Course Plan for 2013-2014 一三至一四課程安排

First term (2 September 2013 to 13 December 2013)

Core Courses:

CUS501

Perspectives in Cultural Studies 文化研究視野

Instructor: Prof. Ma Kwok-ming (Adjunct Associate Professor)

Timetable: Saturday/7:00 – 10:00pm

Venue:

MBG11 (Main Building/ Patrick Lee Wan Keung Academic Building), Lingnan

University (Tuen Mun); NAB103 (New Academic Block) on 26/10 & 2/11;

LKKG01 (Leung Kau Kui Building) on 7/12

Language of

Instruction : Chinese (Cantonese)

CUS502

Critical Thinking through Popular Culture 普及文化的批判思考

Instructors: Professor Stephen Chan and guest speaker

Timetable: Saturday/2:30 – 5:30 pm

Venue:

LKK101 (Leung Kau Kui Building), Lingnan University (Tuen Mun); SEK206

(Simon and Eleanor Kwok Building) on 26/10 & 2/11; LBYG06 (B. Y. Lam

Building) on 7/12 & 14/12

Language of

Instruction : Chinese (Cantonese) and English

Elective Courses:

CUS506

Film and Television Culture 電影與電視文化(Quota : 30)

Instructors: Prof. Lisa Leung and guest speaker

Timetable: Thursday/7:00-10:00pm

Venue: LKK103 (Leung Kau Kui Building), Lingnan University (Tuen Mun)

Language of

Instruction : Chinese (Cantonese) and English

Credits: 3

CUS509

Urban Culture of Hong Kong 香港城市文化(Quota : 30)

Instructor: Prof. Ma Kwok-ming

Timetable: Wednesday/7:00 – 10:00pm

Venue: LR3, Tsim Sha Tsui Chinachem Education Centre

Language of

Instruction : Chinese (Cantonese)

Credits: 3

CUS510D

Workshop in Cultural Practices: Community Cultural Development 社區

文化發展(Quota : 30)

Instructor: Prof. Mok Chiu-yu

Timetable: Tuesday/7:00-10:00pm

Venue: LKK103 (Leung Kau Kui Building), SAC1 (Student Activities Centre) or Art

Gallery, Lingnan University (Tuen Mun)

Language of

Instruction : Chinese (Cantonese)

Credits: 3

CUS514

Independent Study 獨立專題研究

Instructors: Prof. John Erni and Dr. Law Wing-sang

CUS515A

Special Topics in Cultural Studies : Food Crisis and Farming for the Future

食物危機與農耕革命(Quota : 30)

Instructors: Mr. Chow Sze-chong, Ms. Jenny Li, Dr. Hui Shiu-lun and Prof. Lau Kin-chi

Timetable:

Friday/7 seminars from 7:00-10:00pm

+ EITHER work on a farm for 4-5 half-days on weekends from Oct to Dec 2013

(quota: 16) OR a research project on agriculture and ecology

Venue: LKK103 (Leung Kau Kui Building), Lingnan University (Tuen Mun) for the 7

seminars/Farm is in Kam Tin

Language of

Instruction: Chinese (Cantonese)

Credits: 1.5

~~~No classes on 19-20 Sept, 1 Oct and 14 Oct 2013 (Except for teacher's special arrangement)~~~

Second term (25 January 2014 to 17 May 2014)

Core Courses:

CUS505

Methods in Cultural Research文化研究的方法

Instructors: Dr. Ip lam-chong and guest speakers

Timetable: Thursday/7:00 – 10:00pm

Venue: LR3, Tsim Sha Tsui Chinachem Education Centre

Language of

Instruction : Chinese (Cantonese)

CUS503

Pedagogy and Cultural Studies教學法與文化研究

Instructors: Prof. Lau Kin-chi and Dr. Hui Shiu-lun

Timetable: Saturday/2:30 – 5:30 pm

Venue:

LKK301 (Leung Kau Kui Building), Lingnan University (Tuen Mun); HSH109,

HSH229 (Ho Sin Hang Building) and LBY304 (Lam Bing Yim Building) on 12/4,

26/4, 3/5 & 10/5; Paul S. Lam Conference Centre, 3/F Amenities Building on 17/5

& 24/5

Language of

Instruction : Chinese (Cantonese)

Elective Courses:

CUS504

History in Cultural Studies文化研究中的歷史(Quota : 30)

Instructor: Prof. Ma Kwok-ming

Timetable: Monday/7:00 – 10:00pm

Venue: MBG11 (Main Building/Patrick Lee Wan Keung Academic Building), Lingnan

University (Tuen Mun); LKKG01 (Leung Kau Kui Building) on 5/5 & 12/5

Language of

Instruction : Chinese (Cantonese)

Credits: 3

CUS511E Selected Topics in Cultural Institution and Policy : Peace and

Everyday Life

和平與日常生活(Quota : 30)

Instructors: Prof. Chan Shun-hing and guest speaker

Timetable: Wednsday/7:00-10:00pm

Venue: LR3, Tsim Sha Tsui Chinachem Education Centre

Language of

Instruction : Chinese (Cantonese and Putonghua)

Credits: 3

CUS512Q

STCRI : Colonial memory, reality, and real-life disasters殖民記憶、

現實與災難(Quota : 30)

Instructors: Prof. Dai Jinhua and guest speaker

Timetable: Friday and Saturday/Two Lessons per week/7:00 - 10:00pm

Venue: LKK101 (Leung Kau Kui Building), Lingnan University (Tuen Mun)

Language of

Instruction : Chinese (Cantonese and Putonghua)

Credits: 3

CUS515B

Special Topics in Cultural Studies : Cultural Politics of Emotion 情感的文

化政治 (Quota : 30)

Instructor: Prof. Hui Po-keung

Timetable: Tuesday/7:00 - 10:00pm

Venue: LKK103 (Leung Kau Kui Building), Lingnan University (Tuen Mun) on 28/1,

18/2, 4/3, 18/3, 1/4, 15/4 and 29/4

Language of

Instruction : Chinese (Cantonese)

Credits: 1.5

~~~~~~No classes from 30 Jan to 3 Feb, 5 Apr, 18-21 Apr, 1 May and 6 May 2014 (Except for

teacher's special arrangement)~~~~~~

CUS501 : Perspectives in Cultural Studies

No. of

Credits/Term

: 3

Mode of Tuition : Lecture and tutorial

Class Contact

Hours

: 3 hours per week

Category in

Major Prog.

: Core course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: This course provides an overview of key themes, concepts, theories and issues in

cultural studies. It introduces students to the origins and foundational concerns of

cultural studies as an academic discipline and an intellectual practice; examines

selected critical notions and problems with reference to specific contexts; and look at

the work of cultural studies in relation to social, historical and institutional conditions.

The course also addresses such issues as the role of theory and analysis in the practice

of cultural studies, the relevance of cultural studies for government and public

cultures, as well as the constraints and possibilities cultural studies workers face today

in their divergent attempts to engage themselves on location in critical projects of our

time.

Aims and

Objectives

: To introduce the basic aims and perspectives of cultural studies as an

academic discipline and as an intellectual practice;

To look at different dimensions of culture and acquaint students with a range

of issues addressed by cultural studies;

To provide insight into the complex nature of the relation between the cultural

field and the social and economic spheres.

Indicative

Content

: The concept of culture and the intellectual trajectories of cultural studies;

The implications of the “cultural turn” in contemporary societies;

The culture of everyday life and the question of identity.

Cultural Studies as an engage study of culture

Class Format The weekly 3-hour session will consist of lecture (90 min.) and a seminar discussion

period (75 min.) on weeks marked with a discussion topic. Students are required to

form groups of three or four to present their views on a designated topic. Every

student should actively participate in the seminar discussion after the lecture.

Arrangements for class presentations will be announced by the lecturer.

Assessment 100% continuous assessment based on participation in class discussion, class

presentation and the completion of a final paper.

< Final Paper Submission Deadline: 30 December 2013 >

Learning

Outcomes

Understand the specific concerns and the general intellectual climate leading to the

formation of cultural studies as a discipline.

Understand the intricate relationship between culture and socio-economic changes.

Become acquainted with a range of issues addressed by cultural studies.

Understand cultural studies as an engaged study of culture and the impact such a

study can have on society.

Teaching Method : Lectures and seminar discussions.

Measurement of

Learning

Outcomes

: Understand the intricate relationship between culture and socio-economic changes.

(demonstrated by student presentations and the ensuing discussions)

Understand a range of issues addressed by cultural studies. (demonstrated by

students’ term paper)

Class schedule : Topic

7/9 Introductory Lecture: The Idea of Culture & The Peculiarity of Cultural

Studies as a Discipline (During 1-18; Jameson 1993; Mulhern, xiii-xxi)

Part I: Intellectual Trajectory of Cultural Studies

14/9

The Emergence of British Cultural Studies I: The Cold War

and the New Left (Davis, 30-63; Eagleon (2008); Mulhern, 49-73; Turner,

33-68)

21/9

The Emergence of British Cultural Studies II: Marxism and Literary Studies

(Hall, 1992; Miliband, 3-25; Williams, 75-100)

28/9

Cultural Studies & Hong Kong Society(Law)

Seminar Discussion(1): The Limits of the Democratic Movement of Hong

Kong

Part II: The Cultural Logic of Capitalism

5/10 Capitalism as a Mode of Production and Regime Change in Contemporary

Capitalism (Aldridge, 28-52; Davis, 139-155; Harvey, 141-172)

12/10

Impacts of Regime Change I: The Cultural Turn in the Economy (Harvey,

284-307; McGuigan, 81-94)

Seminar Discussion(2): Viewing the Regime Change in Hong Kong

19/10

Impacts of Regime Change II: The Rise of Cultural Industries and the

Transformation of Culture as Industry (Horkheimer & Adorno, 94-136;

Hesmondhalgh, 15-24)

Seminar Discussion(3): The Cultural Industries of Hong Kong

26/10

Impacts of Regime Change III: The Urban Revolution(Lefebvre, 1-22)

Seminar Discussion(4): Urban Renewal as Urban Revolution

Part III: How Cultural Studies Proceeds

2/11

Cultural Studies and The Culture of Everyday Life (de Certeau,

29-42, 45-60; Fiske, 1992)

Seminar Discussion(5): The Politics of Everyday Life in Hong Kong

<Venue : NAB103>

9/11

Cultural Studies and the Debate on Consumption (Aldridge, 86-109;

Edwards, 106-127; Fiske, 1989)

Seminar Discussion(6): The Spatial Dimension of Consumption

16/11

Cultural Studies and Identity Politics(Hall 1990 & 1996; Rutherford;

Young, 156-191)

Seiminar Discussion(7): Identity Politics in Hong Kong

23/11 Cultural Studies and Politics of Memory (Benjamin, 3-60; Hall 2002)

Part IV: Conclusion

30/11 Conclusion I: The Foucault Effects on Cultural Studies (Bennett, 60-84)

7/12

Conclusion II: Overview of Culture & Politic (Marcuse, 1-48)

<Venue : LKKG01 on 7 Dec>

Readings

Adamson, Walter L. (1980) Hegemony and Revolution:Antonio Gramsci’s Political and Cultural

Theory. Berkeley and Los Angeles. University of California Press.

Aldridge, Alan (2003) Consumption. Cambridge, Polity Press.

Bauman, Zygmunt (1996) ‘From Pilgrim to Tourist-or a Short History of Identity’ In Questions of

Cultural Identity. Eds. Stuart Hall & Paul du Gay. London, Thousand Oaks & New Delhi: SAGE, pp.18-

36.

Benjamin, Walter (1978) “A Berlin Chronicle” in Reflections. New York. Schocken Books, pp 3-60.

Bennett, Tony (1995) The Birth of the Museum. London: Routledge.

--- (1998) Culture: A Reformer’s Science. London, Thousand Oaks & New

Delhi: Sage.

Butler, Judith (1997) ‘Critically Queer.’ In Playing With Fire: Queer Politics, Queer Theories. Ed.

Shane Phelan. New York & London: Routledge, pp. 11-29.

Chan, Ching-kiu (2002) ‘Building Cultural Studies for Postcolonial Hong Kong: Aspects of the

Postmodern Ruins in between Disciplines.’ In Cultural Studies: Interdisciplinarity and Translation. Ed.

Stefan Herbrechter, for Critical Studies vol. 20 (Gen. Ed. Miriam Diaz-Diocaretz), Amsterdam and New

York: Rodopi, pp. 217-237. Also published as《從文學到文化研究：香港的視角》‘From Literary to

Cultural Studies: A Hong Kong Perspective’ (in Chinese). In Methodologies: Routes of Research on

Literature. Ed. Han-Liang Chang. Taipei: National Taiwan Univ. Pr., pp. 283-315. A slightly different

version appears as《在廢墟中築造文化研究：並論當代大學教育的頹敗形式與意義》in the special

issue on University, E+E, vol. 6 (2003), 10-22.

Crawford, Margaret (1992) ‘The World in a Shopping Mall’ in Miles, Malcolm & Hall, Tim eds, The

City Cultures Reader, London, Routledge, 2000. pp. 125-140

Davis, Ioan (1995) Cultural Studies and Beyond. London: Routledge.

de Certeau, Michel (1984) ‘“Making Do”: Uses and Tactics,’ ‘Foucault and Bourdieu,’ The Practice of

Everyday Life. Trans. Steven F. Rendall. Berkeley, Los Angeles & London: University of California

Press, pp. 29-42, 45-60.

During, Simon (2005) Cultural Studies: A Critical Introduction. London, Routledge.

Eagleton, Terry (1976), Marxism and Literary Criticism. London: Methuen Co. Ltd.

Eagelton, Terry (2008), “Culture Conundrum” Guardian, 21 May, 2008.

Edwards, Tim (2000) Contradictions of Consumption: Concepts, Practices and Politics in Consumer

Society. Buckingham, Open University Press.

Fiske, John (1989) ‘Shopping for Pleasure: Malls, Power and Resistance’ in The Consumer Society. Eds.

Juliet B. Schor and Douglas B. Holt. New York, The New Press. pp 306-328.

Fiske, John (1992) ‘Cultural Studies and the Culture of Everyday Life.’ In Cultural Studies. Eds.

Lawrence Grossberg et al. New York & London: Routledge, pp. 154-173.

Flew, Terry (2004) ‘Creativity, the “New Humanism” and Cultural Studies.’ Continuum: Journal of

Media and Cultural Studies, vol. 18, no. 2, 161-178.

Frow, John (1986) Marxism and Literary History. Oxford. Blackwell.

Gramsci, Antonio (1973) Selections from the Prison Notebooks of Antonio Gramsci. Eds. and trans.

Quintin Hoare & Geoffrey Nowell Smith. London: Lawrence & Wishart. Extracts on the

subaltern/subordinate/instrumental class.

Grossberg, Lawrence (1996) ‘Identity and Cultural Studies: Is That All There Is?’ In Questions of

Cultural Identity.Eds. Stuart Hall & Paul du Gay. London, Thousand Oaks & New Delhi: SAGE, pp. 87-

107.

Guha, Ranajit (1988) “Preface,’ ‘On Some Aspects of the Historiography of Colonial India,’ ‘A note on

the terms “elite”, “people”, “subaltern”, etc. as used above.’ In Selected Subaltern Studies. Eds. Ranajit

Guha & Gayatri Chakravorty Spivak. Oxford & New York: Oxford University Press, pp. 36-44. Also

extracts from ‘The Prose of Counter-Insurgency,’ pp. 45-88.

Hall, Stuart (1990) “Cultural Identity and Diaspora” in Jonathan Rutherford ed., Identity: Community,

Culture, Difference. London, Lawrence & Wishart, pp 222-239.

Hall, Stuart (1992) “Cultural Studies and Its Theoretical Legacies” In Cultural Studies. Eds. Lawrence

Grossberg et al. New York & London: Routledge, pp.277-294.

Hall, Stuart (1996) ‘Who Needs “Identity”?’ In Questions of Cultural Identity. Eds. Stuart Hall & Paul

du Gay. London, Thousand Oaks & New Delhi: SAGE, pp. 1-17.

Hall, Stuart (2002) “Whose Heritage? Unsettling ‘the Heritage’, Re-imagining the Post Nation” in The

Third Text Reader on Art, Culture and Theory. Eds. Rasheed Araeen, Sean Cubitt & Ziauddin Sardar.

London, Continuum, pp 72-84.

Harvey, David (1990) The Condition of Postmodernity. Cambridge MA & Oxford. Blackwell.

Hesmondhalgh, David (2002) The Cultural Industries. London, Sage Publications.

Hetherington, Kevin (1998) Expressions of Identity. London, Sage Publications.

Horkheimer, Max & Adorno, Theodor W. (2002), Dialectic of Enlightenment. Stanford, Stanford

University Press.

Inglis, Fred (2004) Culture. Cambridge. Polity Press.

Jameson, Fredric (1998) The Cultural Turn. London. Verso.

Jameson, Fredric (1993) “On ‘Cultural Studies’” in Social Text, No.33, Durham, Duke University Press.

Law, Wing Sang (2008) 羅永生，〈邁向具主體性的本土性？〉見《本土論述 2008》，香港，上

書局，頁 165-178。

Lefebvre, Henri The Urban Revolution. Minneapolis, University of Minnesota Press, 2003

Marcuse, Herbert (1972) From Luther to Popper. London: Verso.

McGuigan, Jim (1996) Culture and the Public Sphere. London: Routledge.

Miliband, Ralph (1983) Class Power & State Power. London: Verso.

Mulhern, Francis (2000) Culture/Metaculture. London: Routledge.

Philips, Anne (1993) ‘Fraternity,’ ‘So What’s Wrong with the Individual?’ Democracy and Difference,

Cambridge: Polity Press, pp. 23-54.

Rutherford, Jonathan (1990), “A Place Called Home: Identity and the Cultural Politics of Difference” in

Jonathan Rutherford ed., Identity: Community, Culture, Difference. London, Lawrence & Wishart, pp. 9-

27.

Said, Edward (1994) ‘Representations of the Intellectual,’ in Representations of the Intellectual: the

1993 Reith Lectures, London: Vintage, pp. 3-18.

Scott, James C. (1990) Domination and the Arts of Resistance: Hidden Transcripts. New Haven &

London: Yale University Press.

Spivak, Gayatri Chakravorty (1988) ‘Can the Subaltern Speak?’ In Marxism and the Interpretation of

Culture. Eds. Lawrence Grossberg and Cary Nelson. Urbana & Chicago: University of Illinois Press, pp.

271-316.

Taylor, Charles (1994), Multiculturalism. New Jersey, Princeton University Press.

Turner, Graeme (2003) British Cultural Studies. London, Routledge.

Urry, John (1990) The Tourist Gaze. London, Sage Publications.

Williams, Raymond (1977) Marxism and Literature. Oxford: Oxford University Press.

Young, Iris Marion (1990) Justice and the Politics of Difference. New Jersey, Princeton University

Press.

CUS502 : Critical Thinking through Popular Culture

No. of

Credits/Term

: 3

Mode of Tuition : Lecture

Class Contact

Hours

: 3 hours per week

Category in Major

Prog.

: Core course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: This core course focuses on the relationship between critical theories and popular culture; we

argue that popular culture provides illuminating examples of and patterns for critical thinking

important for the shaping of public cultural discourse and education today. Students will learn

about different approaches to the various forms and manifestations of popular culture, from

cinema to popular journalism, from advertisement to shopping mall culture, teen magazines to

and techno-culture, fan stories and celebrities. We aim to see how these popular ways of life can

be understood and analyzed as representing complex negotiations of power and pleasure, identity

and difference, solidarity and resistance, distinction and community formation in a field

increasingly characterized by multiple centers of meaning and domains of value.

Aims and

Objectives

: To introduce the basic approaches to popular culture in Cultural Studies so as to allow

students to undertake the textual and contextual analysis of individual cases;

To provide a dynamic inter-disciplinary platform for dealing with various social,

institutional, ideological, ethical, pedagogical, aesthetic and affective issues through the

critical perspectives of popular culture.

Indicative Content : Popular culture and cultural studies: the meaning of the popular and question

of value re-visited; debates on the critical attitude toward and the changing status of

popular culture in its many forms (e.g., fiction, journalism, advertisement, shopping,

leisure, street culture, media and internet culture);

Analytical approach to the practices of everyday life: culture as ordinary experience in

the contemporary contexts; the critical concept and functions of mediation in popular

culture; play, performance and consumption as the key dimension of popular experience

for cultural analysis;

Interfaces with popular sensuality, commodity and everyday culture: culture as event,

spectacle and daily acts; popular culture and the experience of home, community, the state

and the globe; identity and difference; social relation, history and politics; globalization,

fetishism, and society of the spectacle (cases may include idol-worship and fan culture;

tourism and consumer culture; cyber- and techno-culture; sport, food, and entertainment).

Learning

Outcomes

On completion of the course, students will be able to:

demonstrate a critical understanding of the relationship between popular culture and

everyday life in the contemporary context;

discuss with critical insights a range of specific cases encountered in local contexts

relating to the experience of popular culture as a dimension of the everyday;

undertake an in-depth analysis of individual cases of popular culture formation with a

relevant critical perspective.

Measurement of

Learning

Outcomes

: 1. Class Participation

Group presentations and discussions on selected topics test students’ understanding of

assigned readings, grasp of theoretical materials, and application of conceptual framework

to local examples;

Reading reports on the assigned materials give an opportunity for students to follow up on

their oral presentations in class, and develop critical understanding on a small issue in the

form of analytical writing;

Class discussions (in roundtable format) on term paper proposals help students to

formulate initial project ideas, develop critical problems for in-depth study, and share with

others their viewpoints on selected topics/cases through dialogues.

2. Mid-term Assignment

An analysis of either (i) a single popular cultural text, or (ii) a site of popular cultural

production/consumption, or (iii) a specific event/activity where cultural meanings are

made and circulated.

This aims to focus students’ work in critical analysis on a particular item of popular

culture. Students choose to do either (a) a close reading of the text/site/event that

addresses issues as framed within the broader context involved (which the student must

identify and discuss); or (b) a critical analysis of an issue or concept studied in the course

with reference to the particular case chosen.

3. Term Paper

A detailed study of any topic discussed in the course, which reveals students’ command of

their critical and analytical ability in handling a contextualized problem or case of popular

culture effectively. Students’ ability to present and study the case/topic with an effective

framework of analysis would be assessed.

Course

Assessment

Scheme

: 100% Continuous Assessment, to be based on:

1. Class Participation (40%)

Class Presentation/discussion on assigned readings. (10%)

TWO Reading Reports (2-4 pages each) on any assigned materials. (20%)

Term Paper PROPOSAL and class discussion. (10%)

2. Mid-term (Short) Assignment (30%)

An analysis of a popular cultural TEXT or SITE or EVENT chosen by the student. Word

length: Approximately 2,500 characters (in Chinese), or 1,500 words (in English). (See

description above)

Due 19 Oct. 2013

3. Term Paper (30%)

On a focused study of any one of the topics/areas discussed in the course, of approximate

length of 5,000 characters (in Chinese) or 3,000 words (in English)

Due 21 Dec. 2013

>>> An outline proposal of the Term Paper (300-500 words) is due by 27 April.

NOTE: PLAGIARISM is an academic crime and may lead to disciplinary action. LATE

submission of assignments is subject to penalty (e.g., down-grading), unless prior permission is

given under special circumstances.

* Please submit hard copies of ALL assignments; if soft copy must be sent, address it to

mcs@ln.edu.hk.

Core Text Silverstone, Roger (1999) Why Study the Media? London, Thousand Oaks and New Delhi: Sage

Publications.

Tentative Class

Schedule

1. Introduction: Culture, the Popular, and the Everyday (7/9/13)

[Couldry 20-43: “Questions of Value – or, Why do cultural studies?”]

REF: [Miller & McHoul 1-27: “Introduction to Popular Culture and Everyday Life”]

2. The Question of the Popular (14/9)

[Williams: “Culture is Ordinary”]

[Couldry 44-66: “The Individual ‘in’ Culture”]

REF: [Frow 60-88: “The Concept of the Popular”]

3. The Problem of Experience (21/9)

[Silverstone 1-12: “The Texture of Experience”]

[Ellis 55-70: “Television as Working-through”]

REF: [Couldry 67-90: “Questioning the Text”]

4. Popular Mediation as Process (28/9)

[Silverstone 13-18: “Mediation”]

[Negus 66-98: “Mediations”]

[Tolson 53-80: “Modes of Address”]

5. Play as Mediation and the Popular Genres (5/10) [vp]

[Silverstone 57-67: “Dimension of Experience: Play”]

[During 109-123: “Media and the Public Sphere: Television”]

[Corner (1999) 60-69: “Flow”]

6. Performance as a Dimension of Everyday Experience (12/10) [vp]

[Silverstone 68-77: “Dimension of Experience: Performance”]

[Scannell 58-74: “Sincerity”]

[During 124-135: “Media and the Public Sphere: Popular Music”]

7. Entertainment, Fantasy and Communication (19/10) [vp]

[Silverstone 125-133: “Making Sense: Memory”]

[Gaines 100-113: “Dream/Factory”]

[Hall (1996) 123-32, “Encoding/Decoding”]

* Mid-Term Paper DUE

8. Rethinking Consumption and the Mediation of Experience (26/10; LU Information Day

on campus: class will be held at SEK 206) [TA to assist]

[Silverstone 78-85: “Dimension of Experience: Consumption”]

[Corner (1999) 93-107: “Pleasure”]

[Silverstone 114-124: “Making Sense: Trust”]

9. Popular Formations: Celebrity, Spectacle, and the Question of Publicness(2/11) (class to

be held at SEK 206)

[Marshall 150-84: “Meanings of the Popular Music Celebrity”]

[Kellner 63-92: The Sports Spectacle, Michael Jordan & Nike]

[Donald & Donald 114-29: “The Publicness of Cinema”]

10. Home in relation to the Popular: Ordinary Experience & Events (9/11)

[Silverstone 86-95: “Location of Action & Experience: House&Home]

[Scannell 75-92: Eventfulness]

[Silverstone 48-56: “Erotics”]

REF: [de Certeau 29-42: “Making Do: Uses and Tactics”]

11. Shaping Community and the Popular: Everyday Uses of Culture (16/11) [vp]

[Silverstone 96-104: “Location of Action & Experience: Community”]

[During 136-42: “Media & the Public Sphere: Internet and Technoculture”]

[Couldry: “Mediated Self-Disclosure: Before and After the Internet”]

** Term Paper Proposal DUE

12. Community and new Digital Identities (23/11) [vp]

[Hal Abelson and Lawrence Lessig, ‘From Digital Identity in Cyberspace

White Paper Submitted for 6.805/Law of Cyberspace: Social Protocols’, 1998

http://groups.csail.mit.edu/mac/classes/6.805/student-papers/fall98-papers/identity/linked-white-

paper.html

Texts:

‘Overview: What is Digital Identity’

‘Introduction to Cyberspace’

‘Unbundling’]

13. Community, Citizenship and the ‘E-Memory revolution’ (30/11) [vp]

[Bell and Gemmell, Chapter 8, ‘Living Through the Revolution’, pgs 159-174]

Neyland, Daniel, ‘Mundane terror and the threat of everyday objects', pgs 21-41, from Aas, Katja

Franko, Helene Oppen Gundhus and Heidi Mork Lomell (ed)

Technologies of InSecurity: The surveillance of everyday life]

14. Concluding Sessions I: Roundtable on Students’ Term Projects (7/12)

Roundtable on students’ work toward the term paper with participation by all

(Three panel sessions will be held from 2 pm to 6 pm; all sessions will take place

in the seminar room LBY G06) [Moderator: TA]

Further details TBA

15. Concluding Sessions II: Roundtable on Students’ Term Projects (14/12)

Roundtable on students’ work toward the term paper with participation by all

(Three panel sessions will be held from 2 pm to 6 pm; all sessions will take place

in the seminar room LBY G06) [Moderators: Lecturer and TA]

Further details TBA

*** TERM PAPER: Due 21 Dec., 2013

References (* Highly Recommended)

Bennett, Tony, Colin Mercer, and Janet Woollacott (1986) Popular Culture and Social Relations, Milton

Keynes and Philadelphia: Open University Press.

Conboy, Martin (2002) The Press and Popular Culture. London, Thousand Oaks & New Delhi: Sage

Publications.

Corner, John (1999) Critical Ideas in Television Studies. Oxford: Clarendon Press.

* Couldry, Nick (2002) Inside Culture: Re-imagining the Method of Cultural Studies. London, Thousand

Oaks & New Delhi: Sage Publications.

--- (2003) Media Rituals: A Critical Approach. London & New York: Routledge.

Debord, Guy (1994) The Society of the Spectacle (Paris, 1967), trans. Donald Nicholson-Smith, New

York: Zone Books.

de Certeau, Michel (1984) The Practice of Everyday Life, trans. Steven F. Rendall, Berkeley, Los

Angeles and London: University of California Press.

Donald, James & Stephanie H. Donald. “The Publicness of Cinema” (2000). In Christine Gledhill & Linda

Williams, eds. Reinventing Film Studies. London: Arnold, 114-129.

du Gay, Stuart Hall, Linda Janes, Hugh Mackey and Keith Negus (1997) Doing Cultural Studies: The

Story of the Sony Walkman, London, Thousand Oaks and New Delhi: Sage Publications, in association

with The Open University.

* During, Simon (2005) Cultural Studies: A Critical Introduction. London & New York: Routledge.

Ellis, John. “Television as Working Through.” In Television and Common Knowledge, ed. Jostein

Grisprud.

* Frow, John (1995) Cultural Studies and Cultural Value. Oxford: Clarendon Press.

Gaines, “Dream/Factory” (2000). In Christine Gledhill & Linda Williams, eds. Reinventing Film Studies.

London: Arnold, 100-113

Hall, Stuart (1996) “Encoding/Decoding.” In Harrington and Bielby 123-132.

--- (1986). “Popular Culture and the State.” In Bennett 22-49.

Harrington, C. Lee, and Denise D. Bielby (2001) Popular Culture: Production and Consumption, Oxford

and Malden, Mass.: Blackwell.

Hartley, John (1996) Popular Reality: Journalism, Modernity, Popular Culture, London, New York and

Sydney: Arnold.

Haug, W. F. (1987) Critique of Commodity Aesthetic: Appearance, Sexuality and Advertising in Capitalist

Society (1971), tr. R. Bock, Minneapolis: University of Minnesota Press.

Kellner, Douglas (2003) Media Spectacles. London & New York: Routledge.

Lefebvre, Henri (1991) Critique of Everyday Life, vol. 1: Introduction (Paris, 1947), trans. John Moore,

London and New York: Verso.

Miller, Toby and Alec HcHoul (1997) Popular Culture and Everyday Life, London, Thousand Oaks and

New Delhi: Sage Publications.

Moore, Kevin (1997) Museums and Popular Culture, London and Washington: Leicester University

Press.

Morris, Meaghan (1998) Too Soon, Too Late: History in Popular Culture, Bloomington and Indianapolis:

Indiana University Press.

Negus, Keith (1996) Popular Music in Theory: An Introduction. Cambridge: Polity Press with Blackwell.

* Silverstone, Roger (1999) Why Study the Media? London, Thousand Oaks and New Delhi: Sage

Publications.

Scannell, Paddy (1996) Radio, Television and Modern Life: A Phenomenological Approach. Oxford:

Blackwell.

Street, John (1997) Politics and Popular Culture, Oxford: Polity Press.

Tolson, Andrew (1996) Mediations: Text and Discourse in Media Studies. London, New York, Sydney &

Auckland: Arnold.

Williams, Raymond (1989) Raymond Williams on Television: Selected Writings. Ed. Alan O’Connor.

London & New York: Routledge.

Course Title : Film and Television Culture

Course Code CUS506

No. of

Credits/Term 3

Mode of Tuition Lecture

Class Contact

Hours 3 hours per week

Category in Major

Prog. Elective course

Prerequisite(s) None

Co-requisite(s) None

Exclusion(s); : None

Brief Course

Description

: This Masters level course delves into more advanced concepts of TV and films through thematic

study. Media products are cultural texts in which reality is mediated, and which the audience interprets

and negotiates with their everyday. From mainstream TV dramas, Reality TV to independent (video)

documentary / films, the varying interplay between representation and reality becomes important site

of contestation between the production and consumption. How do these different genres fabricate

reality to engage audience identification, appropriation and fantasy? This course will guide students

through advanced theories around representation, subjectivity, reality… The first cluster will critically

discussing 'representation' as problematic concept, using TV dramas and news as cases. Engaging in

‘gender’ and ‘race’ The second cluster focuses on Reality TV as genesis to notions of performative

reality, with emphasis on how (video) technology intervenes in representation of the everyday.

In Part B, the course will move on to focus on the emerging independent documentaries, to examine

the varying forms of ‘self-representational reality, and the problematics they incur. Using a few recent

case studies in the context of Indian documentary film making, Prof Rajadhyaksha will guide us

through the possible debate about self, subjectivity and affect.

Aims and

Objectives

: to help students develop a more in-depth understanding of the more advanced theories around

television and film studies through thematic studies;

to train students’ ability to conceptualize current phenomena around media apply these

theories into current Hong Kong and international situation;

to drill students with the necessary research methodologies in media and cultural studies, eg.

Textual and discourse analysis, audience reception studies to ethnography

to train students’ ability of critical reflection and formulation of opinions on media issues

Learning

Outcomes

: that students demonstrate knowledge of develop understanding of the basic concepts, from

semiotics, Marxist media theories, representation, institutions, to audience theories, media

globalization and new media studies, as well as knowledge of relevant research skills for the

critical reflection of these concepts:

that students demonstrate the ability to apply these concepts to the analysis of case studies in

Hong Kong and the international scene

that students formulate well informed opinion and critical awareness of current news and media

practices, actively contributing their own background to collective formation of this critical

awareness

Teaching Method

Classes are conducted in sectional mode to foster healthy discussion environment for students

of different walks of life to share their own experiences while reflecting on critical issues;

Overseas media will be juxtaposed with local ones for comparative analysis.

Guest lectures will be arranged, on a range of local and international examples.

Measurement of

Learning

Outcomes

students demonstrate full knowledge of the concepts, theories issues in the readings report

(40%);

students demonstrate ability to apply these knowledge in the analysis of case studies and

current), as well as relevant research skills in their term paper/ project (part of continuous

assessment 40%);;

students display and express their critical awareness of and well-informed opinions on current

media and cultural studies issues in their active participation in tutorial discussions (20%).

Assessment

:

100% continuous assessment, including

1. Class oral presentations and commentary - 20%

2. 1 reading report (word length: 2,000 – 2,500 words) - 20%

Deadline:

3. Class Participation: 10%

4. Term paper/ project (Word length: around 6,000 – 8,000 words [either English or

Chinese]) - 40%+ Proposal 10%

Deadline: Dec 29 11:59am (soft copy)

If you will send your assignments to me by email, please send it to my email address

and c.c. to mcs@ln.edu.hk (for record purpose).

Students shall be aware of the University regulations about dishonest practice in course work

and the possible consequences as stipulated in the Regulations Governing University

Examinations. Students will also be expected to make a “Declaration Regarding the Absence of

Plagiarism”. A pdf file has also been uploaded onto the dept website for your easy

tracing: http://www.ln.edu.hk/cultural/Declarationform.pdf.

Class Schedule :

PART A Instructor: Dr Lisa Leung

Week 1 (5/9) Introduction (Brief description of course, assessment; distributing readings;

arranging presentations)

Week 2 (12/9) TV, Identity, and the Everyday: ‘Moral Imaginary’?

Readings for Presentation:

Roger Silverstone (1999), ‘Mediation’, in Why Study the Media? London: Sage, pp.1-12

Week 3 (19/9) No class

Week 4 (26/9) Fantasy and/as Reality: What’s so real about TV dramas?

Christine Scodari (2004). ‘Marketing desire: Fantasy, soap opera, and the preferred audience’.

In Serial Monogamy: soap opera, lifespan and the gendered politics of fantasy. New Jersey,

Hampton Press, pp.1-14

Tim Dant (2012). Television and Moral Imaginary, London: Palgrave, pp.147-176

Week 5 (3/10) Gendered and Racialized Representation: Body, Sexuality and Subjectivity in TV

dramas and Game shows

Dawn Heinecken ‘La Femme Nikita, Romance, and the Plastic body’, in The Warrior women of

television. NY: Peter Lang, pp.37-64

Sut Jhally and Justin Lewis (2009). ‘Enlightened Racism: The Cosby Show, Audiences and the

Myth of the American Dream’. In Will Brooker and Deborah Hermyn (eds). The Audience

Studies Reader, pp.279-286

Week 6 (10/10) ‘Ordinary’ as Reality: What’s Real in Reality TV as genre?

Nick Couldry (2009). ‘Teaching Us to Fake It: The Ritualized Norms of Television's "Reality"

Games’. In Susan Murray and Laurie Ouellette (eds). Reality TV : remaking television

culture. New York : New York University Press, pp.82

Gray, Jonathon (2008), ‘Cinderella Burps: Gender, Performativity and the Dating Show, in

Susan Murray and Laurie Ouellette, Reality TV: Remaking Television Culture, NY: NYU Press,

pp.260-277*

Week 7 (17/10) Small screen realities: Home-made/ ‘egao’ videos on Youtube and iPhone

Michael Strangelove (2010), “Video Diaries: Watching the ‘Real’ You”. In Watching YouTube:

extraordinary videos by ordinary people. Toronto: U of Toronto Press, pp. 64-83

翁子光，「在劇情片與紀綠錄片的旁邊：真實在那裏？」刋於製造香港，張偉雄、周思中合編。

110-119 頁。

梁旭明，「醜陋突發話語：香港車廂罵戰的正義美學」，刋於製造香港，張偉雄、周思中合編。

206-219 頁。

Reading report due

PART B Instructor: Prof Ashish Rajadhyaksha

Themes: Themes: Video Documentaries, Representational Reality and the Spectator

Week 8 (24/10)

Making films with (and not about) people: the work of Anand Patwardhan

This section looks at the work of India’s leading independent documentarist, and will explore his ideas

of interventionist documentary practice, and will also show clips of his documentaries for the past 20

years.

- Patwardhan Anand (1984) ‘The guerilla film, underground and in exile: A critique and a case study

of Waves of Revolution’. In Waugh T. (Ed.), “Show us life”: Toward a history and aesthetics of the

committed documentary (pp. 444–464). Metuchen, N.J. & London: The Scarecrow Press.

Screening:

Anand Patwardhan, Waves of Revolution (1974, 30 minutes)

For more see: http://patwardhan.com)

Week 9 (31/10)

The ‘Committed Documentary’: its meaning today

Text:

Frankham, Bettina, ‘Making a difference: diverse uses of committed documentary’

(http://www.academia.edu/1886846/Making_a_difference_diverse_uses_of_committed_documentary)

Jane M. Gaines, ‘Political Mimesis’ (pg 84-102), from Jane M. Gaines and Michael Renov

(ed.) Collecting Visible Evidence, University of Minnesota Press (1999).

Week 10 (7/11) Histories of the Participatory Spectator

Video and everyday life in strange situations – the Kashmir archive and Sanjay Kak’s Jashn-e-Azadi

This class will look at the famous Kashmir archives available with Majlis

(http://majlisbombay.org/kashmir/) and will explore the widespread use of video among common people

in Kashmir. It will also engage with Sanjay Kak’s Jashn-e-Azadi (How We Celebrate Freedom), which

extensively uses such footage.

Text: Suvir Kaul, ‘Days in Srinagar’ (http://www.outlookindia.com/article.aspx?266544)

Screenings:

Sanjay Kak, Excerpts from Jashn-e-Azadi/How We Celebrate Freedom (English/Hindi, 2007, 180

minutes) and

Week 11 (21/11)

Reality TV: Connected

The well-known feminist documentary filmmaker Paromita Vohra has recently adapted the Israeli reality

TV show Connected to an Indian audience. Vohra’s own cinema, e.g, films like Girls

Unlimited and Where’s Sandra had already explored the interface between performance art,

autobiography and interactive media. She now has expanded her work to reality TV. This class will

explore Vohra’s early work as it leads up to Connected Hum Tum, and her writings on documentary

cinema.

- Paromita Vohra, ‘Dotting the I: The politics of self-less-ness in Indian documentary practice’, South

Asian Popular Culture, 05 April 2011

- Interview with Paromita Vohra: http://www.brandeis.edu/programs/southasianstudies/sorabjee/video-2-

24.html

Paper Proposal due

Week 12 (28/11)

Connected Hum Tum

Screenings:

Excerpts of Vohra’s documentaries (Girls Unlimited and Where’s Sandra)

Excerpts from the reality TV show Rakhi Ka Swayamvar

Excerpts from Connected Hum Tum

(Entire series available unsubtitled here: http://www.zeetv.com/shows/connected-hum-tum/episode-

guide.html)

Connected – conversation with Paromita Vohra on Skype

Texts:

Sinha, Madhumita, ‘Witness to Violence: Documentary Cinema and the Women' Movement in India’,

Indian Journal of Gender Studies 2010 17: 365

Wolf, Nicole, ‘How Real Can You get?’, from Make It Real: Documentary and Other Cinematic

Experiments by Women Filmmakers in India.

(http://opus.kobv.de/euv/volltexte/2013/66/pdf/Wolf_Nicole_Make_it_Real.pdf).

Week 13 (5/12) Conclusion

Required/Recommeded Readings

Arroyo, José, ed. (2000). Action/ Spectacle Cinema: A Sight and Sound Reader. London: British Film

Institute.

Bogue, Ronald. (2003). Deleuze on Cinema. New York & London: Routledge.

Brooker, Peter & Brooker, Will, eds. (1997). Postmodern After-Images: A Reader in Film, Television and

Video. London:

Arnold.

Collins, Jim et al, eds. (1993). Film Theory Goes to Movies. New York & London: Routledge.

Dixon, Wheeler, Winston, ed. (2000). Film Genre 2000: New Critical Essays. New York: State University

of New York Press.

Doane, Mary Ann. (2002). The Emergence of Cinematic Time: Modernity, Contingency, the Archive.

Cambridge: Harvard

University Press.

Featherstone, Mike & Burrows, Roger, eds. (1995). Cyberspace, Cyberbodies, Cyberpunk: Cultures of

Technological

Embodiment. London: Sage.

Hayward, Philip & Wollen, Tana, eds. (1993). Future Vision: New Technologies of the Screen. London:

British Film Institute.

Hayward, Susan. (2001). Cinema Studies: The Key Concepts. 2nd Ed. London & New York: Routledge.

Heard, Christopher. (1007). Dreaming Aloud: The Life and Films of James Cameron. Toronto:

Doubleday Canada.

Li, Siu Leng. (2001). “Kung Fu: Negotiating Nationalism and Modernity,” Cultural Studies 15 (3/4) 2001,

515-542.

Litech, mary M. (2002). Philosophy Through Film. New York & London: Routledge.

Morris, Meaghan et al, eds. (2005) Hong Kong Connections: Transnational Imagination in Action

Cinema. Durham &

London: Duke University Press.

Stam, Robert & Miller, Toby, eds. (2000) Film and Theory: An Anthology. Oxford: Blackwell.

Utterson, Andrew, ed. (2005) Technology and Culture, The Film Reader. New York.

Walker, John A. & Chaplin, Sarah. (1997). Visual Culture: An Introduction. Manchester: Manchester

University Press.

Wong, Kin Yuen et al. eds. (2005) World Weavers: Globalization, Science Fiction, and the Cybernetic

Revolution.

Hong Kong : Hong Kong University Press.

Yau, Esther C.M., ed. (2001). At Full Speed: Hong Kong Cinema in a Borderless World. Minneapolis:

University of Mineapolis Press.

Films

2001 Space Odyssey

A.I.: Artificial Intelligence

Abyss

Aliens Series

Around the World in Eighty Days

Back to the Future Series

Blade Runner

Children of the Lost City

Close Encounter of the Third Kind

Contact

Crash

Crouching Tiger, Hidden Dragon

Dark City

E.T.

eXistenZ

Fifth Element

Ghost in the Shell

Godzilla

Hackers

Hero

I, Robot

Johnny Mnemonic

Wag the Dog

Zatoichi Series

Jurassic Park

King Kong

Lawnmower Man

Legend of Zu

Mary Shelley’s Frankenstein

Matrix Series

Metropolis

Naked Lunch

Robocop Series

Run Lola run

Star Wars Series

Strange Days

Terminator Series

The Blade I & II

The Fly

The Island

The Island of Dr. Moreau

The Lost World

The Medicine Man

The New

The One

The Time Machine

Total Recall

Texts:

Sinha, Madhumita,’Witness to Violence: Documentary Cinema and the Women' Movement in India’,

Indian Journal of Gender Studies 2010 17: 365

Course Title : Urban Culture of Hong Kong

Course Code : CUS509

No. of

Credits/Term

: 3

Mode of Tuition : Lecture

Class Contact

Hours

: 3 hours per week

Category in Major

Prog.

: Elective course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: Recently Hong Kong—the city and its culture—has often been characterized as hybrid, in-between,

in perpetual transit, plural, postcolonial, (post)modern, cosmopolitan, commercial, pragmatic, and

so on. This seminar investigates specific dimensions of Hong Kong urban culture that involve

processes of border-crossing, self-reflexivity, and self-reinvention: the emergence of a Hong Kong

urbanscape and local identity in relation to the city’s negotiation between China and the world, the

past and the present; the cosmopolitan imagination of Hong Kong as a dialectic of desire and fear

in the process of becoming “China”; the making of the Hong Kong popular as a crossing of

boundaries in culture, nation, gender and ethnicity. The course will analyze various cultural texts

including film, writing and architecture. At the same time it will examine notions of the intercultural,

multicultural, transnational, global/local, postmodern, postcolonial and others.

Aims : 1. To provide a critical overview of the culture of Hong Kong as a cosmopolitan city.

2. To introduce students to major issues of cultural politics and the dynamic perspectives of

contemporary urban cultural studies.

3. To raise students’ awareness of cultural, social and political issues in contemporary Hong

Kong and to foster their in-depth understanding of and critical reflections on specific

current issues that concern Hong Kong society at large.

Learning

Outcomes

: Swbat:

1. define, describe, discuss, analyze and evaluate the overall condition of the culture of Hong

Kong in the broad context of globalization and cosmopolitanism in relation to the

reinvention of local culture;

2. apply critical and systematic approaches in interpreting major issues of cultural politics

from the perspectives of contemporary urban cultural studies;

3. explain and argue—verbally and in written discourse of considerable length—on specific

cultural issues that are the major concerns of the general Hong Kong community.

Indicative Content : 1. The reconstruction of the Hong Kong urbanscape from the 1960s through various

narratives: film, fiction, theatre, advertising and media ;

2. The space of the Hong Kong cityscape: Hong Kong architecture and the virtualization of

space (Lan Kwai Fong, Hong Kong Disney World);

3. The cultural self-invention of Hong Kong in negotiation with China and Taiwan: Hong Kong

as “marginal”, China as the fearful “other”, China as “family”, the colonial experience of

Hong Kong and Taiwan;

4. The transnational imagination of post-handover Hong Kong: cultural interfacing between

Hong Kong, Hollywood, Japan, Korea; Hong Kong’s positioning of itself in the world after

1997, imagining Hong Kong as a future megacity.

5. The emergence of and the remaking of the “local” in Hong Kong today in regard to city

planning, urban redevelopment, cultural heritage, environmental conservation, public

space, local community network, life style and citizenship.

Teaching Method : Lecture, student’s class presentation and seminar discussion

Measurement of

Learning

Outcomes

: 1. Students’ knowledge and skills on narrating and analyzing aspects of the culture of Hong

Kong with reference to local culture, globalization and cosmopolitanism will be measured

by their course papers which require an academic format and style with a critical-analytical

orientation. Class discussion will test students’ ability to carry out informative and critical

dialogues interpersonally in a group situation.

2. Short written assignments assess students’ acquisition of conceptual knowledge of

cultural politics in contemporary urban settings. Class discussion requires students to

reflect on their understanding of theoretical concepts through a questioning process.

3. Oral presentations require students to demonstrate their substantial understanding of the

polemics of specific current cultural issues of their own choice in well organized speeches

and/or multimedia delivery. Course papers assess students’ skills in presenting elaborated

arguments and sophisticated speaking positions concerning specific cultural and social

controversies using.

Assessment : 1. One journal-length term paper (70%), due on 30 Dec 2013. LATE PAPERS WILL NOT BE

GRADED. A soft copy will be accepted for the purpose of meeting the deadline. A print

copy is required to be delivered by post or in person to the Dept Office within two days

upon submission of the soft copy.

2. Continuous assessment (30%). You can do all or some of the following during the term: 5-

minute oral commentaries in class with written scripts; active participation in class

discussion; 15-minute oral presentations (can be a speech with a written outline/full script

or a multimedia presentation). Those who strive for innovation are encouraged to suggest

other forms of class activities that enhance intellectual exchange.

Class Schedule and readings

PART ONE: Cities and the Study of Cities

4 Sept: Introductory lecture: The Gap between Cities and the Study of Cities

Required Reading:

Martindale, Don. “Prefatory Remarks: Theory of the City” in Max Weber, The City. New York, The Free Press, 1958, pp.

9-62.

Suggested Reading:

Dear, Michael. “Los Angeles and the Chicago School: Invitation to a Debate” in Kleniewski, Nancy ed., Cities and Social

Theory. Oxford, Blackwell Publishing, 2005.

Harvey, David, The Urban Experience. Baltimore, The Johns Hopkins University Press, 1989, pp 17-58.

11 Sept: A Brief History of Cities since the Greek Polis

Required Reading:

Benjamin, Walter. “Paris, capital of the nineteenth century.” Reflections. NY: Schocken Books, 1978, 146-162.

Suggested Readings:

Harvey, David, Paris, Capital of Modernity, London & New York, Routledge, 2003. 23-57

Sassen, Saskia, “Overview of Global Cities” in Kleniewski, Nancy ed., Cities and Social Theory. Oxford, Blackwell

Publishing, 2005.

馬國明 2007《全面都市化社會》香港：進一步多媒體有限公司。

18 Sept: The Relevance of Architecture to the Urban Culture of Hong Kong

Required Reading:

Abbas, Ackbar, Hong Kong: Culture and the Politics of Disappearance. Hong Kong, Hong Kong University Press, 1997,

pp. 63-90.

Suggested Reading:

Savage, Mike & Warde, Alan, “Modernity, Postmodernity & Urban Culture” in Kleniewski, Nancy ed., Cities and Social

Theory. Oxford, Blackwell Publishing, 2005.

夏鑄九 1993＜批判的歷史計劃：曼菲德．塔夫利與威尼斯學派＞《理論建築：朝向空間實踐的理論建構》台北：台灣社

會研究季刊，126-157

25 Sept: The Production of the Social Space of Hong Kong

Required Reading:

Lefebvre, Henri (1991), The Production of Space. Oxford, Blackwell Publishers. pp26-46.

Suggested Readings:

馬國明 2009＜街頭掠影＞，見《路邊政治經濟學新編》香港：進一步多媒體有限公司，頁 21-81

邵建偉等 1998＜褪色的社區：都市重建的春秧街＞，見潘毅,余麗文編《書寫城市》香港：牛津大學出版社, 2003. 頁

361-392

2 Oct: Preliminary Critiques of Current Theories and Views of Hong Kong

Required Reading:

Ip, Iam-chung (1998), “The Specters of Marginality and Hybridity” in Man Si-wai and Lo Sze-ping eds, Chinese

Sociology & Anthropology Spring 1998, Armonk, M.E. Sharpe, pp45-64.

Suggested Readings:

陸鴻基，〈香港歷史與文化〉。見洗玉儀編，《香港文化與社會》，香港，香港大學出版社，1995，pp64-79.

馬國明 2009＜有待相認的香港故事＞，見《路邊政治經濟學新編》香港：進一步多媒體有限公司，頁 185-206

PART TWO: URBAN CULTURE OF HONG KONG

Recommended prelim readings on some key concepts:

Michel de Certeau, The Practice of Everyday Life (Part III)

Janet Ng, Paradigm City: Space, Culture, and Capitalism in Hong Kong (Introduction)

Leela Gandhi, Postcolonial Theory: A Critical Introduction (Ch. 1 “After Colonialism”)

David Harvey, The Condition of Postmodernity (Part I: Introduction)

Terry Eagleton: The Illusions of Postmodernism (Ch. 1 “Beginnings”)

9 Oct: Hong Kong as a Medieval Merchant City

Required reading:

Siu, Helen, F. (1999), “Hong Kong: Cultural Kaleidoscope in a World Landscape” in Gary G. Hamilton ed., Cosmopolitan

Capitalists: Hong Kong and the Chinese Diaspora at the End of the Twentieth Century. Seattle and London, University

of Washington Press.

Suggested reading:

Miners, Norman (2003), “The Attempt to Abolish the Mui Tsai System in Hong Kong, 1917-41, in David Faure ed., Hong

Kong: A Reader in Social History. Hong Kong, Oxford University Press.

Sinn, Elizabeth (2003), “The Tung Wah Hospital Committee as the Local Elite” in David Faure ed., Hong Kong: A

Reader in Social History. Hong Kong, Oxford University Press.

16 Oct: Locating the HK urban: the rural/native and urban/glocal dialectic in movie musicals

Required reading:

Siu Leung Li, “Embracing Glocalization and Hong Kong-Made Musical Film.” China Forever: Shaw Brothers and

Diasporic Cinema. Ed. Poshek Fu. U of Illinois P.

Suggested reading:

黃霑，〈流行曲與香港文化〉。見洗玉儀編，《香港文化與社會》，香港，香港大學出版社，1995，pp160-168.

23 Oct: Xique or Chinese Opera: Residue or Emerging Forms of Hong Kong Urban Culture

Required reading:

陳守仁，〈神功粵劇與香港地方文化〉。見洗玉儀編，《香港文化與社會》，香港，香港大學出版社，1995，pp230-

280.

Suggested reading:

Chan, Hoi-man (1995), “Popular Culture and Political Society: Prolegomena on Cultural Studies in Hong Kong” in

Elizabeth Sinn ed., Culture and Society in Hong Kong. Hong Kong, Centre of Asian Studies Occasional Papers and

Monographs, The University of Hong Kong.

Ng, Chun-hung (1995), “New Direction in Cultural Studies” in Elizabeth Sinn ed., Culture and Society in Hong

Kong. Hong Kong, Centre of Asian Studies Occasional Papers and Monographs, The University of Hong Kong.

30 Oct: Hong Kong Postmodern or Modernity Still Born

Required reading:

Alexander Cuthbert, “Under the Volcano: Postmodern Space in Hong Kong.” Postmodern Cities and Spaces. Eds.

Sophie Watson and Katherine Gibson.

Suggested reading:

Li Chiu Hing 李照興, Hong Kong Postmodern《香港後髦登》

Sum Yuen 心猿, Crazy Horse in a Frenzied City《狂城亂馬》

Turner, Matthew (2003), “60s/90s: Dissolving the People”, in Pun Ngai and Yee Lai-man eds, Narrating Hong Kong

Culture and Identity. Hong Kong, Oxford University Press.

6 Nov: Postcoloniality and the case for a Local Hong Kong Identity

Required reading:

陳景輝，《草木皆兵：邁向全面政治化社會》，香港，紅出版（圓卓文化），2013，第二章。

Janet Ng, “Repatriating from Globalization” from Paradigm City: Space, Culture, and Capitalism in Hong Kong

Suggested reading:

Madan Sarup, Identity, Culture and the Postmodern World

Mathews, Gordon (2003), “Heunggongyahn, On the Past, Present, Future of Hong Kong Identity” in Pun Ngai and Yee

Lai-man eds, Narrating Hong Kong Culture and Identity. Hong Kong, Oxford University Press.

陳清橋﹐李小良﹐王宏志﹕《否想香港》

王宏志﹕《本土香港》

13 Nov: Postcoloniality and Cultural Memory: the Significance of Social Movement

Required reading:

陳景輝，《草木皆兵：邁向全面政治化社會》，香港，紅出版（圓卓文化），2013，pp40-51.

Suggested reading/viewing:

Jeannette Marie Mageo, ed. Cultural Memory: Reconfiguring History and Identity in the Postcolonial Pacific.

(Introduction & Chapter 1)

20 Nov: Food and Metropolis: The Political Economy of Hawking

Required Reading:

Soja, Edward. “Exopolis: The Restructuring of Urban Form” in Miles, Malcolm and Hall, Tim, City Cultures

Reader. London, Routledge, 2000.

Suggested Readings:

馬國明 2009＜在街頭尋找本土文化的生母＞，見《路邊政治經濟學新編》香港：進一步多媒體有限公司，頁 83-114。

27 Nov: Imagining the cosmopolitan – Hong Kong’s world class (un)imagination

Required reading/viewing:

Agnes S Ku, “Postcolonial Cultural Trends in Hong Kong: Imagining the Local, the National, and the Global.” Crisis and

Transformation in China’s Hong Kong, ed. Alvin So.

Suggested reading:

Aihwa Ong and Donald Nonini, Ungrounded Empires: The Cultural Politics of Modern Chinese Transnationalism.

Pheng Cheah and Bruce Robbins, eds. Cosmopolitics: Thinking and Feeling beyond the Nation.

4 Dec: Melting into a Future Megacity – Projecting Future Hong Kong

Required readings:

Wong Kin Yuen, “On the Edges of Spaces: Blade Runner, Ghost in the Shell and Hong Kong’s Cityscape.” Science

Fiction Studies 27.1 (Mar. 2000)

---,"Sight Being Site: An Analysis of Hong Kong Times Square." Hong Kong Cultural Studies Bulletin (1998).

Course Title : Workshop in Cultural Practice

Course Code : CUS510

No. of Credits/Term : 3

Mode of Tuition : Lecture

Class Contact Hours : 3 hours per week

Category in Major

Prog.

: Elective course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: This course is a guided journey to cultural practices in the fields of education, mass media,

community development and other cultural work for constructive changes. Students are

introduced to the articulated process of cultural practices, from formulating vision, analyzing

environment, defining objectives, developing strategy, implementing action plan to formative

evaluation. The course covers critical skills and tools to facilitate students’ self-directed

practice in particular social context. Supplementing other theoretical courses, this workshop

aims at providing a comprehensive summary of “what works”, or “making do”, based on

extensive real-life experiences in different cultural sites. Experienced professionals working

in the fields of education, community work, drama, and media are invited to participate in the

workshop and dialogue with the facilitators and students. Students are invited to make sense

of the diverse cultural-political dimensions of professional and technical practices introduced

in the course, and to consider their implications in relevant fields.

Aims : Students will:

be introduced to the articulated process of cultural practices;

learn how to design, implement, and enhance the process;

gain access to tools that are useful to bring about positive changes;

be equipped with critical skills to steer the process effectively;

be empowered as effective change agents.

Learning Outcomes : Students will be able to

identify the importance of articulating project objectives with the planned actions;

design, implement and evaluate cultural projects effectively;

utilize tools introduced to critically reflect on previous and ongoing cultural practices.

Indicative Content : 1. Critical skills and tools (e.g. drama, professional facilitation) for cultural practices;

2. Conceptual and theoretical reflection – the importance of project, context and

articulation;

Case study.

Teaching Method : Workshops supplemented by lectures.

Measurement of

Learning Outcomes

: Scrutinizing students’ written works (such as evaluation reports or project proposals) and

performance/participation in the workshop to examine whether students are able to

articulate cultural projects’ objectives with the planned actions;

design, implement and evaluate cultural projects effectively;

critically assess the effects and limitations of previous or ongoing cultural practices.

Assessment :

Course title CUS510D : Workshop in Cultural Practices : Community Cultural Development

Course description Community - the group of people who live in a particular place, area or country/ a group of

people who have something (e.g. nationality, interests, type of work, etc. ) in common

Cultural - connected with art, music, literature etc./ connected with the customs, ideas,

civilization, etc. of a particular society group of people Development - developing or being

developed/a new event/ a new product or the act of making a new product.

The definitions come from the Oxford Intermediate Learner's English - Chinese Dictionary. It

is easily understood. For those who need a bit of sophistication, Community Cultural

Development is closely connected with Adult Education, Critical Pedagogy, Cultural Action

and Democracy, Cultural Policy and Cultural Development, Intercultural and

Intergenerational community cultural development practice and community cultural

development project, Oral History, Popular/People’s Theatre, and various Community

Arts….And Community Cultural Development describes a range of initiatives undertaken by

artists in collaboration with other community members to express identity, concerns and

aspirations through the arts and communications media, while building cultural capacity and

contributing to social change.

The course will explore through lectures, discussion and participatory workshops the kind of

activities which are being extensively carried out all over the world where artists and

community members are engaged symbiotically in community cultural development

practice and community cultural development projects/actions (including not just visual

and performing art but also oral history, behavioral art, high-tech communications media,

heritage preservation and landscaping etc.) in a dynamic way to empower, conscientize and

to transform. We will be scrutinizing the theoretical tenets of Paolo Friere, Augusto Boal to

Dan Baron Cohen….We shall be experiencing the gestural vocabulary of Alito Alessi’s

DanceAbility, expressing intercultural and other diversities through various artistic means,

exploring David Diamond’s Theatre for Living, experiencing the richness Hong Kong’s

cultural heritage….Students are expected to enter into dialogic interactions and fully

participatory in the workshops which will make up approximately half of the course time.

Aims and Objectives : Students will:

be introduced to the articulated process of cultural practices;

learn how to design, implement, and enhance the process;

gain access to tools that are useful to bring about positive changes;

be equipped with critical skills to steer the process effectively;

be empowered as effective change agents.

Indicative Contents Critical skills and tools for community cultural development practices;

Conceptual and theoretical reflection – the importance of project, context and

articulation as well as social justice and community engagement

Case study/ Models

Learning Outcomes Students will be able to

identify the importance of articulating project objectives with the planned actions;

design, implement and evaluate community cultural development projects

effectively;

utilize tools introduced to critically reflect on previous and ongoing community

cultural development practices.

Measurement of

Learning Outcomes

Scrutinizing students’ written works (such as evaluation reports or project proposals) and

performance/participation in the workshop to examine whether students are able to

articulate community cultural development projects’ objectives with the planned

actions;

design, implement and evaluate cultural projects effectively;

critically assess the effects and limitations of previous or ongoing community cultural

development practices.

Teaching Method Workshops supplemented by some lectures

Assessment

1. 2,000 words essay

2. weekly thoughts

3. a group project proposal

Weekly thoughts should be handed in every week starting from the first week.

Submission deadline for Group project proposals AND 2,000 words essay : 23 December

2013

If you will send your assignments to me by email, please send it

to mokchiuyu@gmail.com and c.c. to mcs@ln.edu.hk (for record purpose)

Students shall be aware of the University regulations about dishonest practice in course work

and the possible consequences as stipulated in the Regulations Governing University

Examinations.

Students will also be expected to make a “Declaration Regarding the Absence of

Plagiarism”.

Class Schedule and readings

Topics: not necessarily in the same order

1. 3.9.2013 (LKK 103) Community Cultural Development (Definition) & the Seoul Agenda

Basic reading:

1. Community, Culture and Globalization ed. by Don Adams and Arlene Goldbard pp 7 -30

2. Towards Community Cultural Development of “Community, Culture and Globalization” by Don Adams and

Arlene Goldbard in 2003 Community Theatre Conference, Vision Unlimited pp 260 -267

3. The Seoul Agenda

2. 10.9.2013 (SAC1) Theatre of the Oppressed & Pedagogy of the Oppressed

Basic reading:

1. A Drama-based Methodology for Liberal Studies – A Teachers’ Manual

Supplementary reading

1. all works of Augusto Boal, including Theatre of the Oppressed, Games of Actors and Non-Actors, Rainbow of

Desire, Legislative Theatre etc.

2. Theatre for Living – David Diamond (Trafford Publishing 2007)Literacy in 30 Hours – Paulo Freire’s Process in

North East Brazil by Cynthia Brown

Supplementary reading:

1. Pedagogy of the Oppressed by P. Freire (London: Penguin 1972)

2. Creative Community : The Art of Cultural Development by Don Adams and Arlene Goldbard (New York,

Rockefeller Foundation 2001)

3. 17.9. 2013 Landscape Theatrics – Theatre x Urban Planning (JCCAC Black Box)

Basic reading:

1. Applying Forum Theatre as a Community Design Method: A Collaboration between Landscape

Architecture and Theatre Education [DRAFT] by Yin Lun J. Chan and Bonnie Y.Y. Chan

4. 24. 9.2013 (LKK 103) Community Arts Space – the Jockey Club Creative Arts Centre (NGOs and 216)

Community Cultural Resource Centre of Shamshuipo to West Kowloon, Shanghai Arts Space, Wooferten and

artist villages

Basic reading :

1. [在 Shekipmei 工廠大廈誕生的創意藝術中心 – 社區參與規劃歷程記錄]

2. [我們的 Shekipmei 創意藝術中心 – 社區實踐方案歷程記錄]

3. Andrew Lam on Hong Kong Artist Village

http://sites.google.com/site/mostandrewlam/

Webpage by Wooferten

5. 8.10.2013 (Gallery) Circle Painting (Hiep), Murals (Judith Baca), Public Art and Griffiti

Basic reading:

1. Birth of a Movement by Judith Baca in Community, Culture and Globalization ed. by Don Adams and Arlene

Goldbard pp 107 -126

2. http://www.circlepainting.com

Supplementary reading

1. Campbell, Bruce (2003). Mexican Murals in times of Crisis. Tucson: University of Arizona Press..

2. Folgarait, Leonard (1998). Mural Painting and Social Revolution in Mexico, 1920-1940 : Art of the New Order.

Cambridge

6. 15.10.2013 (LKK 103) Community Music (Peter Moser)

Basic reading

1. Community Music Strategy for Dorset January 2008 (Report by Rachel Millman)

2. http://www.dorsetforyou.com/media/pdf/f/9/Community_Music_Strategy_for_Dorset.pdf

Supplementary reading

1. Community Music: A Handbook: by Peter Moser (Editor), George McKay (Editor)

7. 22.10.2013 (LKK 103)From Playback to Playforward Theatre (Banky Yeung)

Basic reading

1. Improvising Real Life by Jo Salas

2. 流動塑像 : 亞洲民眾戲劇節協會

3. Weaving Playback Theatre with Theatre of the Oppressed by Hannah Fox in Chorus pp338 -341

8. 29.10. 2013 (LKK103) Drama/Expressive Arts Therapy + Transformance

Basic reading:

1. Proceedings of the Dramatherapy Conference (CCCD & Kwai Chung Hospital and Hong Kong Association of

Drama Therapists) – will be provided by the Lecturer

2. Harvest in Times of Drought -Cultivating pedagogies of Life for Sustainable communities

Supplementary reading: to be supplied

9. 5.11. 2013 (LKK103) Community Dance – DanceAbility & Inclusion + Arts with Persons with Disability,

Elderly, Women

Basic reading

1. Art and Community by Liz Lerman in Community, Culture and Globalization ed. by Don Adams and Arlene

Goldbard pp 51 -70

2. http://www.danceability.com/

3. The Stories of Sand, Pebbles and Stones: In Search of Theatre, Empowerment & Community (by Emily FUNG

Wai Ying & MOK Chiu Yu)

10. 12.11. 2013 (LKK103) Basic Integrated Theatre Arts, PETA and the Mekong project

Basic reading:

1. Chapter 2 in The Playful Revolution by Eugene van Erven

2. Building Creative Communities: PETA

Supplementary reading

1. The Playful Revolution by Eugene van Erven

2. The Story of PETA 1967 - 2007

11. 19.11.2013 (LKK 103) Deaf Films and Deaf Culture/ Independent Films and Videos

Basic reading :

1. History of the Deaf in Hong Kong (published by Hong Kong Association of the Deaf)

www.hongkongdeaf.org.hk

Supplementary reading: to be supplied

12. 26.11.2013 (LKK 103) Performance Art – with performances & films

Basic reading

1. Crossing Borders – Performance Art in Asia edited by Mok Chiu Yu (will be provided by the Lecturer)

2. Inward Gazes – Performance Art in China – Exhibition by Invitation

Supplementary reading: to be supplied

13. 3.12. 2013 (LKK 103) Storytelling, Cultural Tours and Literary Psycho-geography

Basic Reading

1. Book of Solo and Book of the Wild Man (Uncle Hung)

2. www.motiroti.com

14. 10.12.2013 (SAC1) TBC

Assignments – more information will be given

2,000 words essay

weekly thoughts

a project proposal by groups

Course Title : Independent Study

Course Code : CUS514

No. of Credits/Term : 3

Mode of Tuition : Individual Supervision

Class Contact Hours : 10 to 14 hours per course

Category in Major Prog. : Elective course

Discipline : Cultural Studies

Prerequisite(s) : A CGPA 3.33 or above

Co-requisite(s) : Nil

Exclusion(s); : Each student is allowed to register for this course ONCE. Normally,

part-time students should take the course in the 2nd term during the

first year of study or thereafter.

Exemption Requirements : Nil

Brief Course Description : The course allows a student to work independently under individual

supervision on a reading and research and/or practicum project. The

student will do an in-depth study in an area not covered in the other

MCS courses (for MCS students) or MPS courses (for MPS students),

develop specific scholarly work and gain practical experience through

a well-designed and focused advanced independent project.

Aims : To train independent research and critical skills through an intensive

study on a pertinent topic in any area of cultural studies.

Learning Outcomes (LOs) : On completion of the course, students will be able to:

1. define and formulate a research topic in cultural studies;

2. make use of appropriate cultural research methods and be aware of

the limitations and merits of the methods employed;

3. complete a piece of research work independently within manageable

scope and time;

4. critically discuss in an advanced level cultural issues related to the

topic of research chosen for study

Indicative Content : Not applicable

Teaching Method : Regular supervision meeting between the student and the supervisor.

Each student is expected to spend 5 study hours in preparation for a 1

hour consultation.

Measurement of Learning

Outcomes (LOs)

: All written works including the research proposal, interim written

assignments, drafts, revisions and final report will measure the

research skills and area knowledge of the student.

Assessment : Option A : 100% continuous assessment, including discussion (20%)

and research paper (80%)

Option B : 100% continuous assessment, including academic report

(30%), log book/reflection on practical experience (30%) and written

feedback from the supervisor(s) responsible for supervising/

coordinating with student’s practical work (40%)

Required Readings:

To be determined jointly by the supervisor and the student

Course Title Special Topics in Cultural Studies: Food Crisis and Farming for the

Future

食物危機與農耕革命

Course Code CUS515A

No. of

Credits/Term

: 1.5

Mode of Tuition : Lecture

Class Contact

Hours

: 3 hours per week, normally 21 hours per course

Category in Major

Prog.

: Elective course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: This will be a 1.5-credit course in September-December 2013. Apart

from classroom seminars, some students will take up farming practice

in the field, or visits to local farms in Hong Kong.

The course will examine the threats to food production, food

sovereignty and food security: climate change, nuclear disaster

pollution, contamination of water and soil, reduction of farmland,

monopoly by multinational agribusiness, and speculation of food

prices in futures markets. Farming and agriculture in Hong Kong will

be a case study, and students will learn about principles of

permaculture, and examine Hong Kong’s development through the

history of its agriculture.

Aims and

Objectives

: 1. To introduce focused theoretical and practical tools drawing from

the field of Cultural Studies for students to study and address current

issues;

2. To familiarize students with the critical perspectives needed for

understanding that cultural matters are significant social and public

issues through in-depth study of a particular theme.

Assignments : EITHER

Group A: Work on a farm in Kam Tin for 4-5 half-days on weekends

from Oct to Dec 2013, and a report on the experience of farming

(quota: 16)

OR

Group B: A research project on agriculture and ecology

Class Schedule:

Part A:

Sept 6: Introduction

Sept 13: Food sovereignty – Hong Kong and global

Part B:

Oct 4: History of Hong Kong agriculture and social development

Oct 11: Principles of permaculture

Oct 18: The experience of Sangwoodgoon

Part C:

Nov 8: Climate change effects on agriculture

Nov 15: Nuclear and chemical contamination of soil and water

[Note: a two-week break is introduced between each part, to enable students to do readings

and reflections.]

Readings:

Part A:

Patel, Raj (2008), Stuffed and Starved: Market Power and the Hidden Battle for the World

Food System. New York: Melville House.

“Hong Kong: Export Guide 2013", Global Agricultural Information Network, USDA

Foreign Agricultural Service.

http://gain.fas.usda.gov/Recent%20GAIN%20Publications/Exporter%20Guide_Hong%20

Kong_Hong%20Kong_4-30-2013.pdf

Part B:

Airriess, Christopher A. (2005), "Governmentality and power in politically contested

space: refugee farming in Hong Kong's New Territories, 1945 - 1970", in Journal of

Historical Geography31 (2005) 763-83

林超英，〈香港農業：新時代的新角度〉，主場新聞

http://thehousenews.com/nature/%E9%A6%99%E6%B8%AF%E8%BE%B2%E6%A5%

AD%E6%96%B0%E6%99%82%E4%BB%A3%E7%9A%84%E6%96%B0%E8%A7%92

%E5%BA%A6/

袁易天，〈農夫在七一遊行〉，主場新聞

http://thehousenews.com/society/%E8%BE%B2%E5%A4%AB%E5%9C%A8%E4%B8%

83%E4%B8%80%E9%81%8A%E8%A1%8C/

《生活館稻米出生證明》，生活館

生活馆 facebook http://www.facebook.com/sangwoodgoon?sk=wall&filter=2

袁易天（2009）：“菜園村的半農半 X – 港府愚人自愚政策”，

Inmedia. http://www.inmediahk.net/node/1002888

Holmgren, David (2002), Permaculture: Principles and Pathways beyond Sustainability.

Victoria: Holmgren Design Services

Pollen, Michael (2006), The Omnivore's Dilemma: a Natural History of Four Meals. New

York: Penguin

Katz, Sandor, (2006), The Revolution Will Not be Microwaved. New York: Chelsea Green

Part C:

Solnite, Rebecca (2012), “Revolutionary plots”, Orion Magazine.

http://www.orionmagazine.org/index.php/articles/article/6918

Hardt, Michael (2009), “Politics of the common”, ZNet.

http://www.zcommunications.org/politics-of-the-common-by-michael-hardt.html

Guattari, Felix (2000), “Translators’ introduction”, The Three Ecologies, London: Athlone,

pp.1-20.

Maslin, Mark (2009): Global Warming: A Very Short Introduction, Oxford: Oxford

University.

陳弘美（2012），《日本 311默示：瓦礫堆裏最寶貴的紀念》，臺北：麥田。

劉健芝等編（2013），《核危機資料集》，北京：和平婦女。

CUS505 : Methods in Cultural Research

No. of

Credits/Term

: 3

Mode of Tuition : Lecture and seminar

Class Contact Hours : 3 hours per week

Category in Major

Prog.

: Core course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: This core course enhances the students to develop a reflexive attitude about and critical abilities

of different methods used by cultural researchers. Method here is understood not only as

research techniques, procedures, and practices, but also as involving the theories and

perspectives that inform the production of a particular kind of research and justify it in terms of

knowledge-making. Practical examples will be used to illustrate diverse cultural studies

methods such as textual analysis, ethnographic methods (participatory action research,

interviews, focus groups and story-telling), oral history, archival work, etc. Discussion of

methodological issues involved in those examples will help students map out the trajectories in

which cultural studies as a discipline developed in the past and the implications they have

nowadays.

Learning Outcomes : Students will be able to apply one or more of the methods learnt in the course to handle

a chosen topic in cultural research;

Students will be able to reflect critically upon the research method(s) used and the

process of research based on the methodological issues discussed in class.

Measurement of

Learning Outcomes

: The ability of students to apply at least one of the methods learnt to handle a chosen topic in

cultural research and to reflect critically upon the research method(s) used and the process of

research will be measured by:

A presentation of the individual or group research project in the seminar which

requires students to demonstrate the process of conducting the research, the

difficulties encountered, and the preliminary findings; and

The individual research report which requires students to include the research

materials, a comprehensive analytical account produced from the materials, and

a critical reflection upon the research method(s) adopted and the philosophical

basis for adopting such method(s).

The short assignments which require students to reflect critically upon the

research method(s) used and the process of research based on the methodological

issues discussed in class.

Course

Requirements and

Assessment

: 1) (40%) A group presentation (in one of the last four seminars).

Guidelines for the group presentation

Students should use at least one of the methods learnt from the course to conduct the

research and the preparation of materials for the presentation.

The method adopted could be an ethnographic study in the field, audience research,

textual analysis, archive research for texts/documents relevant to students’ project.

The presentation should contain two parts:

Oral presentation: A preliminary but comprehensive, critical and analytical

account derived from the materials;

A critical self-reflection upon the related methodological issues (e.g., the

condition and construction of knowledge, ethics, the politics of cultural research,

discourse analysis versus social activism)

2) (60%) Four short written assignments (15% for each), around 1000 words, in Chinese or

English. Topics will be given in advance. Assignments to be returned on Mar 14 (SK), Apr 11

(IC), May 9 (LISA), and May 23 (WS) .

You are REQUIRED to submit a SOFT COPY of each of your assignments on the Moodle.

Moodle will automatically record any LATE submissions.

Only the record on the Moodle will be counted as meeting the deadline. Failure to meet the

deadlines will result in a penalty of at least one sub-grade down and an F grade for the whole

course in extreme circumstances. No excuse for deferral of submission will be entertained if not

sufficiently justified and the instructor’s approval obtained in advance. (Penalty will be imposed

on late submissions.)

You'll find the content links and buttons for assignment submissions on the course's homepage

on the Moodle. There are separate links and buttons for individual teachers. You simply drop

your soft copy as attachments.

You need NOT email your assignment to any teachers.

Syllabus & Schedule

PART ONE PHILOSOPHICAL BASIS OF RESEARCH &

THE RESEARCHING SELF (WS)

Feb 6 Course Introduction (IC); Introduction to the Philosophical Basis of

Cultural Research (WS)

Required Reading

Ch. 1, “Cultural Studies and the Study of Culture: Disciplines and Dialogues” in Johnson,

R. et.al. (2004) The Practice of Cultural Studies, SAGE, pp. 9-25.

Ch. 2-3, Blaikie, N.(1993) Approaches to Social Enquiry, Polity, pp. 11-92.

Further Reading

Ch. 3, “Method and the Researching Self” in Johnson, R. et.al. (2004) The Practice of

Cultural Studies, SAGE, pp. 44-61.

Feb 13 Between Postmodernism and Cultural Studies: Studying Experience and

Resistance (WS)

Required Reading

Ch.1 "Combining Methodologies in Cultural Studies" in Saukko, P. (2003) Doing

Research in Cultural Studies, SAGE, pp. 11-35

Ch. 2 "Studying Lived Resistance" in Saukko, P. (2003) Doing Research in Cultural

Studies, SAGE, pp. 39-54

Further Reading

Ch. 3, “Key Themes in Postmodernism” in Alvesson, Mats (2002) Postmodernism and

Social Research, OUP, pp. 47-62.

PART TWO ETHNOGRAPY

Feb 20 Self and Reflexivity: from cognitive bias to pertinent agent (SK)

Required Reading

Coffey, A. (1999) The Ethnographic Self: Fieldwork and the representation of identity,

Sage, pp. 17-58.

Further Reading

Cohen, A. P. (1994.) Self Consciousness: An alternative anthropology of identity,

Routledge, pp. 1-22.

Hertz, R. (ed.) (1997) Reflexivity & Voice (Part. I), SAGE.

Von Wright, G. H. (1994) “Two Traditions” in Hammersley, M. (ed.) Social Research:

Philosophy, politics and practice, SAGE, pp. 9-13.

張少強《折返田野：自我、民族志與社會尋繹》(香港社會學學會第 6屆周年大會

與會文稿)，2005年。

Feb 27 Doing cultural research in the field (SK)

Required Reading

Hammersely, M. (1995) Ethnography: Principles in practice, Tavistock.

Further Reading

Fetterman, D. M. (1989) Ethnography: Step by step, Sage.

Yow, R. (1994) Recording oral history: A practical guide for social scientists, Sage.

張少強 & 古學斌，〈跳出原居民人類學的陷阱：次原居民人類學的立場、提綱與

實踐〉，《社會學研究》2006年，第 2期，頁 107-133。

Mar 6 Writing Culture: from fieldwork to deskwork (SK)

Required Reading

Maanen, J. (1988) Tales of the field: On writing ethnography, The University of Chicago

Press.

Further Reading

Atkinson, P. (1990) The ethnographic imagination: Textual constructions of reality,

Routledge.

Denzin, N. K. (1997) Interpretative ethnography: Ethnographic practices for the 21st

century, Sage.

Geertz, C. (1973) The Interpretation of culture(Part I), Basic Books.

Mar 8 2014 Annual MCS Symposium. ATTENDANCE REQUIRED

PART THREE TEXTUAL ANALYSIS

Mar 13 Text and Context: Decoding Cultural Meaning (IC)

Required Reading

Hall, Stuart. “Encoding, decoding.” In The Cultural Studies Reader. Ed. Simon During.

London & New York: Routledge (1993), pp. 90-103

Turner, Graeme (2002), British Cultural Studies: an introduction; the third edition.

London: Routledge, pp. 71-108.

Hall, Stuart. “Determinations of News Photographs.” In The Manufacture of News:

Deviance, Social Problems & the Mass Media. Ed. Stanley Cohen and Jock Young.

London: Sage, pp. 226-243.

Further Reading

Hall, Stuart, ed. 1997. Representation: Cultural Representation and Signifying Practices.

London, Thousand Oaks & New Delhi: Sage Publications, with The Open U, pp.15-39.

Barthes, Roland,“Myth Today.” Mythologies. Trans. Annette Lavers. New York: Hill and

Wang, 1972. 109-159. (http://www.artsci.wustl.edu/~marton/myth.html ；羅蘭•巴特

著，許薔薔、許綺玲譯：《神話學》。台北：桂冠圖書，2000，頁 169-222)

Mar 20 Discourse and Power (IC)

Required Reading

Hall, Stuart, ed. 1997. Representation: Cultural Representation and Signifying Practices.

London, Thousand Oaks & New Delhi: Sage Publications, with The Open U, pp.41-61.

Fairclough, Norman. 1995. “Section B: Discourse and Sociocultural Change.” Critical

Discourse Analysis: the Critical Study of Language. New York: Longman, pp. 85-182.

Further Readings

Foucault, Michel (1972), The Archaeology of Knowledge. Trans. A. M. Sheridan Smith.

London: Routledge, pp. 21-76.

PART FOUR AUDIENCE RESEARCH (LISA)

Mar 27 Conceptualizing ‘audience’ (LISA)

Required Reading

Fiske, John. (2011) “Active Audience.” Television Culture, 2nd Edition. London:

Routledge, pp. 62-108.

Sonia Livingstone (2005). “The changing nature of audiences: From the mass audience to

the interactive media user”. In Angharad N. Valdivia (ed). A Companion to Media

Studies. London: Blackwell, (online version:

<http://www.blackwellreference.com/subscriber/tocnode.html?id=g9781405141741_chu

nk_g978140514174118>)

Apr 3 Doing Audience Research (LISA)

Required Reading

Liebes, Tamar and Elihu Katz (2003). “The export of meaning: cross-cultural readings of

Dallas”. In Will Brooker and Deborah Jermyn. The Audiences Studies Reader. London:

Routledge, pp.287-303.

Ang, Ien (1996) "On the politics of empirical audience research," in Living Room Wars:

Rethinking media uadiences for a postmodern world. London: Routledge, 35-53. Or

Seiter, Ellen (2005). “Qualitative audience research”. In Robert Allen and Annette Hill

(eds). The Television Studies Reader. London:Routledge, pp.457-460.

PART FIVE Global Context (WS)

Apr 10 Cultural Studies and the Analysis of the Global Context (WS)

Required Reading

Ch. 8 "Analysis of 'Reality' and Space" in Saukko, P. (2003) Doing Research in Cultural

Studies, SAGE, pp. 155-175

Ch. 9 "Studying Multiple Sites and Scapes" in Saukko, P. (2003) Doing Research in

Cultural Studies, SAGE, pp. 176-197

Further Reading

"Cultural Studies, Modern Logics and Theories of Globalization" in McRobbie, A.

(ed.)(1997) Back to Reality. Social Experience and Cultural Studies, Manchester

University Press, pp. 7-35

PART SIX SEMINARS

Apr 17 Seminar 1: presentation of group projects

Apr 24 Seminar 2: presentation of group projects

May 8 Seminar 3: presentation of group projects

May 15 Seminar 4: presentation of group projects

CUS503 : Pedagogy and Cultural Studies

Course Code CUS503

No. of Credits/Term : 3

Mode of Tuition : Lecture

Class Contact Hours : 3 hours per week

Category in Major Prog. : Core course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course Description : This core course will question the ‘ordinary’ ways we learn to see, speak, know and

experience things; that is, how we learn to behave both as subjects of our own actions and

when we are subjected to the actions of others. Theoretical approaches in cultural studies

to pedagogical processes formative of the person will be introduced to open up familiar

aspects of our behaviour for critical discussion. These include language, memory,

experience, culture, technology, knowledge, identity, and power. On the practical side, the

course will examine how education as an institutional practice works to perpetuate

established power relations. It will also examine how a ‘decolonizing’ approach to

pedagogy can bring together learning experiences that are normally excluded or

marginalized in formal education. The history and practice of education in Hong Kong will

be the main focus of students’ investigations.

Aims : To analyze existing educational practices;

To introduce transformative models and practices of pedagogy.

Indicative Content : Rethinking education with theoretical insights from cultural studies;

Issues of language and discourse; politics of representation; critical literacy; knowledge

and power relations; culture and experience;

Existing pedagogical practices in Hong Kong;

Case studies of alternative practices in decolonizing education

Assessment : 100% continuous assessment.

Assignments : 1. Reading the required texts covered in the lectures

2. For weeks 9-12, all students will present and discuss their reading and interpretation

of the texts of weeks 6 and 8 (two weeks for each text) [20% for each text]

3. Term paper (at least 6,000 words) (to be submitted by June 3, Tuesday, 2014; both

hard and soft copy) [60%]

Class schedule

I. Experience of learning

Wk1 (1.25) Introduction: Pedagogy and Cultural Studies

Wk2 (2.8)

(1) 《窗边的小荳荳》; Divasvapna (Daydreaming);

(2) Danger School; How Children Fail

(3) Debates on modern education (Gandhi vs Tagore; Tao Xingzhi; Liang

Shuming)

II. Critical perspectives of knowledge

Wk3 (2.15)

(4) Institutionally validated knowledge (Introduction; Chapter 1 “What is

knowledge?”; Chapter 3 “The structures of knowledge” in Knowledge as

Culture)

Wk4 (2.22)

(5) Subjugated knowledge (Michel Foucault: “So is it important to think?”;

“Two lectures”in Power and Knowledge: Selected Interviews and Other

Writings 1972-1977)

III. Education and modern development

Wk5 (3.1)

(6) A different logic of development (Educating for Eco-Justice and

CommunityIntroduction; Chapter 4 “Elements of an Eco-Justice

Curriculum”)

Wk6(3.15) (7) Andean culture confronting western notions of development (Chapter 1

“Introduction” in The Spirit of Regeneration)

IV. The question of the modern subject

Wk7 (3.22)

(8) Governmentality (Mitchell Dean: Governmentality Chapter 1 “Basic

concepts and themes”; Michel Foucault: “Governmentality”; interviews

with Foucault by Paul Rabinow and Rux Martin)

Wk8 (3.29) (9) Michel Foucault: “The subject and power”, in Power: Essential Works

of Foucault 1954-1984.

V. Seminar Series

Wks 9-12 (4.12, 4.26, 5.3, 5.10) at HSH109, HSH229 and LBY304

Detailed reading and discussion of Wk6 and Wk8 texts

VI. Critical Reflections

Wks 13-14 (5.17, 5.24) at Paul S. Lam Conference Centre, 3/F Amenities Building, on 17 May 2014

Arrangement of seminar series:

Students will be divided into three groups, each of 14-15 students:

Group A: with Teacher X for first 2 weeks on Foucault, with Teacher Y for last

two weeks on Andean Culture;

Group B: with Teacher Y for first 2 weeks on Foucault, with Teacher Z for last

two weeks on Andean Culture;

Group C: with Teacher Z for first 2 weeks on Andean culture, with Teacher X for

last two weeks on Foucault.

References

Required/Essential Reading

黑柳彻子 (2003): 《窗边的小荳荳》.海口：南海.

Apffel-Marglin, Frederique with PRATEC (eds) (1998): “Chapter 1: Introduction”, in The Spirit of

Regeneration: Andean Culture Confronting Western Notions of Development. London and New York:

Zed.

Bowers, C.A. (2001): “Introduction”, “Chapter 4”, in Educating for Eco-Justice and

Community. Georgia: University of Georgia Press

Dean, Mitchell (1999): “Chapter 1”, Governmentality: Power and Rule in Modern Society. London: Sage.

Foucault, Michel (1994): “The subject and power”, in Power: Essential Works of Foucault 1954-1984;

Volume 3. London: Penguins.

Gordon, Colin ed. (1980): “So is it important to think?”; “Two lectures”in Power/Knowledge: Selected

Interviews and Other Writings 1972-77 by Michel Foucault. New York: Pantheon Books.

McCarthy, E. Doyle (1996): “Chapter 1”, “Chapter 3”, in Knowledge as Culture: New Sociology of

Knowledge. London and New York: Routledge.

Recommended/Supplementary Reading

Website for books on education: www.arvindguptatoys.com

黑柳彻子 (2004):《小時候就在想的事》海口：南海.

山中康裕(2006):《哈利波特與神隱少女》臺北:心靈工坊.

Babiana學生(2005):《給老師的信》香港:進一步.

程介明 (1995):《政治變動中的香港教育》. 香港: 牛津大學出版社.

陳曉蕾 (2000):《教育改革由一個夢想開始》. 香港: 明窗出版社.

大江健三郎 (2002):《為什麼孩子要上學》.台北: 時報.

Adam, Barbara (1998): Timescapes of Modernity: the Environment and Invisible Hazards. London and

New York: Routledge.

Badheka, Gijubhai (1990). Divasvapna (Daydreaming). Delhi: National Book Trust.

Bar On, Bat-Ami and Ann Ferguson eds. (1998): Daring to be Good: Essays in Feminist Ethico-

Politics. London and New York: Routledge.

Bhattacharya, Sabyasachi, ed. (1997) The Mahatma and the Poet: Letters and Debates between Gandhi

and Tagore 1915-1941. Delhi: National Book Trust.

Bender, Gretchen and Timothy Druckrey eds. (1994): Culture on the Brink: Ideologies of

Technology. Seattle: Bay.

Conley, Verena Andermatt (1997): Ecopolitics: the Environment in Poststructuralist Thought. London

and New York: Routledge.

Culler, Jonathan (1973) “The linguistic basis of structuralism”, Structuralism: An Introduction. Oxford:

Clarendon.

Cummins, Jim and Dennis Sayers (1995) Brave New Schools: Challenging Cultural Illiteracy through

Global Learning Networks. New York: St. Martin's Press.

Donald, James (1992): Sentimental Education: Schooling, Popular Culture and the Regulation of Liberty,

London and New York: Verso.

Feenberg, Andrew and Alastair Hannay eds. (1995): Technology and the Politics of

Knowledge. Bloomington and Indianapolis: Indiana University.

Gane, Mike and Terry Johnson eds. (1993): Foucault’s New Domains. London and New York:

Routledge.

Giroux, Henry A (2000): Stealing Innocence: Corporate Culture’s War on Children. New York: Palgrave

Giroux, Henry, Colin Lankshear, Peter McLaren and Michael Peters (1996): Counternarratives: Cultural

Studies and Critical Pedagogies in Postmodern Spaces. London and New York: Routledge.

Giroux, Henry A. and Patrick Shannon eds. (1997): Education and Cultural Studies: Toward a

Performative Practice.London and New York: Routledge.

Harvey, Penelope and Peter Gow eds. (1994): Sex and Violence: Issues in Representation and

Experience. London and New York: Routledge.

Hernandez, Adriana (1997): Pedagogy, Democracy and Feminism: Rethinking the Public

Sphere. Albany: State University of New York.

Holt, John (1995) How Children Fail. New York: Merloyd Lawrence.

hooks, bell (1994): Teaching to Transgress: Education as the Practice of Freedom. London and New

York: Routledge.

Kumar, Satish ed. (1980): The Schumacher Lectures. London: Blond and Briggs.

Leeson, Lynn Hershman ed. (1996): Clicking In: Hot Links to a Digital Culture. Seattle: Bay.

Long, Norman and Ann Long eds. (1992): Battlefields of Knowledge: The Interlocking of Theory and

Practice in Social Research and Development. London and New York: Rouledge

McLaren, Peter and Peter Leonard eds. (1993): Paulo Freire: A Critical Encounter. London and New

York: Routledge.

Morley, David and KH Chen eds. (1996): Stuart Hall: Critical Dialogues in Cultural Studies. London

and New York: Routledge.

Popkewitz, Thomas S, Barry M. Franklin, and Miguel A. Pereyra eds. (2001): Cultural History and

Education: Critical Essays on Knowledge and Schooling. London and New York: Routledge Falmer.

Richards, Glyn (2001). Gandhi’s Philosophy of Education. Delhi: Oxford.

Said, Edward (1994): Culture and Imperialism. New York: Vintage.

Schumacher, E.F. (1973). Small is Beautiful: A Study of Economics as if People Mattered. London:

Vintage.

Williams, Raymond (1989): The Politics of Modernism: Against the New Conformists. London: Verso.

Wirzbe, Norman ed. (2002): The Art of the Commonplace: the Agrarian Essays of Wendell Berry.

Washington D.C.: Shoemaker and Hoard.

CUS504 : History in Cultural Studies

Instructor Mr. Ma Kwok-ming

No. of

Credits/Te

rm

:

3

Mode of

Tuition

: Lecture

Class

Contact

Hours

:

3 hours per week

Category

in Major

Prog.

:

Elective course

Prerequisit

e(s)

: None

Co-

requisite(s)

: None

Exclusion(

s);

: None

Brief

Course

Descriptio

n

: This course focuses on how different elements in contemporary culture

affect our conception of history. It explores why the past matters as well as

how particular representations of the past come to be what they are and the

implications for the formation of meanings and value systems. Looking at

cultural developments that not only result in certain representation of the

past but also change our conception of history, the course examines how

discursive forms, narrative structures and representational conventions

inscribe particular assumptions about the past, which are circulated,

mediated, modified and contested at their sites of reception and

consumption. Through an analysis of these processes, students will learn to

apply the conceptual tools and methods that cultural studies provides for

approaching, and making an intervention in, the complex relation between

history and representation. Students will also learn to see history not as an

academic subject laden with dates, facts and causal explanations, but as a

force field subject to the power relationship of the dominant culture.

Aims : To equip students with tools and methods to critically analyze representations of the past;

To examine the cultural contexts and mechanisms that shape representations of the past;

To provide insight into traditions of government, imperialism and nation-building that produce

particular visions of the past;

To develop and foster strategies for a democratic, participatory and communal recovery of

marginalized histories.

Learning

Outcomes

: Understand that the past does not simply consist of a series of

events the significance of which is to be established by professional

historians.

Understand the complex nature of the past, where so-called

historical facts are established not so much by themselves as by

power relations.

Get acquainted with the ideas of Walter Benjamin, in particular, his

ideas on tradition, memory and the redemptive power of every

individual.

Engage in critical reflection of views of history and how the past is

treated in contemporary culture

Indicative

Content

: Representations of the past in contemporary culture: literature,

photography, film, fashion, museums, exhibitions, heritage sites, the

built environment;

Discursive strategies of representing human experiences and social

events: the power of narrative; the meaning of memory and

tradition; the revolutionary impact of printing, photography and

films.

Teaching

Method

: Lectures, seminar discussions and class presentations.

Measurem

ent of

Learning

Outcomes :

understand the complex nature of the past and the inadequacy of

contemporary culture in relating the past to the

present(demonstrated by student papers 70%)

engage in critical reflection of why and how the past is relevant to

the present (demonstrated in class presentations and seminar

discussions, 30%)

CLASS SCHEDULE

1.27 Introductory lecture: history and cultural studies

RR Jenkins(1991), 6-32

2.03 Chinese New Year Holiday

Part I: The Materiality of History

2.10

history other than the written word

(Discussion: the meaning of Dragon Boat Festival)

RR: Benjamin (1968), 83-109; Chartier, 6-24

2.17

history and printing

(Discussion: the historical significance of books)

RR: Anderson, 9-46

2.24

the revolutionary impact of film & photography

(Discussion: Hong Kong films and history)

RR: Benjamin (1968), 217-251

Part II: History in Contemporary Culture

3.03

history of museum and history in museum

(Discussion: museums of Hong Kong)

RR: Bennett, 89-105; McClellan, 1-12; McGuigan, 1-29

3.10

history and the heritage industry

(Discussion: preservation of heritage in Hong Kong)

RR: Abbas, 16-47; Benjamin (1978), 3-60; Hobsbawm, 1-14

3.17 history and the world of fashion

RR: Buck-Morss, 78-158; Lehmann, 200-239

3.24

history and the hyper-real

(Discussion: hyper-real Hong Kong)

RR: Eco, 1-58

Part III: Rethinking the Concept of History

3.31 history as photography\history after film

RR: Cadava, 3-44; Gilgen

4.07 theses on the concept of history

RR: Benjamin (1968), 253-264

4.14 post-modern history or the unfinished project of enlightenment

RR: Benjamin (1968) pp201-216; Simpson, 1-15

4.21 Easter Holiday

4.28

the end of history or the re-invention of history

RR: Janet Abu-Lughod, “On the Remaking of History: How to Reinvent the Past” in

Kruger, Barburn & Mariuni, Phi eds, Remaking History, Seatle, Bay Press 1989, pp

111-129.

5.05 (LKKG01)

rom disenchantment to re-enchantment

RR: Jurgen Habermas, “Walter Benjamin: Conciousness-Raising or Rescuing

Critique” in Smith, Gary ed.,

On Walter Benjamin: Critical Essays and Recollections, Cambridge, Mass. MIT Press,

1991, pp 90-128.

5.12 (LKKG01) Concluding lecture: Cultural Studies as an Intellectual Force

RR: Benjamin (1978) pp314-332

Time: Monday 7:00p.m. – 10:00p.m.

Venue: MBG11, 5 May & 12 May LKKG01

Readings

Abbas, Ackbar (1997): Hong Kong: Culture and the Politics of Disappearance, Hong Kong: Hong Kong

University Press

Anderson, Benedict (1991): Imagined Communities: Reflections on the Origin and Spread of

Nationalism, 2 ed., London: Verso.

Ankersmit, F.R (2001): Historical Representation, Stanford: Stanford University Press.

Auge, Marc(1995): Non-Places: Introduction to an Anthropology of Supermodernity, London: Verso.

Benjamin, Walter (1968): Illuminations, New York: Schocken Books.

Benjamin, Walter (1978): Reflections, New York: Schocken Books.

Bennett, Tony (1995): The Birth of the Museum: History, Theory, Politics, London and New York:

Routledge.

Brennen, Bonnie, and Hanno Hardt eds. (1999): Picturing the Past. Media, History, and Photography,

Urbana and Chicago: University of Illinois Press.

Buck-Morss, Susan (1989): Dialectics of Seeing: Walter Benjamin & the Arcades Project. Cambridge,

Mass: MIT Press.

Cadava, Eduardo (1997): Words of Light: theses on the Photography of History, Princeton: Princeton

University Press.

Chartier, Roger (1995): Forms and Meanings, Philadelphia: University of Pennsylvania Press.

Eco, Umberto (1986): Travels in Hyperreality, London: Picador.

Faure, David (2003), “The Common People in Hong Kong History” in David Faure ed., Hong Kong: A

Reader in Social History. Hong Kong, Oxford University Press.

Fiske, John (1989): Reading the Popular, London: Routledge.

Gilgen, Peter, “History after Film” in Gumbrecht, Hans Ulrich and Gilloch, Graeme (1996): Myth &

Metropolis: Walter Benjamin and the City, Oxford: Polity Press.

Gould, John (2000): Herodotus. London, Gerald Duckworth & Co.

Harvey, David (2003): Paris, Capital of Modernity. London & New York, Routledge.

Hobsbawm, Eric, and Terence Ranger, eds. (1984): The Invention of Tradition, Cambridge: Cambridge

University Press.

Hunt, Lynn ed. (1989): The New Cultural History, Berkeley: University of California Press.

Jenkins, Keith (1991):Rethinking History, London and New York: Routledge.

Jenkins, Keith ed. (1997): The Postmodern History Reader, London and New York: Routledge.

LaCapra, Dominick (1985): History & Criticism, Ithaca, New York: Cornell University Press.

LaCapra, Dominick, and Steven L. Kaplan, eds. (1982): Modern European Intellectual History:

Reappraisals and New Perspectives, Ithaca, New York: Cornell University Press.

Lefebvre, Henri (2003): The Urban Revolution, Minneapolis: University of Minnesota Press.

Lehmann, Ulrich (2000): Tigersprung: Fashion in Modernity, Cambridge, Mass. The MIT Press.

Marrinan, Michael eds. (2003) Mapping Benjamin: The Work of Art in the Digital Age, Stanford, Stanford

University Press. pp53-62.

McClellan, Andrew (1999): Inventing the Louvre, Berkeley. University of California Press.

McGuigan, Jim (1996): Culture and the Public Sphere, London and New York: Routledge.

Pickering, Michael (1997): History, Experience and Cultural Studies, New York: St. Martin's Press.

Poster, Mark (1997): Cultural History and Postmodernity: Disciplinary Readings and Challenges, New

York: Columbia University Press.

Resina, Joan Roman and Dieter Ingenschay eds. (2003): After-Images of the City, Ithaca: Cornell

University Press.

Roberts, Geoffrey ed. (2001): The History and Narrative Reader, London and New York: Routledge.

Scott, Joan Wallach (1988): Gender and the Politics of History, New York: Columbia University Press.

Simpson, Lorenzo C. (2001): The Unfinished Project: Towards a Postmetaphysical Humanism, London

and New York: Routledge.

Sobchack, Vivian ed. (1996): The Persistence of History: Cinema, Television, and the Modern Event,

London and New York: Routledge.

Southgate, Beverley (2003): Postmodernism in History, London and New York: Routledge.

Susser, Ida ed. (2002): The Castells Reader on Cities and Social Theory, Oxford: Blackwell Publishers.

Thompson, E. P. (1991): The Making of the English Working Class, Harmondsworth: Penguin.

Young, Robert (2004): White Mythologies: Writing History and the West, London and New York:

Routledge.

CUS511 : Topics in Cultural Institution and Policy

No. of

Credits/Term

: 3

Mode of Tuition : Lecture

Class Contact

Hours

: 3 hours per week

Category in

Major Prog.

: Elective course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: This elective course is the theoretical counterpart of the course “Workshop in

Cultural Practices”. It examines how public policy on culture can be understood in

the framework of Cultural Studies, and it focuses on the ways in which institutional

factors affect the planning, development and management of culture in contemporary

societies. Issues of citizenship and subjectivity will be discussed in the context of

specific forms and processes of cultural governance.

Aims : 1. To introduce students the basic concerns of Cultural Studies with issues

relating to the shaping of public culture; that is, the institutional dimension

of culture including social pedagogies and public policies on “culture” in

the

broad sense of the term;

2. To familiarize students with the critical perspectives needed for understanding

that cultural matters are significant social and public issues through in-depth

study of a particular theme.

Learning

Outcomes

: Students will be able to

1. raise meaningful questions in the area of cultural institution and

policy with clear and precise formulation;

2. identify alternative systems of thought in the area of cultural

institution and policy, and recognize and assess, as need be, their

assumptions, implications, and practical consequences.

Indicative

Content

: Issues in the area of cultural institution and policy will be selected and discussed.

Specific content may vary year from year.

Teaching Method : Lecture, seminar discussion, and students’ presentation.

Measurement of

Learning

Outcomes

: Scrutinizing students’ term papers and class presentation/discussion to examine

whether students are able to

1. raise relevant and critical questions (with respect to the topics of

the course) with clear and precise formulation;

2. critically review the assumptions of existing discourses on the

subject matters of the course.

Course title : CUS511E: Selected Topics in Cultural Institution and Policy: Peace and the

Everyday Life

Instructors : Dr. Chan Shun Hing (Chan)

Professor Dai Jinhua (Dai)

Course

description

: In today's world, violences permeate the lives of individuals, communities and states.

To make sense of the connections of different kinds of violence so as to engender

change, that is, to develop a politics of peace, it is necessary to see the “ordinary”

context of the everyday where violences are perpetuated by social, economic and

cultural forces. This course aims to re-articulate the concept and politics of peace by

examining on the one hand, cultural institutions and policies where diverse forces

battle or negotiate, and on the other hand, the actual practices at the level of the self

where the effects of violences are mediated or contested, and in particular, the

practices of women as educator and agent of change in cultivating peace and

enhancing personal growth. Stories from the “1000 Women for the Nobel Peace

Prize 2005” project will be used as examples, and analytic categories from peace

studies and feminist studies will be deployed.

Aims : To introduce students to different theories and concepts on peace and the

everyday life;

To acquaint students with a good understanding of questions of violence in

the contemporary times, and the effectiveness of ways in which violence is

negotiated;

To encourage students to re-examine practices for peace in their personal and

social milieux.

Expected

Learning

Outcomes

Students will be able to understand theories and concepts on peace and its

relation to the everyday life.

Students will be able to analyse forms of peace action that negotiate with

different forms of violence exist in everyday life.

Students will be more ready to take action for a peaceful future.

Course

requirements

1. To read the course materials and participate actively in class discussions;

2. To present a case study in one of the three sessions:

(The case should be research based, demonstrating your understanding of the

concepts, theories, and action of peace and its relation to everyday life.)

3. To write a term paper of no less than 6000 Chinese or English words based

on either the case presented or on an integrative analysis of the perspectives

of peace and everyday life discussed in the course.

(Submission deadline: 20 May 2014)

Forms of submission:

Please hand in a hard copy of the paper to the general office (MCS Collection

Box) by the deadline. If you want to post it by ordinary mail, please make sure it

will arrive on time. Please also send a soft copy of the paper by email

to mcs@ln.edu.hk or MOODLE for record purpose.

Assessment : Class participation and presentation 30%

Term paper: 70%

Notice:

Students shall be aware of the University regulations about dishonest practice in

course work and the possible consequences as stipulated in the Regulations

Governing University Examinations.

Declaration Regarding the Absence of Plagiarism – The Department makes it

mandatory for students to sign it for each of our courses and have it attached to the

term paper . Please download the declaration form

at : http://www.ln.edu.hk/cultural/Declarationform.pdf

Class Schedule

Part 1: Theories, contexts, and perspectives on peace and peace studies

29 Jan Introducing the course (Chan)

5 & 12 Feb Theorizing peace and the everyday life (Chan)

Johan Galtung (1969), “Violence, Peace, and Peace Research” in Matthew Evangelista ed (2005) Peace

Studies---Critical Concepts in Political Science, London and New York: Routledge, 21-52.

Karen Warren and Duane Cady ( 1996), “ Feminism and Peace: Seeing Connections” in Bringing Peace

Home---Feminism, Violence and Nature, Bloomington and Indianapolis: Indiana University Press, 1-15.

Chan Shun-hing (2011), “ Beyond War and Men: Reconceptualizing Peace in Relation to the Everyday

and Women”, Signs Vol. 36, No. 3 (Spring 2011), 521-532.

19 Feb Contextualizing peace and human security in the post-war global political and economic

development (Dai)

David Hanny: “ 1. A More Secure World: Our Shared Responsibility’—Report of the UN Secretary-

General’s High Level Panel on Threats, Challenges and Change” and Ander Liden and Anna-Karin

Enerstrom: “2. The Peacebuilding Commission: Linking Security and Development” in Felix Dodds and

Tim Pippard (2005) eds. Human and Environmental Security: An Agenda for Change, London and

Sterling, VA: Earthscan, 7-26.

彭明輝著（2011）：“第一部：細說當前的糧食危機之第一章：糧荒的邊緣；第二章：糧食無國

界的錯覺；第三章：馬爾薩斯的鬼魂”，《糧食危機關鍵報告---臺灣觀察》，臺北：周商出版，

第 42-85頁。

26 Feb Perspectives of peace (Dai)

Nigel Young (1987) “Peace Movements in History” in David Barash (2000) ed. Approaches to Peace---

A Reader in Peace Studies, New York and Oxford: Oxford University Press, 228-237.

劉健芝﹕「在尋常中閃耀的和平的希望----婦女的不言之教」、戴錦華﹕「溫柔的挑舋----象徵與

真實的行動」、陳順馨﹕「婦女、和平與女性主義」、劉健芝﹕「希望的土壤」、鍾秀梅：「生

態是永恆的經濟」﹐陳順馨主編(2007)：<<多彩的和平---108名婦女的故事>>﹐北京﹕中央編譯

出版社﹐1024-1052頁。

Part 2: Thematic discussions

5 Mar Negotiating violences in conflict and war situations (Dai)

Marrack Goulding “The Evolution of United Nations Peacekeeping” and Betty Reardon “Sexism and

the War System” in David Barash (2000) ed. Approaches to Peace---A Reader in Peace Studies, New

York and Oxford: Oxford University Press, 114-122; 250-257.

電影：《拉合爾茶館的陌生人》

12 Mar Reflections on Terrorism (Dai)

Mary Layoun (2006) “Visions of Security---Impermeable Borders, Impassable Walls, Impossible

Home/Lands?” in Andrew Martin and Patrice Petro eds. Rethinking Global Security---Media, Popular

Culture, and the “War on Terror”, Rutgers University Press, 45-66.

戴锦华，王炎：《再现暴力---国际恐怖主义影片之喻》（对谈）

電影：《如果樹倒下：一個地球解放陣線的故事》

19 Mar Environment protection and alternative livelihood (Dai)

David Barash and Charles Webel (2002): “18. Ecological Well-Being” & “19. Economic Well-

Being”, Peace and Conflict Studies, Thousand Oaks, London and New Delhi: SAGE Publications, 460-

484.

電影：《東方》

26 Mar Presentation session 1 (Dai)

2 Apr Craft as a peace economy (Chan)

(Guest speaker: Chan Wai-fong, representative of Craftopia 手作帮)

Richard Sennett ( 2008), “Prologue: Man as His Own Maker”; “Chapter 1: The Troubled Craftsman”;

“Chapter 5: The Hand” in The Craftsman, New Haven and London: Yale University Press, 1-15;19-

52;149-178.

9 Apr Peace, gender, and knowledge production (Chan)

陳順馨（2012）：“婦女與可持續和平：山西婦女生態農耕轉型中的知識生產研究”，香港：香港

中文大學出版社(快將出版)。

Deane Curtin(1997), “Women’s Knowledge as Expert Knowledge----Indian Women and

Ecodevelopment”, Karen Warren ed. Ecofeminism---Women, Culture, Nature, Bloomington and

Indianapolis: Indiana University Press, 82-98.

16 Apr Peace and community building (Chan)

陳順馨、陳惠芳、趙群、羅燕（2013）：“第六章：江西王華連與婦女鼓隊：我鼓、我歌、社

區、互動”；“第七章：香港王愛華、楊寶熙、陸少瓊：社區廚房與人地情的溫柔”，《紮根于生

態、生計、文化的“和平婦女”行動研究》，北京：社會科學文獻出版社，第 216-294頁。

紀錄片：《我鼓，我歌—永新和平鼓隊的社區音樂》；《廚房有社區，社區有廚房》

23 Apr Presentation session 2 (Chan)

30 Apr Presentation session 3 and conclusion (Chan)

Supplementary Readings

Association 1000 Women for the Nobel Peace Prize 2005 (2005) 1000 PeaceWomenAcross the Globe.

Zurich: Scalo.

Butalia, Urvashi (1998) The Other Side of Silence---Voices from the Partition

of India. New Delhi: Viking.

Confortini, Catia C. (2006) “Galtung, Violence, and Gender: The Case for a Peace Studies/Feminism

Alliance” in Peace & Change, Vol. 31, Issue 3, 333-367.

Ferris, Malcolm, “Making Futures---The crafts in the context of emerging global sustainability

agendas”, Making Futures Vol. I ISSN 2042-1664 v.

Galtung, Johan (1996) Peace by Peaceful Means---Peace and Conflict, Development and Civilization.

London, Thousand Oaks and New Delhi: SAGE Publications.

Goodman, David and Watts, Michael (1997) eds. Globalizing Food---Agrarian questions and global

restructuring, London and New York: Routledge.

Hick, David ed. (1988) Education for Peace---Issues, principles, and practices in the classroom. London

and New York: Routledge.

Jameson, Fredric and Miyoshi, Masao eds (1998), The Cultures of Globalization, Durham: Duke U.

Press.

Kelley, Colleen E. and Eblen, Anna L. eds. (2002) Women Who Speak for Peace. Lanham, Boulder,

New York and Oxford: Rowman & Littlefield Publishers.

Nardin, Terry ed.(1996) The Ethics of War and Peace----Religious and Secular Perspectives. Princeton:

Princeton University Press.

Richmond, Oliver P. (2005) The Transformation of Peace. Hampshire and New

York: Palgrave MacMillan.

Thomas, T. M., Conrad, David R. and Langsam, Gertruge F. eds. (1987) Global

Images of Peace and Education---Transforming the War System. Ann Arbor:

Prakken Publications.

Warren, Karen J. (2000) Ecofeminist Philosophy---A Western Perspective on What It Is and Why It

Matters. Lanham, Boulder, New York and Oxford: Rowman & Littlefield Publishers.

----ed (1994) Ecological Feminism. London and New York: Routledge.

Weber, Karl ed. (2009), Food, Inc.---How Industrial Food is Making us Sicker, Fatter and Poorer---And

What You Can Do About it, New York: BBS Public Affairs.

【荷】楊 杜威 範德普格（Jan Douwe van der Ploeg）著，潘璐、葉敬忠等譯（2013）：《新小農階

級---帝國和全球化時代為了自主性和可持續性的鬥爭》，北京：社會科學文獻出版社。

【美】格雷姆 泰勒(Graeme Taylor)著，趙娟娟譯（2010）：《地球危機》，海口：海南出版社。

【印度】讓 德雷茲（Jean Dreze）、阿瑪蒂亞 森(Armartya Sen) 著，蘇雷譯（2006）：《饑餓與公共

行為》，北京：社會科學文獻出版社。

【美】馬克 波倫(Michael Pollan)著, 蕭秀姍、黎敏中譯（2008）：《到底要吃什麼？---速食，有機和自

然野生食物的真相》，臺北：久周出版。

【日】安部司著，李波譯（2007）：《食品真相大揭秘》，天津：天津教育出版社。

【意】卡羅 、佩特裏尼著，尹捷譯（2010）：《慢食運動---為什麼食品要講究優良、清潔、公

平？》，北京：新星出版社。

陳曉蕾著（2011）：《剩食》，香港：三聯書店。

CUS512 : Topics in Cultural Representation and Interpretation

No. of Credits/Term : 3

Mode of Tuition : Lecture

Class Contact Hours : 3 hours per week

Category in Major

Prog.

: Elective course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Brief Course

Description

: This elective course takes the production of meaning and ideology as a fundamental issue

in Cultural Studies. Through case studies, it examines how specific forms of representation

help shape and reconstruct aspects of our social reality, our experience of the world, and

indeed our view of others and of ourselves. Students will analyze the modes of cultural

production involved, and attempt to understand how cultural practices generate, fix and

deliver meaning for us in particular social contexts. The question of interpretation will be

raised in relation to the generic formation of the “Text’ at issue, so that we can approach

the plurality of textual functions and effects in terms of the contextual issues involved.

Aims : To deepen students’ understanding of representation as the basic critical concept

in Cultural Studies by way of topics and cases selected from a wide range of social

and generic contexts;

To familiarize students with the critical scholarship needed for understanding

aspects of social life through two fundamental categories in Cultural Studies –

representation and interpretation.

Learning Outcomes : Students will be able to

raise meaningful questions in the area of cultural representation and

interpretation with clear and precise formulation;

identify alternative systems of thought in the area of cultural representation and

interpretation, and recognize and assess, as need be, their assumptions,

implications, and practical consequences.

Indicative Content : Issues in the area of cultural representation and interpretation will be selected and

discussed. Specific content may vary year from year.

Teaching Method : Lecture, seminar discussion, and students’ presentation.

Measurement of

Learning Outcomes

: Scrutinizing students’ term papers and class presentation/discussion to examine whether

students are able to

raise relevant and critical questions (with respect to the topics of the course) with

clear and precise formulation;

critically review the assumptions of existing discourses on the subject matters of

the course.

Course title : CUS512Q: Topics in Cultural Representation and Interpretation:

Colonial memory, reality, and real-life disasters

殖民记忆、现实与灾难

Indicative content : Issues in the area of cultural representation and interpretation will be selected and

discussed:

The grappling with the history of colonialism, and its continuation today in the form of

global disasters, regional wars, and violence;

Development experience of China in the context of global capitalism, environmental and

energy crises, the rural question, urban-rural interaction, institutional poverty and structural

poverty, and resistance and revolution.

Statism, mercantilism and the colonial history of Latin

America; dirty war, economic development, and revolutionary movements in Latin

America;

Alternative theories and practices in Latin America, including liberation theology,

Bolivarism, indigenous cosmo-visions, ALBA, Southern Bank and monetary policies, the

Zapatista movement, MST, alternative currencies and solidarity economies;

Alternative theories and practices in China, including rural reconstruction movements,

urban-rural interactions, ecological projects.

Assessment : 100% continuous assessment

Students shall be aware of the University regulations about dishonest practice in course

work and the possible consequences as stipulated in the Regulations Governing University

Examinations. The Department makes it mandatory for students to sign it for each of our

courses. Every written assignment in the same course will carry a separate declaration form

as the cover page. Please download the declaration form at :

http://www.ln.edu.hk/cultural/Declarationform.pdf

Assignment Term paper (at least 6,000 words) (to be submitted by May 8, Thursday, 2014; both hard

and soft copy) [100%]

Class Schedule

1 Jan 25 (S) Introduction and understanding China

Part A: History of the empire: the Ireland case

2 Feb 14

(F)

Jane Eyre (2011 film)

Dai Jinhua and Teng Wei: 《简爱的光影转世》

3 Feb 15

(S)

In the Name of the Father (film)

Mother of all these Children (film)

4 Feb 21

(F)

Crying Game (film)

Hunger (film)

The Priest （film）

Part B: Shadows in former colonies

5 Feb 22

(S)

Some Time in April (film)

Rwanda Hotel (film)

Of God and Man (film)

6 Feb 28

(F)

Urvashi Butalia: The Other Side of Silence

Slumdog Millionnaire (film)

Trishna (film)

7 Mar 1 (S) Frantz Fanon: The Wretched of the Earth

Part C: Politics of post-colonialism

8 Mar 7 (F)

Eduardo Galeano: The Open Veins of Latin America

Dai Jinhua: “Encountering Che Guevara”

Che, A Legend (film)

9 Mar 14

(F)

Santiago is Raining (film)

Machuca (film)

Nostalgia of Light (film)

10 Mar 15

(S)

Zapatistas: Chronicle of a Rebellion (documentary)

Dai Jinhua and Lau Kin Chi (eds): 《蒙面骑士》

11 Mar 21

(F)

Even the Rain (film)

Puno uprising and indigenous cosmology

12 Mar 22

(S) Palestine and Maghreb/Mashreq

13 Mar 28

(F)

Munich (Film)

Paradise Now (film)

14 Mar 29

(S) 殖民主义与恐怖主义; 展望国际主义的可能

Required readings

Galeano, Eduardo: The Open Veins of Latin America

Dai Jinhua and Lau Kin Chi (ed). The Writings of Sub-Commander Marcos.

Films:

Latin America: Che, A Legend

Motor Cycle Diary

Kiss of the Spider Woman

Zapatistas: Chronicle of a Rebellion

Nostalgia of Light

Santiago is Raining

Even the Rain

跳跳跳

Africa: Of God and Man

Hotel Rwanda

Some Time in April

Ireland: In the Name of the Father

Mother of all Children

Hunger

India: Treshna

Romania: 无主孤军

警察形容词

布加洛以斯东

Course Title Special Topics in Cultural Studies

Course Code CUS515B

No. of

Credits/Term

: 1.5

Mode of Tuition : Lecture

Class Contact

Hours

: 3 hours per week, normally 21 hours per course

Category in Major

Prog.

: Elective course

Prerequisite(s) : None

Co-requisite(s) : None

Exclusion(s); : None

Course Title : CUS515B Special Topics in Cultural Studies : Cultural Politics of Emotion 情感

的文化政治

Brief Course

Description

: This course introduces to students the significance of boredom, fear, shame,

despair, hope and love, as actual emotions and as ways of looking at the world, in

contemporary societies. It discusses the histories of these emotions, as well as the

consequences of the emerging culture of fear and boredom. Apart from

encouraging students to examine their own experiences of these emotions, this

course also draws on theoretical resources from the field of cultural studies and the

field of affect studies. Specific attention will be put on the role of the mass media,

political forces and commodity culture.

Aims and

Objectives

: 1. To introduce focused theoretical and practical tools drawing from the field of

Cultural Studies for students to study and address current issues;

2. To familiarize students with the critical perspectives needed for understanding

that cultural matters are significant social and public issues through in-depth study

of a particular theme.

Learning

Outcomes

: Students will be able to

understand theoretical concepts and practical tools introduced in the course;

comment on socio-cultural issues with in-depth intellectual insights.

Assessment : Assessment will include class participation and discussion (30%), one term paper

(around 8,000 Chinese/5,000 English words) (70%). The deadline to submit the

term paper is 5:30pm, May 20, 2014. Students should be aware of the University

regulations about dishonest practice in course work and the possible consequences

as stipulated in the Regulations Governing University Examinations.

Measurement of

Learning

Outcomes

: 1. Scrutinizing students’ class presentation/discussion to examine whether

students are able to understand the theoretical and practical tools introduced

in the course and to raise relevant and critical questions with clear and

precise formulation (LO1);

2. Students’ ability to formulate in-depth comments on socio-cultural issues

will be assessed in term project (LO2).

SCHEDULE OF CLASS SESSIONS

28/1 The Affective Turn: Thinking through Emotion

Ahmed, Sara (2004): “Introduction: Feel Your Way,” The Cultural Politics of Emotion, New York:

Routledge, pp.1-19.

Walkerdine, Valerie (2005): “Emotion”, in Tony Bennett, Lawrence Grossberg and Meaghan Morris

eds. (2005), New Keywords -- A Revised Vocabulary of Culture and Society, Blackwell Publishing,

pp. pp.102-104.

何春蕤、甯應斌(2012) ：《民困愁城》，台北：台灣社會研究雜誌社，pp.33-50。

*Clough, Patricia (2010): “The affective turn: Political economy, biomedia and politics.” in Melissa Gregg

and Gregory J. Seigworth eds., The Affect Theory reader, Durham and London: Duke University Press,

pp.206-225.

*Clough, Patricia (2007): “Introduction”, in P. Clough and J. Halley eds. The Affective Turn: Theorizing the

Social, Durham and London: Duke University Press, pp. 1-33.

*Grossberg, Lawrence (2009): “Postmodernity and Affect: All Dressed up with no Place to Go”, in J.

Harding and E. D. Pribram eds. Emotions – A Cultural Studies Reader, London and NY: Routledge,

pp.69-83.

*Harding, J. and E. D. Pribram (2009): “Introduction”, in J. Harding and E. D. Pribram eds.

Emotions – A Cultural Studies Reader, London and NY: Routledge, pp.

*Tomkins Silvan (1995): “ What are Affects”, in Eve Kosofsky Sedgwick and Adam Frank eds. Shame and

Its Sisters – A Silvan Tomkins Reader, Durham and London: Duke University Press, pp. 33-74.

*Williams, Raymond (2009): “On Structure of Feeling”, in Jennifer Harding and E. Deidre Pribram

eds. Emotions – A Cultural Studies Reader, London and NY: Routledge, pp.35-49.

18/2 Experience without Qualities: Boredom in Everyday Life

Gardiner, Michael E. (2012): “Henri Lefebvre and the ‘Sociology of Boredom’”, Theory, Culture & Society,

Vol. 29(2): 37-62

Salzani, Carlo (2009): “The Atrophy of Experience: Walter Benjamin and Boredom”, Critical Studies, No.

31, pp.127-154.

*Goodstein, Elizabeth (2005): Experience without Qualities – Boredom and Modernity, Standford,

California: Standford University Press.

*Silver, Dan (2010): “Boredom”, The Point Magazine, Issue 3, Fall 2010,

http://www.thepointmag.com/2012/essays/boredom-3

*Silver, Daniel (2006): “Prolegemona to the Study of Boredom in Modern Societies,” paper prepared for

the SSSA.

*Svendsen, Lars (2008): A Philosophy of Boredom, London: Beaktion Books, p.7-48.

*Recommended Readings

4/3 Culture of Anxiety, Fear, and Hate

Appadurai, Arjun (2009): “Fear of Small Numbers”, in Jennifer Harding and E. Deidre Pribram

eds. Emotions – A Cultural Studies Reader, London and NY: Routledge, pp.235-250.

Sakecl, Renata (2004): On Anxiety, London and NY: Routledge, pp.49-71.

*Ahmed, Sara (2004): “The Affective Politics of Fear” and “The Organisation of Hate”, The Cultural

Politics of Emotion, New York: Routledge, pp.62-81; pp.101-121.

*Furedi, Frank (2005): “Preface”, Culture of Fear Revisited, London and New York: Continuum, pp.vii-xii,

pp.1-21.

*Svendsen, Lars (2008): A Philosophy of Fear, London: Beaktion Books, p.7-47.

* Tomkins Silvan (1995): “ Fear-Terror”, in Eve Kosofsky Sedgwick and Adam Frank eds. Shame and Its

Sisters – A Silvan Tomkins Reader, Durham and London: Duke University Press, pp. 235-240.

18/3 Shame, Guilt, Anger and Resentment

Biddle, Jennifer (2009): “Shame”, in Jennifer Harding and E. Deidre Pribram eds. Emotions – A Cultural

Studies Reader, London and NY: Routledge, pp.113-125.

Deleuze, Gilles (1983): Nietzsche and Philosophy, trans. Hugh Tomlinson, NY: Columbia University

Press, pp.111-122. (中譯：吉爾‧德勒茲(2002)︰《尼采與哲學》，周穎、劉玉寧譯，北京︰社會科學文獻

出版社，pp.163-181)

*Ahmed, Sara (2004): “Shame before Others”, The Cultural Politics of Emotion, London and New York:

Routledge, pp.101-121.

*Probyn, Elspeth (2010): “Writing Shame”, in Melissa Gregg and Gregory J. Seigworth eds., The Affect

Theory reader, Durham and London: Duke University Press, pp.71-90.

*Sedgwick, Eve Kosofsky and Adam Frank (1995): “Shame in the Cybernetic Fold: Reading Silvan

Tomkins”, in Eve Kosofsky Sedgwick and Adam Frank eds. Shame and Its Sister – A Silvan Tomkins

Reader, Durham & London: Duke U Press, pp.1-28.

*Tomkins Silvan (1995): “Shame-Humiliation and Contempt-Disgust”, “Anger”, in Eve Kosofsky Sedgwick

and Adam Frank eds. Shame and Its Sisters – A Silvan Tomkins Reader, Durham and London: Duke

University Press, pp. 197-233.

1/4 Melancholia and Depression

何春蕤、甯應斌(2012) ：《民困愁城》，台北：台灣社會研究雜誌社，pp. 63-76; 113-125。

Cvetkovich, Ann (2012): “Introduction”, in Depression – A Public Feeling, Durham & London: Duke U

Press, pp. 154-202.

*Brown, Wendy (2000): “Resisting Left Melancholia”, in P. Gilroy, L. Grossberg, A. McRobbie

eds., Without Guarantees: In Honour of Stuart Hall, London and New York: Verso, pp.21-29. (中譯：〈抗

拒左派憂鬱〉，劉人鵬等編，張永靖譯，《憂鬱的文化政治》，台北：蜃樓，pp.139-153。)

*Cvetkovich, Ann (2012): “Writing Depression – Acedia, History, and Medical Models”, in Depression – A

Public Feeling, Durham and London: Duke University Press, pp. 85-114.

*Martin, E. (2007): “A Short History of Manic Depression,” in Bipolar Expeditions: Mania and Depression

in American Culture, Princeton and Oxford: Princeton University Press, pp.16-28, 291-295. (中譯：〈躁鬱

簡史〉，楊雅婷譯，劉人鵬等編，《憂鬱的文化政治》，台北：蜃樓，pp.1-22。)

15/4 Love, Hope and Happiness

Ahmed, Sara (2004): “In the Name of Love”, The Cultural Politics of Emotion, London and New York:

Routledge, pp.122-143.

Ahmed, Sara (2010): “Happy Objects”, The Promise of Happiness, Durham and London: Duke

University Press, pp.21-49.

Zournazi, mary (2002): “Navigating Movements – A Conversation with Brian Massumi”, Hope – New

Philosophies for Change, London and New York: Routledge, pp. 210-242.

*Ahmed, Sara (2010): “Introduction” and “Conclusion”, The Promise of Happiness, Durham and London:

Duke University Press, pp.1-20; pp.199-223.

*Jaggar, Alison M. (2009): “Love and Knowledge: Emotion in Feminist Epistemology,” in Jennifer Harding

and E. Deidre Pribram eds. Emotions – A Cultural Studies Reader, London and NY: Routledge, pp. 50-

68.

*Tomkins, Silvan (1995): “Interest-Excitement” and “Enjoyment-Joy” in Eve Kosofsky Sedgwick and

Adam Frank eds. Shame and Its Sister – A Silvan Tomkins Reader, Durham and London: Duke

University Press, pp.1-28.

*Zournazi, mary (2002): “Hope, Passion, Politics – A Conversation with Chantal Mouffe and Ernesto

Laclau”, “‘On the Side of Life’ – Joy and the Capacity of being -- Conversation with Ghassan Hage”, Hope

– New Philosophies for Change, London and New York: Routledge, pp.122-171.

29/4 After Affect

何春蕤、甯應斌(2012) ：《民困愁城》，台北：台灣社會研究雜誌社，pp.315-350。

Grossberg, Lawrence (2010): “Affect’s Future – Rediscovering the Virtual in the Actual”, in Melissa Gregg

and Gregory J. Seigworth eds. The Affect Theory Reader, Durham and London: Duke University Press,

pp.209-338.

*何春蕤 (2013): 〈性別治理與情感公民的形成〉，《新道德主義》，甯應斌編，台灣中壢：中央大學性別

研究室，pp.211-232。

*Cvetkovich, Ann (2012): “The Utopia of ordinary Habit: Crafting, Creativity, and Spiritual Practice”,

in Depression – A Public Feeling, Durham and London: Duke University Press, pp. 154-202.

*Mckenzie, Jonathan (2008): “Governing Moods: Anxiety, Boredom, and the Ontological Overcoming of

Politics in Heidegger,” Canadian Journal of Political Science, 41(3), September 2008, 569–585.

*Svendsen, Lars (2008): “Beyond Fear?” A Philosophy of Fear, London: Beaktion Books, pp.124-131.

*Svendsen, Lars (2008): “The Ethics of Boredom”, A Philosophy of Boredom, London: Beaktion Books,

pp.133-152.