy Security in China. In The energy security paradox: Rethinking energy (in) security in the United States and China. Oxford University Press. • Steinhardt, H. C., & Wu, F. (2016). In the name of the public: environmental protest and the changing landscape of popular contention in China. The China Journal, 75(1), 61-82. • Deng, Y., & Yang, G. (2013). Pollution and protest in China: environmental mobilization in context. The China Quarterly, 214, 321-336
  • Week 16 PRESENTATIONS & DISCUSSION OF GROUP PROJECTS
    The focus on this week is "PRESENTATIONS & DISCUSSION OF GROUP PROJECTS". We will revisit relevant concepts, identify and explore the key issues of "PRESENTATIONS & DISCUSSION OF GROUP PROJECTS" and examine recent developments in the analysis of these issues and appropriate ways forward. Students are expected to prepare for a discussion of relative strengths and weaknesses of IR theories and approaches as they pertain to East Asian politics
  • Week 17 FINAL EXAM
    Multiple choice & short answer tests
Assessment Elements

Assessment Elements

  • non-blocking Research workshop and discussion of group projects (participation and in-class activities)
  • non-blocking Participation during in-class activities
  • non-blocking Mid-term exam
  • non-blocking Final exam - short answer question
    Students should note that in all but exceptional situations ALL components of the course must be completed to receive a passing grade.
  • non-blocking Media Scan
  • non-blocking Final project: Short paper
    Final project This assignment will consist from THREE components: 1. Short paper that develops the key points of the presentation (evaluated independently); 2. Poster; 3. In-class presentation
  • non-blocking Final project: Poster presentations
    Posters is a strong tool for communicating your research and ideas. This guide presents a strategy for producing a poster presentation that encourages clarity as well as creativity, helping you to make the most of your poster design. STEP 1: What is your goal? What is your question? What are you trying to achieve with your poster? Here are some popular goals: • Introduce a new issue/ problem to the audience; • Identify a gap in research; • Present original research findings; • Promote a new approach or idea. STEP 2: Who is your audience? Identify your audience and provide the appropriate scope and depth of content. If your audience includes non-specialists, cater to them. Many of the rules for writing a good paper apply to Posters too. Just as the abstract of a paper needs to be a succinct summary of the motivation, the principle arguments, major results, and conclusions, so does your poster. STEP 3: Title The title is a good way to sell your work. It may be the only thing the conference attendee sees before they reach your poster. The title should make them want to stop by your poster and learn more. The title might pose a decisive question, define the scope of the study, or hint at a new finding. Above all, the title should be short and comprehensible to a broad audience. The title is your equivalent of a newspaper headline—short, sharp, and compelling. STEP 4: Be creative Your poster should have your personality. A poster is a different medium from a paper, which is conventionally dry and impersonal. Think of your poster as an extension of yourself. Use it to draw the passerby to take a closer look or to want to talk to you. Many professional collaborations often start for reasons other than the shared interest, such as a personal interest. STEP 5: Layout and format What are the must-have elements of your poster? The first thing to do before you start working of your poster is to organize your text, images, graphs, charts, logos, etc. Poster requires you to distill the work, yet not lose the message or the logical flow. Remember that posters need to be viewed from a distance, usually more than a meter. You will need to make sure that your poster is legible and easy to scan at this distance so that your information is understood quickly. Avoid the temptation to fill the space with as much material as possible; poster presentations should never be as dense as a printed page Poster templates • PosterPresentations.com (free templates for PowerPoint): https://www.posterpresentations.com/free-poster-templates.html • Genigraphics (free templates for PowerPoint): https://www.genigraphics.com/templates • Rice University: http://www.owlnet.rice.edu/~cainproj/templates.html • Sci-Gen Technologies (free trial of software): http://www.postergenius.com/cms/index.php Useful links • Midwest Political Science Association, Poster Guidelines and FAQs: https://www.mpsanet.org/Annual-Conference/2020-Conference/Presenter-Resources/Poster-Guidelines • University of Maryland, Creating a Research Poster: https://www.ugresearch.umd.edu/current-createresearchposter.html • University of California UC Berkley: https://hsp.berkeley.edu/documents • Giving an Effective Poster Presentation: https://www.youtube.com/watch?v=vMSaFUrk-FA  
Interim Assessment

Interim Assessment

  • Interim assessment (1 module)
    0.35 * Media Scan + 0.4 * Mid-term exam + 0.15 * Participation during in-class activities + 0.1 * Research workshop and discussion of group projects (participation and in-class activities)
  • Interim assessment (2 module)
    0.35 * Final exam - short answer question + 0.3 * Final project: Poster presentations + 0.15 * Final project: Short paper + 0.15 * Participation during in-class activities + 0.05 * Research workshop and discussion of group projects (participation and in-class activities)
Bibliography

Bibliography

Recommended Core Bibliography

  • Acharya, A., & Buzan, B. (2007). Why is there no non-Western international relations theory? An introduction. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.712B98E3

Recommended Additional Bibliography

  • QIN, Y. (2007). Why is there no Chinese international relations theory? Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.A6468D84