INCORPORATING SOUTHEAST ASIA INTO
THE WORLD HISTORY CURRICULUM: WHY
AND HOW?
DR. JIM HASTINGS
WINGATE UNIVERSITY
CULTURAL
ILLITERACY?
What is “wrong” with this
scene from Pirates of the
Caribbean III?
NO CONCEPT
Here, Chow Yun Fat
welcomes Caribbean pirates
fleeing the soldiers of the
English East India Company
to Singapore……in the 18th
century!
How many American
students know that
Singapore was founded in
1819?
How many only know about
it from this film?
So the “problem” is not
just lack of information,
but it also concerns why
that
information/knowledge is
not being imparted in
college classrooms.
OUTLINE
The problem: Why is SE Asia often marginalized in the world
history curriculum?
Why should SE Asia be included and what should be
emphasized?
Classical civilizations of SE Asia and their significance in the
study of world history.
SE Asia and world religions
SE Asia and seagoing trade: role and contributions.
SE Asia and the study of colonial imperialism
Conclusion
WHY IS SE ASIA
MARGINALIZED?
I. The “Indochina” problem
Is Southeast Asia “something more than just a geographical
space between India and China”?
- O.W. Wolters
For many, the answer is “No”
II. Complex historiography
“…precolonial Southeast Asian historiography was
desperately chaotic and difficult to penetrate.”
– Victor Lieberman
III. Relatively little has been written about the region as a
whole compared with other regions
ON THE MARGINS
It’s a vicious circle:
In world/global history courses, for the reasons mentioned,
SE Asia is often passed over cursorily
Therefore, most future history professors do not learn much
about SE Asia (unless that is their focus)
Most world history professors are self-taught when it comes
to regions beyond the scope of their training
Therefore, SE Asia (along with sub-Saharan Africa, preColumbian America, and Polynesia) is considered
expendable in the interest of time
It seems easier to focus on the “important” regions: India
and China
CHANGING HISTORICAL PERSPECTIVES
COMPLICATE THE STUDY OF SE ASIA
I.
Eurocentric, colonial, “externalist” historical perspective
until WW II
II.
“Indigenous” perspective, especially since 1960s to late
1980s, focusing on local, autonomous histories
III.
Age of Commerce (Anthony Reid) thesis, 1988
IV.
Comparative, global perspectives (Lieberman, 2003)
Victor Lieberman offers this overview of the changing
historiography of SE Asia
Textbooks often have outdated historiography, so even
those who want to learn more about SE Asia find it daunting.
SO WHY INCLUDE SOUTHEAST ASIA IN A WORLD
HISTORY SURVEY?
I. Though SE Asian
civilizations are considered
“third wave”, they are still
impressive in terms of scale.
In discussing classical
civilizations, Pagan and
Angkor should be included.
SO WHY INCLUDE SOUTHEAST ASIA IN A WORLD
HISTORY SURVEY?
II. SE Asia and world
religions
Most of the major world
religions took root in SE
Asia, making it perfect for
comparing patterns of
syncretism, indigenization,
and conversion.
Hinduism, Buddhism,
Confucianism, Daoism,
Christianity and Islam are all
imported religions that have
become localized.
SO WHY INCLUDE SOUTHEAST ASIA IN A WORLD
HISTORY SURVEY?
III. SE Asia and seagoing
trade: role and
contributions.
SE Asia was formed by its
maritime culture and its
contact with other
civilizations. It was the
destination of Chinese,
Indian, Arab, Persian and
European traders who
wanted its spices and other
commodities. It was at the
forefront of early
globalization.
Any discussion of
globalization should include
SE Asian entrepôts such as
Melaka.
SO WHY INCLUDE SOUTHEAST ASIA IN A WORLD
HISTORY SURVEY?
IV. SE Asia and the study of
colonial imperialism
SE Asia was colonized by
the Spanish, Portuguese,
French, Dutch, British and
Americans. It thus makes a
good region for the
comparative study of
colonialisms.
AMERICAN
IMPERIALISM
In particular, American
imperialism in the
Philippines should be
included in any module on
colonialism.
American students are often
shocked to learn the US was
indeed an imperialist
country.
Such a module should
include Kipling’s famous
poem on the topic (a
warning to the American
public), “The White Man’s
Burden” which has been
interpreted as both pro- and
anti-imperialism
COLONIAL ATTITUDES
Students are often shocked by literary excerpts that depict
the racist attitudes that characterized much of the colonial
culture.
“‘Good God, what are we supposed to be doing in this
country? If we aren't going to rule, why the devil don't we
clear out? Here we are, supposed to be governing a set of
damn black swine who've been slaves since the beginning of
history, and instead of ruling them in the only way they
understand, we go and treat them as equals.’”
…George Orwell, Burmese Days (1934)
CIVILIZING MISSIONS
A study of the arguments in the US over whether or not to
become an imperial power can be eye-opening.
“We are dealing with Orientals. We are dealing with Orientals
who are Malays…What alchemy will change the Oriental
quality of their blood and set the self-governing currents of
the American pouring through their Malay veins?”
-- Senator Albert Beveridge speaking in Congress in 1900 in
support of an American empire
CONCLUSION
In short, for a variety of reasons, SE Asia tends to be
marginalized in the US world history/world
civilizations/global history curriculum.
Sometimes the textbooks deliberately do so, lumping it in
with South Asia.
More often, professors pass over it due to their own
unfamiliarity, the perception that it is “just a geographical
space between India and China,” and that it is too
complicated.
The question then is: How to make the history and cultures
of Southeast Asia more vital and more accessible to both
professors and students?