CULTURAL STUDIES OF EAST ASIA (JAPAN)

The course contributes to the learning objectives of the LICAAM and ACEL degree programmes in the area of cultural and humanistic competences.
Its main objectives are: to introduce the key concepts of critical theory on identity and alterity, culture and power (Cultural Studies, Critical Race Studies, Intercultural Studies, Postcolonial/Decolonial Studies); to provide interpretive tools for a critical, intersectional and inclusive understanding of representations of people, cultures and societies of Japanese or East Asian origin from a global perspective, with particular attention to the Italian context; to train students in academic research and presentation, both oral and written; and to provide a method of analysis that remains usable after the exam: asking of any representation who produces it, with which codes and for which audience, what effects it has on those represented, and what it says about those who produce it.

Knowledge and understanding:
- to know and understand main aspects of issues related to the construction of 'Japanese' or 'East Asian' alterity in Italian, Euro-american and global contexts
- to know and understand concepts and tools from the fields of cultural studies and postcolonial studies within an inter-disciplinary perspective
- to critically link the topics of the course to knowledge and understanding of Japanese or East Asian contexts, that may have already been studied in other teachings from different points of view (e.g. historical, artistic, religious, etc.)

Applying knowledge and understanding:
- to analyze and interpret literary topics of the course by employing concepts from the fields of cultural and postcolonial studies
- to apply concepts of critical theory within an interdisciplinary, decolonial and inclusive perspective

Making judgements:
- to produce critical judgments on cultural and social issues that are part of the program by using informed and solid arguments
- to subject various types of sources (statistic, academic, alternative) to critical examination within a comparative, trans-cultural and global prespective
- to refine the capacity to criticize essentialist and stereotypical discourses on "Japanese culture/society", "East Asian culture/society" or on "Japanese", "Chinese", "Koreans", etc.

Communication:
- to express and elaborate the contents of the program in written form, in a synthetic and effective way, without depending on automatic, schematic and mnemonic study.

Lifelong learning skills:
- to know how to take notes in an effective way
- to know how to critically integrate the study of different materials (notes, slides, manuals, academic articles, alternative sources)
- to be able to independently study materials and topics not covered during the lectures
- to refine the ability to study materials in English
- to refine the ability to use the online teaching platform

At least an intermediate level of English (B2) is essential in order to study the set texts. No specific competence in Japanese is required: the consultation of sources in Japanese is guided and is not subject to linguistic assessment.

Stereotypes on 'Orientals' (East or South-East Asians) in Italy:

1. Introduction to key concepts of critical theory (Cultural Studies, Postcolonial/Decolonial Studies, Intercultural Studies).
2. Introduction to concepts of race/ethnicity and whiteness/yellowness (Critical Race Studies).
3. Discussion of representations, discourses, practices and effects related to the 'Orient/Asia' and 'Orientals/Asians, 'Japan' and 'the Japanese' in global, euro-american and Italian contexts (Asian/Japanese/Italian Cultural Studies).
4. Group research, analysis and oral presentation; individual research, analysis and written paper.

Compulsory reading, identical for attending and non-attending students: twelve texts, one per week, all available on Moodle. The calendar matching each text to the class in which it is used is published on Moodle.
1. Lyne, Sandra (2002), "Consuming Madame Chrysanthème: Loti's 'dolls' to Shanghai Baby", Intersections: Gender, History and Culture in the Asian Context, 8 (online).
2. Matsukawa, Yuko (2019), "Cross-dressing as Whitewashing: The Kimono Wednesdays Protests and the Erasure of Asian/American Bodies", Inter-Asia Cultural Studies, 20(4), pp. 582-595.
3. Kubota, Ryuko (2014), "The Multi/Plural Turn, Postcolonial Theory, and Neoliberal Multiculturalism: Complicities and Implications for Applied Linguistics", Applied Linguistics, 37(4), pp. 474-494.
4. Tai, Eika (2003), "Rethinking Culture, National Culture, and Japanese Culture", Japanese Language and Literature, 37(1), pp. 1-26.
5. Rots, Aike P. (2023), "Beyond Methodological Nationalism: Three Directions for Japanese Studies", The Copenhagen Journal of Asian Studies, 41(1), pp. 9-35.
6. Miyake, Toshio (2014), "Occidentalismo, orientalismo, auto-orientalismo, doppio orientalismo del Giappone", in T. Miyake, Mostri del Giappone. Narrative, figure, egemonie della dis-locazione identitaria, Venice: Edizioni Ca' Foscari, pp. 31-37, 120-130.
7. Kowner, Rotem (2012), "Between Contempt and Fear: Western Racial Constructions of East Asians since 1800", in R. Kowner, W. Demel (eds.), Race and Racism in Modern East Asia: Western and Eastern Constructions, Leiden-Boston: Brill, pp. 87-125.
8. Frankenberg, Ruth (2001), "The Mirage of an Unmarked Whiteness", in B. Brander Rasmussen, E. Klinenberg, I. J. Nexica, M. Wray (eds.), The Making and Unmaking of Whiteness, Durham: Duke University Press, pp. 72-96.
9. Miyake, Toshio (2018), "Il Giappone made in Italy. Civiltà, nazione, razza nell'orientalismo italiano", in Orizzonti giapponesi: ricerche, idee, prospettive, Rome: Aracne, pp. 607-627.
10. Brigadoi Cologna, Daniele (2021), "La sinofobia in Occidente e le sue declinazioni italiane", in A. Frisina, F. G. Farina, A. Surian (eds.), Antirazzismo e scuole. Volume 1, Padua: Padova University Press, pp. 137-154 (open access).
11. Miyake, Toshio (2021), "'Cin ciun cian' (ching chong): Yellowness and Neo-orientalism in Italy at the Time of COVID-19", Philosophy and Social Criticism, 47(4), pp. 486-511.
12. Frisina, Annalisa; Giuliani, Gaia (2016), "De-razzializzare l'italianità. Postcolonialismo, prospettiva storico-culturale e analisi del discorso visuale", in A. Frisina (ed.), Metodi visuali di ricerca sociale, Bologna: il Mulino, pp. 53-82.

Recommended introductory reading: the Wikipedia entry "Stereotypes of East and Southeast Asians in the United States" (online), to be read as material for analysis, not as a source.
The lecture slides, the audiovisual materials and the archive records published on Moodle are an integral part of the syllabus. Further materials (Italian primary sources, articles, videos, sources in Japanese and other East Asian languages) may be provided during the course.

Attendees:
- 3 reports during the course on the contents discussed in class and on the assigned readings (50% final grade)
- group presentation (50% final grade)
- optional: individual essay (up to 3 additional points)


Non-attendees:
- individual essay (50% final grade)
- oral test on the assigned readings (50% final grade) and discussion of the individual essay

For further details on how to write the essay, please refer to Moodle: "Indicazioni generali per la stesura della tesina (Miyake)"
English language can be used both for the discussion and the individual essay.

written and oral

The instructor is responsible for ensuring the authenticity and originality of all examinations and coursework. In cases of suspected academic misconduct, an additional on-site assessment may be required during the exams, which may differ from the standard format.

A. Marks in the 18-22 range will be awarded for: sufficient knowledge and applied understanding of the syllabus; the ability to recognise and describe a representation, with an analysis that remains generic or valid for any Euro-American context; limited ability to analyse and interpret the set texts and the themes of the classes; sufficient communication skills, especially in the use of the specific vocabulary.
B. Marks in the 23-26 range will be awarded for: fair knowledge and applied understanding of the syllabus; the ability to reconstruct who produces a representation, with which codes and for which audience, with at least one element specific to the Italian context; fair ability to analyse and interpret the set texts and the themes of the classes; declared and verified use of sources and tools; fair communication skills.
C. Marks in the 27-30 range will be awarded for: good or excellent knowledge and applied understanding of the syllabus; relational analysis, able to compare the racialisation of different 'Asian-nesses' and to identify the historical and socio-cultural specificities of the Italian context; critical and motivated use of sources and tools, artificial intelligence included, discussed within their limits; precise references to the set texts; fully appropriate communication skills, especially in the use of the specific vocabulary.
D. Honours (lode) will be awarded for excellent knowledge and applied understanding, excellent independence of judgement, reflexivity about one's own positionality and excellent communication skills.

Lecture/seminar.
Attendance at each class meeting is expected. Students will be required to complete the assigned readings before coming to class, to present them and to participate actively in discussions.

The syllabus is still provisional and may be subject to some changes.
Students with disabilities or specific learning disorders are invited to contact the lecturer and the relevant University office at the beginning of the course, in order to agree on compensatory tools and additional time, in particular for the handwritten tests.
The slides, the archive records and the other materials published on Moodle are an integral part of the syllabus.

This subject deals with topics related to the macro-area "Poverty and inequalities" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development