Outline

Overview

This unit examines the history of Indonesia, the world's fourth most populous country, emphasizing the interaction between Islam, nationalism and democracy. The unit traces these forces impact on the formation of modern Indonesia from the late nineteenth century, highlighting the experience and legacy of colonialism, the independence struggle, and the rise and fall of military rule. Particular attention is given to changing notions of national identity, debates about the place of Islam in the polity and authoritarianism and democratisation.

Unit details and rules

Academic unit	Asian Studies
Credit points	6
Prerequisites ?	12 Junior credit points in units of study listed in Table A
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Adrian Vickers, adrian.vickers@sydney.edu.au

Type	Description	Weight	Due	Length
Participation	Tutorial participation Contributions to tutorials via chat and discussions	10%	Ongoing	n/a
Outcomes assessed:
Assignment	Take-home assessment task Mini-essays assessing knowledge of content and analysis of sources	45%	Week 13 Due date: 03 Nov 2023 at 23:59	2000 words
Outcomes assessed:
Assignment	Research essay Students design their own essay topic and then research it	45%	Week 13 Due date: 30 Oct 2023 at 23:59	2000 words + 500 word proposal
Outcomes assessed:
= hurdle task ?

Assessment summary

*Research essay: after submitting an essay proposal of 500 words to design their own essay topic in week 7, students research and write the essay of 2,000 words.

*Take-home exam: mini-essays on topics provided, 2,000 words.

*Tutorial participation: contributions to class discussions via chat and orally.

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates a high level of understanding of content combined with strong analytical ability, especially an ability to construct original arguments from evidence.
Distinction	75 - 84	Demonstrates good understanding of content combined with good analytical ability, especially an ability to construct sound arguments from evidence.
Credit	65 - 74	Demonstrates understanding of content combined with analytical ability, especially an ability to construct arguments from evidence.
Pass	50 - 64	Demonstrates basic understanding of content and ability to construct an analytical argument.聽
Fail	0 - 49	When you don鈥檛 meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The Assessment Procedures 2011 provide that any written work submitted after 11:59pm on the due date will be penalised by 5% of the maximum awardable mark for each calendar day after the due date. If the assessment is submitted more than ten calendar days late, a mark of zero will be awarded. However, a unit of study may prohibit late submission or exclude late penalties only if expressly stated below.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the .

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the .

Outside assessment tasks, generative AI tools may be used to support your learning. The contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a聽simple extension.鈥� The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for聽special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,聽聽includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	History, Heritage and Memory	Lecture (2 hr)
Week 02	How Indonesians Write Their History	Lecture (2 hr)
Week 02	The politics of history	Tutorial (1 hr)
Week 03	Dutch colonialism in Indonesia	Lecture (2 hr)
Week 03	Understanding the Netherlands East Indies	Tutorial (1 hr)
Week 04	Disaster in Indonesian history	Lecture (2 hr)
Week 04	The Influenza Pandemic	Tutorial (1 hr)
Week 05	Nationalism in Indonesia	Lecture (2 hr)
Week 05	The plural nation	Tutorial (1 hr)
Week 06	From the Japanese Period to the Revolution	Lecture (2 hr)
Week 06	Participation in the Revolution	Tutorial (1 hr)
Week 07	The New Nation	Lecture (2 hr)
Week 07	Region and state in the 1950s	Tutorial (1 hr)
Week 08	Guided Democracy	Lecture (2 hr)
Week 08	Communism in Indonesia	Tutorial (1 hr)
Week 09	The Killings and the rise of the New Order	Lecture (2 hr)
Week 09	State and society in the 1970s	Tutorial (1 hr)
Week 10	Islam and politics in the New Order	Lecture (2 hr)
Week 10	Islam and the Indonesian state	Tutorial (2 hr)
Week 11	The end of the New Order	Lecture (2 hr)
Week 11	Conflict and transition	Tutorial (1 hr)
Week 12	National unity in Indonesia	Lecture (2 hr)
Week 12	Indonesia and Papua	Tutorial (1 hr)
Week 13	Evaluating Indonesian history	Lecture (2 hr)
Week 13	Closing discussion	Tutorial (1 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The two background texts outlining major developments in Indonesia are:

Vickers, Adrian, A History of Modern Indonesia (Cambridge: Cambridge University Press, 2013) [available in electronic format through the Fisher library website]

Ricklefs, M.C., A History of Modern Indonesia (London: Macmillan, 1981 and 1993).

Week 1

Leg锚ne, Susan and Henk Schulte Nordholt, 鈥業ntroduction: Imagining Heritage and Heritage as Imagined History鈥� in Leg锚ne, Susan et al., Sites, Bodies and Stories (Singapore: NUS Press, 2015), pp. 1-30.

Week 2

Asvi Warman Adam, 鈥楬istory, Nationalism, and Power鈥�, in Vedi R. Hadiz and Daniel Dhakidae (eds), Social Science and Power in Indonesia, pp. 247鈥�274 (Jakarta/Singapore, Equinox/ISEAS, 2005).

Week 3

Taylor, Jean Gelman, 鈥楳any Kingdoms, One Colony鈥�, in Indonesia: Peoples and Histories (New Haven: Yale University Press, 2003), pp. 238-278.

Excerpt from Max Havelaar, by Multatuli, in Tineke Hellwig and Eric Tagliacozzo (eds.), The Indonesia Reader: History, Culture and Politics, (Durham: Duke University Press, 2009), pp. 128-132.

Vickers, Adrian, 鈥楥hapter 1, Our colonial soil鈥� in A History of Modern Indonesia, (Cambridge: Cambridge University Press, 2013), pp. 9- 33.

Week 4

Sandick R.A. van, 鈥楾he Eruption of Krakatoa鈥�, in Tineke Hellwig and Eric Tagliacozzo (eds.), The Indonesia Reader: History, Culture and Politics, (Durham: Duke University Press, 2009), pp. 252鈥�255.

Kartodirdjo, Sartono, 鈥楾he Religious Revival鈥�, chapter V of The Peasants鈥� Revolt of Banten in 1888. The Hague: Nijhoff, 1966.

Brown, Colin, 鈥淭he Influenza Pandemic of 1918 in Indonesia,鈥� in Death and Disease in Southeast Asia: Explorations in Social, Medical and Demographic History, ed. Norman G. Owen (Oxford: Oxford University Press, 1987), pp. 235鈥�56.

Week 5

Elson, R. E., 鈥楥onstructing the nation: Ethnicity, race, modernity and citizenship in early Indonesian thought鈥�, Asian Ethnicity, 6, 3, (2005), pp. 145-60.

Foulcher, Keith, 鈥楽umpah Pemuda: The Making and Meaning of a Symbol of Indonesian Nationhood鈥�, Asian Studies Review, 24, 3 (2000), pp. 377-410.

Sukarno, 鈥楴ationalism, Islam and Marxism (1926)鈥�, in Herbert Feith and Lance Castles (eds.), Indonesian Political Thinking 1945-65, (Ithaca: Cornell University, 1970), pp. 357-361.

Sukarno, 鈥楾he Pantja Sila (1945)鈥�, in Herbert Feith and Lance Castles, eds., Indonesian Political Thinking 1945-65, (Ithaca: Cornell University, 1970), pp. 40-49;

Week 6

Anthony Reid, 鈥楩rom Briefcase to Samurai Sword鈥� in Alfred McCoy, Southeast Asia Under Japanese occupation, (Newhaven: Yale, 1980), pp.16-32.

Idrus, Surabaja, a translation, Benedict R. O'G. Anderson and S. U. Nababan (trans.), Indonesia, 5 (April 1968), pp.1-28.

Frederick, William H., 鈥楾he Appearance of Revolution: Cloth, Uniform and the Pemuda Style in East Java, 1945-1949鈥�, in Henk Schulte Nordholt (ed.), Outward Appearances (Leiden: KITLV, 1997), pp. 199-248.

Week 7

Schulte Nordholt, Henk, 鈥業ndonesia in the 1950s: Nation, modernity, and the post-colonial state鈥�, Bijdragen tot de Taal-, Land- en Volkenkunde 167, 4 (2011), pp. 386-404.

Lee C. 鈥楢t The Rendezvous Of Decolonization: The Final Communique of the Asian-African Conference, Bandung, Indonesia, 18-24 April 1955鈥�, Interventions - International Journal of Postcolonial Studies, 11 (2009), pp.81-91.

Prijono, 鈥楴ation Building and Education (1959)鈥�, in Herbert Feith and Lance Castles (eds.), Indonesian Political Thinking 1945-65, (Ithaca: Cornell University, 1970), pp. 327-328.

Velthoen, Esther, 鈥�Hutan and Kota: Contested Visions of the Nation-State in Southern Sulawesi in the 1950s鈥�, in Hannerman Samuel and Henk Schulte Nordholt, eds., Indonesia in Transition: Rethinking 鈥楥ivil Society鈥�, 鈥楻egion鈥�, and 鈥楥risis鈥� (Yogyakarta: Pustaka Pelajar, 2004).

Week 8

Soedjatmoko, 鈥楾he Indonesian Historian and His Time鈥�, in Soedjatmoko et al. (eds.), An Introduction to Indonesian Historiography, (Ithaca: Cornell University, 1965), pp. 404-415.

Alisjahbana, Sutan Takdir, 鈥楽ukarno 鈥� Promoter and Impediment鈥�, in Indonesia: Social and Cultural Revolution, (1966), pp. 137-177.

Ruth McVey, 鈥楾eaching Modernity: The PKI as an Educational Institution鈥�, Indonesia 50 (1990), pp. 5-28.

Week 9

Cribb, Robert, 鈥楿nresolved Problems in the Indonesian Killings of 1965鈥�1966,鈥� Asian Survey, 41, 4 (2002), pp. 550-581.

Wanandi, Jusuf, 鈥楥hapter 3: the New Order鈥� in Shades of Grey: A Political Memoir of Modern Indonesia, (Equinox, 2012), pp. 84-90; 96-109.

David Bourchier, 鈥楥rime, law and state authority in Indonesia鈥�, in Arief Budiman (ed.), State and Civil Society in Indonesia, Monash Papers on Southeast Asia no. 22聽(Clayton, Vic: Monash University Press, 1990), pp. 177-212.

Lestari, 鈥楳y Ideals for My Country鈥�, in Putu Oka Sukanta, Breaking the Silence, (Clayton, Vic.: Monash University Press, 2014).

Week 10

Hefner, Robert W., 鈥楢mbivalent Alliances: Religion and Politics in the Early New Order鈥�, Chapter 4 of Civil Islam: Muslims and Democratization in Indonesia (Princeton and Oxford: Princeton University Press, 2000).

TAPOL, the Indonesia Human Rights Campaign, 鈥楢ppendices I-IV鈥�, in Indonesia: Muslims on Trial (London: TAPOL, 1987).

Nadirsyah Hosen, 鈥楻eligion and the Indonesian Constitution: A Recent Debate鈥�, Journal of Southeast Asian Studies, 36, 3 (2005), pp. 419-440.

Week 11

Aspinall, Edward, 鈥楥hapter 3: The Fall of Suharto鈥�, in Opposing Suharto: Compromise, Resistance and Regime Change in Indonesia (Stanford: Stanford University Press, 2005), pp. 202-238.

Spyer, Patricia, 鈥楩ire without Smoke and Other Phantoms of Ambon鈥檚 Violence: Media Effects, Agency, and the Work of Imagination鈥�, Indonesia, 74, (October 2002), pp. 21-36.

Week 12

Aspinall, Edward & Mark T. Berger, 鈥楾he break-up of Indonesia? Nationalisms after decolonisation and the limits of the nation-state in post-cold war Southeast Asia鈥�, Third World Quarterly, 22, 6, (2001) pp. 1003-1024.

鈥楳ica Barreto Soares鈥� in Jude Conway (ed.), Step by step: women of East Timor, stories of resistance and survival, (Darwin, N.T.: Charles Darwin University Press, 2010), pp. 124-141.

Chauvel, Richard and Ikrar Nusa Bhakti, 鈥楾he Papua conflict: Jakarta鈥檚 perceptions and policies鈥�, (Policy Studies 5, Washington: East- West Centre, 2005).

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Demonstrate understanding of the structures of Indonesian history
LO2. Demonstrate ability to evaluate primary and secondary sources
LO3. Show appreciation of different perspectives on Indonesia and different ways of seeing the past
LO4. Show ability to research, synthesise and analyse a range of sources in order to produce informed arguments
LO5. Evaluate digital sources in researching and communicating concepts in Indonesian history.
LO6. Apply ethical standards to inquiry in Indonesian history particularly relating to decolonisation.

Graduate qualities

The graduate qualities are the qualities and skills that all 爆料王 graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit has been updated based on student feedback.

Disclaimer

Important: the 爆料王 regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .

爆料王

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

爆料王

ASNS2661: History of Modern Indonesia

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links