Syllabus: The Politics and Government of Southeast Asia (Undergraduate, Universitas Gadjah Mada)

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GOVERNMENT AND POLITICS OF SOUTHEAST ASIA

RPKPS 2014

Muhadi Sugiono Randy Wirasta Nandyatama

Tutor: Ahmad Rizky M. Umar

Undergraduate Program Department of International Relations Faculty of Social and Political Sciences

Universitas Gadjah Mada 2014

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Table of Contents Course Description

Week 1 Course Introduction Week 2 Conceptualization (1): State-Building Week 3 Conceptualization (2): Nation-Building Week 4 Conceptualization (3): Political Economy of Development Week 5 Conceptualization (4): Methodology in Southeast Asian Studies:

Comparative Politics Week 6 Transformations of Southeast Asia (1): “After the Economic

Miracle” Week 7 Transformations of Southeast Asia (2): The Waves of

Democratization Week 8, 9, 10: Country in Focus Week 11, 12, 13: Independent Research Week 14: Class Seminar

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Summary The class is designed to develop comprehension, provide basic information and offer conceptual frameworks on socio-political development and government in Southeast Asian countries in 2 (two) major frameworks and 2 (two) issues of discussion which are in line with contemporary Southeast Asian context: 1. Nation-Building: how countries in the region deal with the issue of

nation building, how they develop socio-cultural basis for national integration;

2. State-Building: how they deal with the issues of political institutionalization and political development; how do they create the institutions and rules of the game within domestic politics.

3. Political Economy of Development: how they deal with development issues; how they develop political economy frameworks that can ensure national autonomy.

This class is also aimed at discussing the transformation in Southeast Asian politics and government along and after the Economic Miracle; as well as the wave of democratization in Southeast Asia. These topics will serve as student’s theoretical basis in analysing specific issues in Southeast Asian states and conducting an independent research. To specifically achieve the desired objectives, this course is structured in 14 sessions, containing Conceptualization (week 1-4), lectures on transformations in Southeast Asia (week 5-6), specific country-in-focus discussions (week 7-10), independent research conducted by students under lecturer’s supervision (week 11-13), and a class seminar to discuss the results. Methodologically this course will mix lecture, Question & Answer session, class discussions, e-class (through elisa facility), tutorial (in independent research session), and class seminar. Evaluation Criteria: There are 5 (five) components of assessment composition, as follows: 1. Participation and Creativity in the Discussion Sessions (10%) 2. Individual In-Country Focus (20 %) 3. Group Work (15%) 4. Seminars (20%) 5. Final Exam: Individual Essay (35%)

List of Readings Conceptualization • Almond, et.al. 2008. Comparative Politics Today, (A) • Frey, et.al (eds.). 2004. The Transformation of Southeast Asia (F) • Gunggwu (ed.). 2005. Nation-Building: Five Southeast Asian Histories

(Gw) • Mulder. 2005. Towards Civil Society Southeast Asian Images (M) • Tarling. 2001. Southeast Asia: A Modern History (T)

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• Guan. 2004. Civil Society in Southeast Asia (Gn) • Berger. 2004. The Battle for Asia (B) • McGregor. 2008. Southeast Asian Development (Mc) Case Studies • Hewison et. al. (eds.). 1993. Southeast Asia in the 1990s (H) • Neher and Marlay. 1995. Democracy and Development in Southeast Asia

(N&M) • Neher. 1994. Southeast Asia in the New International Era (N) • Rodan et. Al. (eds.). 1997. The Political Economy of Southeast Asia (R)

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Week 1 Course Introduction

Credit : 3 SKS Duration : 120 minutes Methods : Lecture, Q&A INTRODUCTION This course serves as an introduction to understand the government and politics in Southeast Asia. It provides the students with basic knowledge and understanding on Southeast Asia as a region. In addition to serving as a foundation to more advanced courses, the course is also intended to assist the students to make sense of how Southeast Asia is constructed as a region what going on in the regional politics. During this introductory session, major characteristics of Southeast Asian governments and politics, their similarities and differences, and their problems and prospects are briefly examined. For that purpose, the course is divided into three components: first, the political history of Southeast Asia; including its colonial experience and post-colonial consolidation. second, contending perspectives to read Southeast Asia, and third, salient issues in the contemporary Southeast Asia. By the end of the course the students should have the basic academic capacity, competence and skills necessary for more advanced and specialized courses in Southeast Asia. They should also be able to understand and explain different phenomena in Southeast Asia from distinctive ways of knowing and their significance to contemporary International Relations studies. Therefore, Students are encouraged to read some of the general books on Southeast Asian politics as recommended in this syllabus. COURSE OBJECTIVES 1. To provide general overview and the significance of the course to the

students; 2. To introduce the structure and organization of the course 3. To match the expectation of the lecturers and the students 4. To set the rule of the games of the course which the students and the

lecturers agree upon; COURSE DESCRIPTION As an introduction, this course does not require any prior course. In other words, it is designed to accommodate those who have limited, if any, background in understanding of the region. However, it is assumed that each student has attended the Capita Selecta of Area Studies that contained an introduction to Southeast Asia as a distinct region. This course will serve as an introduction to understand Southeast Asia in a more thorough, theoretical perspective as well as to make sense of salient

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issues in Southeast Asia. Therefore, it is important for the students to actively participate and contribute in discussion. In order to achieve the desired goals, the class is organised around different activities which are equally important: 1. Lecture. The lecturer gives a general overview of the topics and concepts

based on the assigned readings. It is not an activity within which the students are simply passively listen, but one where the students compare and clarify their understanding of the reading.

2. Questions & Answer session, students ask, comment, or give feedback to lecturer related to his presentation. If necessary, lecturer can discuss student’s question in the class so students can actively get their answers.

Further Reading Syllabus of the course Introduction to International Relations 2013

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Week 2 Conceptualization (1): State-Building

Credit : 3 SKS Duration : 120 minutes Methods : Lecture, Q&A, Class Discussion INTRODUCTION Southeast Asia is a relatively dynamic region. Most of states in this region has experienced colonialism until the waves of decolonization in 1950s (Berger, 2003). After decolonization, this region also constitutes different types of political systems such as constitutional monarchy, military junta, until the more democratic type of regime. Therefore, it is important to understand state-building in Southeast Asia by tracing its colonial origin and how it is transformed into a modern nation-state. Each of states in Southeast Asia have its unique state-building processes, given its different colonial nature. This session will understand state-building processes and transformations in Southeast Asia in a more theoretical perspective. For that purpose, there two important aspects that will be discussed in this course. First, the making of modern-state in Southeast Asia in relation to colonial and post-colonial origin of the region. Second, the transformation of nation-state into an unique mode of governance in national level. COURSE OBJECTIVES 1. Introduce state-building concept as a tool to analyze political

development in Southeast Asia 2. Understand the origin of modern nation-state in Southeast Asia 3. Understand the rise of authoritarian rule in Southeast Asian states 4. Comprehend the democratic transformation in Southeast Asia COURSE DESCRIPTION Origins of Modern Nation-State in Southeast Asia Nation-state in Southeast Asia takes its origin in pre-Colonial Kingdom which had been established before Europeans arrived. There were several kingdoms in Indonesia, Malaysia, and Thailand who were actually older than the “modern” nation-state and were primarily influenced by Hindu, Buddhist, and Islamic culture. However, it was colonialism who shaped the modern formation of nation-state. Colonial administration, constructed by British, French, Spanish and Dutch colonial government, divided Southeast Asia into several states which come into independence after the World War II. Therefore, it is important to understand how the modern formation of nation-states in Southeast Asia originated through colonial and independence processes. Transformation in Southeast Asian Politics

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After decolonization, Southeast Asian states have been transformed into its modern “nation-state” formation. Some states have been captured by authoritarian rule while some others use democratization processes. This transformation was also influenced by dynamics in international politics that placed Southeast Asia in an interplay between two dominant forces in the world politics. However, Soekarno’s Bandung initiative has embraced a nationalist discourse that aimed to become an alternative force and consequently raised a wave of decolonization in other Southeast Asian states. This session will frame this transformation as a part of state-building in Southeast Asia. In order to achieve the desired goals, the class will employ Lecture and Question & Answer session. FURTHER READINGS Nicholas Tarling, Southeast Asia: A Modern History, Oxford: Oxford University Press, 2001, Part 1. Berger, Mark B, The Battle for Asia:From Decolonization to Globalization. London: Routledge, 2003. Frey, Marc. Et. al. The Transformation of Southeast Asia: International Perspectives on Decolonization. Singapore: NUS Press.

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Week 3 Conceptualization (2): Nation-Building

Credit : 3 SKS Duration : 120 minutes Methods : Guest Lecture Prof (Assoc.) Farish Noor INTRODUCTION Having learned the colonial origin of modern Southeast Asian states, this session will discuss the making of nationality in Southeast Asia. As argued beforehand, modern nation-states in Southeast Asia takes its origin in colonial and pre-colonial processes. Therefore, it is important to understand how the basis of nationality in Southeast Asia was formed. Since Southeast Asia contains various ethnicitiy that leads to diverse identity, it is important to trace the origin of national identity in each states in the interplay between the pre-colonial legacy and the colonial governmentality that shapes the national identity of each states. After decolonization, various states in the region are still struggling to maintain the integrity of the nation. Likewise, several countries in southeast Asia region have rich in ethnic diversities, culture and societal disparities. Hence, these states have different responses to its conditions (ranging from assimilation, acculturation, to pluralistic approach). It is argued that Southeast Asia consists of plural societies (multi-racial societies) which are prone to conflict. Indeed, this is correlated with the contestation of ideas and political elites’ competition in domestic level in order to achieve either national interests or personal/collective goals. This meeting will be facilitating participants to survey the complex nature of nation-building in Southeast Asia before and after decolonization processes in two perspectives, namel national identity and national integration. This class will invite Professor (Associate) Farish Noor from Nanyang Technological University to give a lecture related to national identity and integration in Southeast Asia, as a part of his fellowship with ASEAN Studies Center, Universitas Gadjah Mada. COURSE OBJECTIVES 1. Make sense of the origin of national identity of Southeast Asian states 2. Comprehend the formation of “modern” nationalism and national identity

in Southeast Asia 3. Understand the transformation of identity after decolonization processes. COURSE DESCRIPTION National Identity in Southeast Asia What is a Nation? A nation is always imagined as a community, because (regardless of the actual inequality and exploitation that may prevail in each)

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the nation is always conceived as a deep, horizontal comradeship. Ultimately, it is this fraternity that makes it possible, over the past two centuries, for so many millions people, not so much to kill, as willingly to die for such limited imaginings (Anderson, 1983) Differences among its people, not simply the result of a series of migration, often better seen as the result of continuing process in which states have played a substantial role. Often Southeast Asian peoples do not have a single sense of ‘identity’, however one of the most common in SEA is formed by the relationship of patron and client. The paucity of SEA population throughout most of its history contributed to the creation of a pattern that has continued into modern times How to create common identity? There are two important things to explain this: Firstly, Assimilation, a conditi0n where ethnic majority absorbs the rest. Secondly, Multiculturalism, which explans a condition where multiple ethnicity gather around in a place with a common platform in society. Let every ethnic group exists, but tie them up with a “common denominator” or ideology. Challenges to National Identity

• One country consists of many ethnic groups, each speaks own language and occupies different regions.

• One ethnic group lives in several different countries • Many state boundaries were determined by European colonial powers

Challenges to National Integration in Southeast Asia There are two challenges of national integration in Southeast Asia, namely (1) Separatism, occurs when ethnic groups want separate state (Papua in Indonesia, Patani in Thailand, Moro in the Philippines, etc.) and (2) Irredentism, occurs when one state claims part of territory of its neighbor (Malaysia and Indonesia over Sipadan and Ligitan islands; Malaysia and the Philippines over Sabah; several countries over South China seas). How to preserve unity? Two things should be discussed:

• Decentralization: Giving more autonomous power to the regions • Democratization:P Let people decide their own livelihood

FURTHER READING Gungwu. Wang (ed.). 2005. Nation-Building: Five Southeast Asian Histories. Singapore: ISEAS. Nicholas Tarling, Southeast Asia: A Modern History, Oxford: Oxford University Press, 2001, Part 1. Berger, Mark B, The Battle for Asia:From Decolonization to Globalization. London: Routledge, 2003.

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Frey, Marc. Et. al. The Transformation of Southeast Asia: International Perspectives on Decolonization. Singapore: NUS Press.

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Week 4 The Political Economy of Development

Credit : 3 SKS Duration : 120 minutes Methods : Lecture, Q&A, Class Discussion INTRODUCTION How the State manage its resources to achieve prosperity will be discussed in this session. Ideologically, Southeast Asian States develop various approaches; Some of them are emphasizing State control, the other tended to give more space to the market, or a combination of both state and market. Nevertheless, the Southeast Asian States are sharing similar environment. Most Southeast Asian states have experienced the combination of authoritarian rule but with market economy that led to the so-called “state-led capitalism”. It is important, therefore, to assess how the State manages the economy and how the capitalist class emerge in the unique political and economic structure. Therefore, this session will examine the experiences of developing Political Economic Scheme; of which there is similar trend of capitalism development in the contemporary era. Understanding political economy of development in the sense of capitalist consolidation because the post-colonial trajectory in each state in the region have witnessed the growing development of both “domestic bourgeoisie” as well as the economic nationalism associated with independence from the Colonial state. However, there were also external influences such as development discourse brought by international financial institutions and international development agency. Two variables will be discussed, namely (1) Models of economic management in Southeast Asia; (2) Role of the State in managing the national economies of the countries in Southeast Asia; and (3) Impact of economic crisis and mismanagement on the nation-states of Southeast Asia COURSE OBJECTIVES 1. Understand the role of the State in managing the national economies in

Southeast Asian states 2. Comprehend some models of economic management in Southeast Asia 3. Make sense of the impact of economic crisis and mismanagement on the

nation-states of Southeast Asia COURSE DESCRIPTION Role of the State in Economy Two discourses of the role of the state in the economy: Dynamic, and relative to, changes in society and the market (internal

changes that affect government policies)

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Dynamic, and relative to, changes in the region and global institutions like IMF, the World Bank, APEC, AFTA, etc (external changes that affect government policies)

Internal Forces acting on the economy Inflation resulting from loose monetary policies and currency speculation Rammpant corruption and increasing costs and rising levels of poverty Clear inefficiency of the government without strong socio-economic

fundamentals External Forces acting on the economy Increased prices of core products like oil general increase in global

market prices Regional financial instability causing large-scale capital flight Fiscal monetary policies of internal regulating bodies like WTO, World

Bank, APEC, IMF Models of Economic Management The Anglo-American style capitalist state that depends entirely on the market mechanism : Philippines, Thailand. The state-led and controlled capitalist: Singapore, Malaysia, Brunei,

Indonesia. The centrally planned economy led by ‘‘socialist’’ principles: Lao,

Cambodia, Vietnam, Myanmar. Anglo-American style capitalist style Great emphasis on monetary policy to regulate the performance of the

market, eg. interest rates, bank lending rates Focus on allowing the growth of industries according to the current

market demands by providing beneficial policies, such as: easy and cheal loans, free access to local labor

Does not regulate social welfare needs like health and education Government allows private sectors to look after the growth of education

and health facilities on the basic asumption that with a growing economy, there would be a multiplier effects

State-led and Controlled Capitalist State (positive side): Strong externally induced economic policies to remain competitive and to

cope with threats, eg. spirit of competitive as result of a “fear” of being overwhelmed

Great effort to reduce poverty as the economic grows Universal access to health and education with high investments in

physical infrastructure High levels of economic growth per annum for a sustained period up to a

decade Represive, centalized and coercive in the fields of civil and political rights

of its citizens Strong institutions that control many aspects of health, education and

gender rights, Management of entry requirements and standards in schools

Market distortions by the state and its state-linked businesses and military apparatus

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Reducing internal competition to streghten foreign competition ASIAN CRISIS’ Lesson Learnt A generaly homogenous nation-state may not have a strong social fabric

to withstand economic and social hardships resulting from a financial crisis. It does not matter if the nation-state in cohesive, the economy will react directly to regional and global changes. The government will also have to bear the direct impact of the economic collapse on the people

The nation-state is made responsible for providing the universal and equitable access to core quality public services for its citizen. This will provide the fundation for long-term sustainable growth. Good education, health services, public homes, are the key services that help in the making of strong economy and sense of nationhood

FURTHER READINGS Nicholas Tarling, Southeast Asia: A Modern History, Oxford: Oxford University Press, 2001, Part 1. Berger, Mark B, The Battle for Asia:From Decolonization to Globalization. London: Routledge, 2003. Frey, Marc. Et. al. The Transformation of Southeast Asia: International Perspectives on Decolonization. Singapore: NUS Press.

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Week 5 Methodology in Southeast Asian Studies:

Comparative Politics Credit : 3 SKS Duration : 120 minutes Methods : Lecture, Q&A, Class Discussion INTRODUCTION This meeting will introduce student with a methodological tool in analyzing Southeast Asian politics. Specifically, this class will use a comparative methodology as a tool to understand Southeast Asia. Within this methodology, Southeast Asia is perceived as community of States that has specificity in state-building, nation-building, and political economy of development processes. These specificities will be comparatively analysed to obtain a better understanding about Southeast Asia. Therefore, Southeast Asia can be understood wholely as a region with a clear defined epistemological boundaries. Question on methodology is usually closely related to student’s research plan. In this meeting, Student is encouraged to analyse a specific topic in Southeast Asian politics and government and learn to develop a comparative understanding in several Southeast Asian states. For example, the topic of military rule in Southeast Asia can be understood in taking the case of Phillippines (Marcos), Indonesia (Soeharto) and Thailand (Surayudh). By taking a comparative methodology as approach to understand Southeast Asia, this class can analyse different kind of topics beyond nation-state boundaries. COURSE OBJECTIVES 1. Develop student’s understanding on Southeast Asia as a region 2. Understand diverse kind of issue in the region with a rigorous

comparative approach. 3. Encourage student to develop his/her research topic based on a

comparative politics understanding. COURSE DESCRIPTION Comparative method is defined as “one of the basic methods… of establishing general empirical propositions. It is, in the first place, defi-nitely a method, not just a convenient term vaguely symbolizing the focus of one's research interests” (Lijphart, 1971). Gabriel A. Almond added that comparative politics plays a significant role in defining political science and This class will employ comparative methodology as a basis in understanding issues in Southeast Asia. There will be three phases of doing comparative analysis: Firstly, taking a broad topic in Southeast Asian politics, that emerged from national-level case study. Secondly, categorises the issue in

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three conceptual frameworks that has been discussed beforehand: (1) state-building; (2) nation-building; and (3) political economy of development. Generalization in those basis will allow student to abstract the issue into a specific point of view. Thirdly, comparatively analyse the issue with other state’s experience in Southeast Asia. By doing so. This class will trace an issue in its local origin and formulate them as a specific point of view to understand Southeast Asia in a comparative perspective.

FURTHER READINGS Almond, Gabriel et.al. 2008. Comparative Politics Today, Stanford: Stanford University Press. Lijphart, Arendt. 1971. “Comparative Politics and The Comparative Method” The American Political Science Review, Vol. 65, No. 3 (Sep., 1971)

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Week 6 Transformation of Southeast Asia: After the

“Economic Miracle Credit : 3 SKS Duration : 120 minutes Methods : Class Discussion, Individual Assignment INTRODUCTION This session is aimed at understanding transformation of Southeast Asia in political economic development. The Asian crisis hit Southeast Asian states inj 1997-98, resulting in political changes in several states as well as democratisation processes. However, while important, explaining the crisis simply through economic actors is not sufficient. They left two important aspects which World Bank in its East Asian Miracle believed to be responsible for producing impressive economic performance untouched: the well functioning public institutions and governance. How could the previously well functioning public institutions and governance suddently become powerless and dysfunctioning? This basic question undoubtedly will lead us to more detail investigation into non economic aspects, i.e. politics. For that purpose, three questions are worth pursuing.

1. What is the nature of interaction between politics and economy in Southeast Asian countries?

2. How did different form of politics and governance affect the way in which Southeast Asian countries response to the crisis?

3. How did the crisis change the governance in Southeast Asian countries?

COURSE OBJECTIVES 1. Understand the transformation of Southeast Asia after the “Asian

Crisis” 2. Comprehend the nature of relations between state and the

economy and how it is transformed after the Crisis

COURSE DESCRIPTION Financial crisis that hit Southeast Asia constitutes an important milestone in the politics and governance in Southeast Asia. Until the crisis occurred in 1997, Southeast Asian countries have been part of what the World Bank report in 1993 called East Asian Miracle (World Bank 1993). The report clearly indicated the correlation between public policy and the miraculous economic growth in East Asia, inc. some countries in Southeast Asia. The correlation between economic growth and heavy involvement in the economy constitutes unorthodox policies. In contrast to the orthodox policies that the World Bank advocated, the unorthodox policies reflect heavy involvement of the government in the economy. The publication of the East Asian Miracle, many viewed, sit uncomfortably with the World Bank Position. The fact that

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the adoption of unorthodox policies have resulted in dramatic improvements of the life of the people in Hong Kong, Indonesia, Japan, Malaysia, the Republic of Korea, Singapore, Taiwan, and Thailand seems to force World Bank to readjust its confidence in the economic orthodoxy that the Bank has been advocating. The East Asian Miracle seems to indicate the conviction and the recognition of the World Bank that governance worked perfectly well in those economies. However, financial meltdown and severe economic crisis that followed in 1998 have proven that such conviction simply unatenable. The well functioning governance especially in the case of Southeast Asian countries has as a matter of fact exaggerated. The economic crisis uncovered serious problems underlying the nature of governance in Southeast Asia, or East Asia more generally. With few exception many analyses of the Asian financial crises tended to focus on the economic aspects. Within this framework, it is very common to understand the crises from two dominant views. Many believe that Asian financial crisis was caused mainly, although not exclusively, by the overvaluation of the currencies as a result of the heavily managed exchange rate. The policy of managing exchange rate led to the tendency of risk taking as investors perceived it as guarantee. Many other believe that the cause of crisis was external to the government policy. The crisis was caused by external factors such as speculative attacks as well as the feeling of insecurity among the investors. There are three variables embedded in this crisis, that is important to be unpacked in order to understand the failure of “Economic Miracle thesis: 1. The Nature of Interaction between Politics and Economy in

Southeast Asia Many believe that strong state, if not authoritarian, played important role

in achieving high level economic growth, as the government can make decisive action easier than weak or democratic government. This belief, however, has been proven to be wrong. Indonesia has been the longest to suffer from the crisis, despite the fact that Indonesia under Soeharto was one of the most authoritarian in Southeast Asia.

2. Southeast Asian States’ Responses to the Crisis

Analysts tend to exaggerate the signifiance of change following economic crisis in Soutehast Asia. No doubt economic crisis has led to a dramatic change in the form of the fall of Soeharto and the transformation of Indonesian politics towards democracy. No such dramatic change took place in other countries. The demand for reform did not lead to a significant chance in Malaysia. In other Southeast Asian countries politics become business as usual. More importantly, beyond the macro level, it is interesting to look at the possible change or continuity in the connection between politics and economy and investigate whether or not such concepts and keywords (point 1

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above) are still relevant in understanding Southeast Asian countries today, more than ten yeasr after economic crisis hit the region. 3. The Changing Discourse of Governance in Southeast Asia The close connection between state and the market or government and businesses are an important area of research which has produced a lot of works, concepts and case studies. Ersatz capitalism, crony capitalism, developmental state, rent seeking, corruption, nepotism and cronyism are among the concepts or keywords which can be of significance in understanding the nature of interaction between politics and economy in Soutehast Asian countries. FURTHER READINGS Berger, Mark B. 2004. The Battle for Asia (B) McGregor, Andrew. 2008. Southeast Asian Development (Mc)

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Week 7 Transformation of Southeast Asia:

The Third Wave of Democratization Credit : 3 SKS Duration : 120 minutes Methods : Lecture, Q&A, Class Discussion INTRODUCTION This session will understand the process of democratization in Southeast Asia that takes part in the 1990s, following the Asian crisis and economic changes surrounding the crisis. The course structure will be also incorporating the study on Southeast Asian civil societies to address the role of culture and greater participation of Southeast Asian people in developing their political life. Transition approach understand democratization in Southeast Asia as a result of political processes and emergence of Civil Society as a modernizer agent that overthrow authoritarian regime. Within this perspective, democratization is understood as an institutional arrangement of arriving at political decisions in which individuals acquire the power to decide by means of competitive struggle for the people’s vote. It involves three important variables, namely (1) political participation; (2) democratic contestation; and (3) the role of Civil society. In Southeast Asian context, there are Societal pre-conditions or requirements for democracy, namely the engagement of civil society in bringing the idea of democracy in the political field. However, although the number and type of civil socities are growing in SEA. This growth did not necessarily translate into democratization process. In some cases there is a paradox that the emergence of NGOs and pressure groups led to the rise of another authoritarian regime instead of bringing democracy (ie. Thailand, Phillippines). It is important, therefore, to understand democratization in Southeast Asia with a particular focus on the civil society. COURSE OBJECTIVES 1. Understand the process of democratization in Southeast Asia 2. Understand the role of civil society in the democratization process COURSE DESCRIPTION Democratic Transition Mainstream modernization theory largely claims that economic development (middle class), would usher the democratization process. Yet in SEA civil society is more vibrant with regards to other factors (regime transformation, religion, information tech. ect.). However, major transformation open the possibility of civil society for students, womens, human rights, consumer. It is also critical to sustain freedom

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In terms of democratic transition, Huntington provides three features of democratic transitions, namely:

Transformation occurred when the elites in power took the lead in bringing about democratic transition. (top-down)

Replacement occurred when opposition groups took the lead in bringing about democratic transition, and the old regime collapsed or was overthrown. (bottom-up)

Transplacement occurred when democratic transition resulted largely from joint action by elites in power and opposition elites. (Huntington, p. 114)

Transformation is a Regime-led reform,” “regime-initiated liberalization,” or “change from above” are all the terms to describe the central feature of this mode of transition. In transformations: the government is stronger than opposition and has the power and

capacity to move their countries toward democracy; the relative power of reformers is stronger than that of standpatters in

order for the transformation to occur; and those in power are willing to take the lead and play the decisive role in

ending that regime and changing it into a democratic system. Spain, Brazil, Taiwan, USSR, Hungary, and Bulgaria are all the typical cases of “change from above” – “regime-led” transformation.

On the other side, replacement is “Opposition-led overthrow” or “change from below” are often the terms to describe the central feature of this mode of transition. In replacements:

reformers within the regime are weak or nonexistent while standpatters are dominant in government and strongly opposed to regime change;

since the possibility of initiating reform from above was almost totally absent, democratic transition consequently resulted from the opposition gaining strength and the government losing strength until the government collapsed or was overthrown;

the involvement and support from public masses is another necessary condition for the transition;

the unwillingness of the military to defend the old regime is crucial in ending the old regime. Only a few cases of replacements or “change from below” are available by 1990: Portugal, Greece, Argentina, Philippines, Romania, and East Germany.

Last but not least, transplacement is a “Pact,” “negotiated transition” or “compromise” are often the terms to describe the central feature of this mode of transition. Democratic transition is produced by the combined actions of government and opposition. In transplacement:

Within the government the balance of power between standpatters and reformers is such that the government is willing to negotiate a change of regime, but unwilling to initiate a change of regime – usually

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it has to be pushed and pulled into formal or informal negotiations with the opposition.

Within the opposition democratic moderates are strong enough to prevail over revolutionary radicals or extremists, but they are not strong enough to overthrow the government.

Both government and opposition must recognize their incapability of unilaterally determine the future and see virtues in negotiation.

The incumbents or the ruling elites must be able to see their interests protected and secured in the foreseeable regime change, at least not threatened by the change of regime, and thus willing to negotiate with the opposition and take such a strategic choice.

The government must recognize that the costs of constant suppression, nontolerance, and nonnegotiation are too high or unbearable in terms of increased repression leading to further alienation of social groups from the government, intensified conflicts within the ruling coalition leading to self-destruction, increased possibility of a hard-line takeover of the government, and significant losses in international legitimacy.

The political process leading to transplacement was thus often marked by a hauling back and forth of strikes, protests, and demonstrations, on the one hand, and repression, police violence, martial laws, on the other. Cycles of protests and repression eventually led to negotiated agreements between government and opposition in all cases such as Poland, Czechoslovakia, Mongolia, Nicaragua, Uruguay, Bolivia, Honduras, El Salvador, Korea, and South Africa

Civil Society in Southeast Asia Two Major Views Civil society in the context of “conflict” in Europe; civil society emerge as

the response to totalitarian regime ▪ Hegelian philosophy of right civil society as the realm between

private and public; bridge of private interest to the general will/state bureaucracy; empowering individual and disadvantage groups

Civil society in the context of “social capital” US. ▪ Connection between association and democracy ▪ Tocqueville civil society support general habits of acting together in

the affairs of daily life; ▪ Putnam civil society as the means where social capital is generated

and developed: trust, reciprocity, networks. ▪ Sceptical on the advocacy of interest group corrode social capital

Civil society as organ in the middle of “private-public” sphere only existed in pre-colonial era.

Institutionalization of the colonial administrative led to the indigenous political structures; defined demarcation public-privat sphere.

The development of class-based organization is circumscribed by primordial issue.

Etno-nationalism: Western liberal democracy is not appropriate Depolitized civil society in-post colonial period

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Military-backed regime; civil society is percieved as a threat Asian values

FURTHER READINGS Gungwu. Wang (ed.). 2005. Nation-Building: Five Southeast Asian Histories. Singapore: ISEAS. Nicholas Tarling, Southeast Asia: A Modern History, Oxford: Oxford University Press, 2001, Part 1.

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Week 8, 9, 10 Country-in-Focus

Credit : 3 SKS Duration : 120 minutes Methods : Student Individual Presentation, Class Discussion INTRODUCTION Southeast Asia consists of ten countries with unique characteristics. Each country has undergone different experiences in building national identity as well as managing politics and economy. To further understand the specific process, it is important to take a deeper look at the “micro-level” experiences in particular country, and comparatively analysed along with other countries’ experiences. By doing so, this class can understand a specific issue in a Southeast Asian perspective. Unlike the other sessions, which only involves lecturer’s presentation and question and answer, this session will involve student to conduct a brief analysis on a particular country. The class will be divided into several groups depends on the number of students, and in the group student will be tasked to analyse a specific country in Southeast Asia except Indonesia. COURSE OBJECTIVE

1. Understand particular issue in Southeast Asian countries 2. Develop student’s analytical knowledge to understand a country and

compare it to other countries. 3. Make sense of each state-building, nation-building, and political

economy of development processes. COURSE DESCRIPTION This session aims to facilitating students to specifically learn one country with one conceptual framework that has been described in previous meetings: (1) State-Building; (2) Nation-Building; (3) Political Economy of Development. Each Participant shall choose one of the Southeast Asian States as a case study and analyze it through one of the provided conceptual frameworks In analyzing the political developments of the selected countries, each participant is requested to explain it clearly via a specifict case/aspect (eg. Thailand’s nation-building via its education system). At these three sessions, students will discuss their findings and a comparison with other states will be concluded by Lecturer. Student is expected to write a brief (500-1000 words) description of nation-building, state-building, or political economy development processes in the country that they are tasked to analyze. Their descriptions will be discussed in the class and other students will be expected to make a comment/question

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regarding their presentations. Lecturer will conclude student’s presentations and provide a more comprehensive understanding on Southeast Asia. There are country-in-focus sessions in this class. The first session (Week 8) will discuss state-building processes, the second session (week 9) will discuss nation-building dynamics, and the third session (week 10) will discuss political economy of development in each states.

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Week 11, 12, 13 Independent Research

Credit : 3 SKS Duration : 120 minutes Methods : online class, tutorial This course will be conducted by student with independent research. Class participants will be grouped and required to conduct a group research in comparing two Southeast Asian countries as a case study (using the provided conceptual frameworks), trough the following steps: 1. Week XI: background and research question formulation (500 words) 2. Week XII: Finding discussion (1000 words) 3. Week XIII: Analysis (1000 words) In each meeting, the group discussions will be led by guided questions. Tutor will be responsible to guide students with specific questions and, if necessary, guide students in conducting their research. A tutorial meeting will be organized to help students in conducting their research projects, so that students will not be confused in these sessions. COURSE OBJECTIVES 1. Comprehend basic arguments, thesis, and prescription of the

perspectives in particular issue in Southeast Asia; 2. Train to utilize particular perspective in investigating regional political

issue; 3. Sytematically analyse and compose an academic essay. COURSE DESCRIPTION All materials and discussion will be appeared at online class (elisa) provided by UGM. Tutor will be responsible in managing the discussion. FURTHER READINGS Hewison, Kevin et. al. (eds.). 1993. Southeast Asia in the 1990s (H) Neher and Marlay. 1995. Democracy and Development in Southeast Asia (N&M) Neher, Clark D and Robert Daylay. 1994. Southeast Asia in the New International Era (N) Rodan, Garry et. Al. (eds.). 1997. The Political Economy of Southeast Asia (R)

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Week 14 Class Seminar

Credit : 3 SKS Duration : 120 minutes Methods : Student’s Presentation, Class Discussion

INTRODUCTION This course will be conducted by class presentation and workshop. The class is divided into certain groups representing different perspectives for discussing the issue. Each group shall present their final reseach result. Representative of the groups present their discussion results and discuss before the class. There are two phase of this course. First, presentation of the group representative. Second, students will discuss the result of the group discussion, and conversation among different perspective takes place. CLASS OBJECTIVES 1. Comprehend basic arguments and analysis of the issue consistent with

particular lenses; 2. Train to utilize particular perspective in investigating global political

issue;