Culture

Stanford Humanities Center
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Stanford, CA 94305-4015

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Humanities and International Studies Fellow
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Boris Lanin has taught literature and rhetoric in Russia, UK, Japan, Hungary, and the USA. His current position is Head of Literature and Principal Research Professor at the Russian Academy of Education (Moscow).

Project Summary

Symbols of Power and Political Rhetoric in NIS: The Montage of Attractions in Totalitarian and Post-Soviet Culture examines semiological aspects of the project of political culture in the post-Soviet NIS. The study focuses on the emergence, character, and social functions of the symbolic and discursive polarization between new authorities and the populace, as reflected in public ceremonies, demonstrations, open public meetings, and spectacles.

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Gi-Wook Shin
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Koreans have developed a sense of nation based on shared blood and ancestry. The Korean nation was "racialized" through a belief in a common prehistoric origin, producing an intense sense of collective oneness. Ethnicity is generally regarded as a cultural phenomenon based on a common language and history, and race understood as a collectivity defined by innate and immutable phenotypic and genotypic characteristics.

But historically, Koreans have not differentiated between the two. Instead, race served as a marker that strengthened ethnic identity, which in turn was instrumental in defining the nation. Koreans thus believe that they all belong to a "unitary nation" (danil minjok), one that is ethnically homogeneous and racially distinctive.

Despite 1,000 years of political, linguistic, and geographic continuity - and contrary to popular belief - this sense of ethnic homogeneity took root only in the early 20th century.

Faced with imperialist encroachments, Koreans developed the notion of a unitary nation to show its autonomy and uniqueness. They stressed the ethnic base, rather than civic elements, in defining the Korean nation.

Shin Chae-ho, a leading nationalist, for instance, presented Korean history as one of the "ethnic nation" (minjoksa) and traced it to the mythical figure Dangun. According to him, the Korean people were descendants of Dangun Joseon, who merged with Buyo of Manchuria to form the Goguryeo people. This original blend, Shin contended, remained the ethnic or racial core of the Korean nation, a nation preserved through defense and warfare against outside forces. The nation was defined as "an organic body formed out of the spirit of a people ... descended through a single pure bloodline" that would last even after losing political sovereignty.

The need to assert the distinctiveness and purity of the Korean nation grew even more important under colonial rule, especially as Japan attempted to assimilate Koreans into their empire as "imperial subjects." The Japanese assimilation policy was based on colonial racism, which claimed that Koreans and Japanese were of common origin but the former always subordinate.

The theory was used to justify colonialist policies to replace Korean cultural traditions with Japanese ones in order to supposedly get rid of all distinctions and achieve equality between Koreans and inlanders. Colonial assimilation policy included changing Korean names into Japanese, exclusive use of Japanese language, school instruction in the Japanese ethical system, and Shinto worship.

Koreans resisted by asserting their unique and great national heritage. Yi Kwang-su, a key figure during colonial rule, claimed that "hyeoltong" (bloodline), "seonggyeok" (personality), and "munhwa" (culture) are three fundamental elements of a nation and that "Koreans are without a doubt a unitary nation (danil han minjok) in blood and culture." Such a view was widely accepted among Koreans: To impugn the natural and unique character of the Korean ethnic nation during colonial rule would have been tantamount to betraying Koreanness in the face of the imperial challenge of an alien ethnic nation. Japanese rule did not erase Koreans' national consciousness but rather reinforced their claim to a truly distinct and homogeneous ethnic identity.

After independence in 1945, and despite peninsular division into North and South, the unity of the Korean ethnic nation or race was largely taken for granted. Neither side disputed the ethnic homogeneity of the Korean nation, spanning thousands of years, based on a single bloodline of the great Han race. Instead, both sides contested for the sole representation of the ethnically homogeneous Korean nation. Even today, Koreans maintain a strong sense of ethnic homogeneity based on shared blood and ancestry, and nationalism continues to function as a key resource in Korean politics and foreign relations.

Ethnic national identity has been a crucial source of pride and inspiration for people during the turbulent years of Korea's transition to modernity that involved colonialism, territorial division, war, and authoritarian politics. It has also enhanced collective consciousness and internal solidarity against external threats and has served Korea's modernization project as an effective resource.

At the same time, such a blood-based ethnic national identity became a totalitarian force in politics, culture, and society. It came to override other competing identities and led to the poverty of modern thought, including liberalism, conservatism, and radicalism. It has hindered cultural and social diversity and tolerance in Korean society.

Ethnic nationalism will remain an important organizing principle of Korean society. We cannot ignore ethnic national identity or treat it as a mere myth or fantasy. But neither can we remain simply content with its current role.

Instead, it should be recognized that ethnic nationalism has become a considerable force in Korean society and politics and that it can be dangerous and oppressive when fused with racism and other essentialist ideologies. Koreans must thus strive to find ways to use ethnic nationalism constructively and mitigate its potential harmful effects.

In particular, Koreans must seriously consider the establishment of a democratic

institution that can contain the repressive, essentialist elements of nationalism.

The principle of bloodline or "jus sanguinis" still defines the notion of Korean nationhood and citizenship, which are often inseparable in the mind of Koreans. In its formative years Koreans developed the ethnic base of nation without a corresponding

attention to the political notion of citizenship.

After colonial rule, neither state paid adequate attention or made any serious effort to develop a more inclusive notion of citizenship. Social institutions that can address issues of discrimination against ethnic non-Koreans (for example, ethnic Chinese known as "hwagyo" in Korea) have been largely overlooked. The Korean nationality law is still based on jus sanguinis and legitimizes, consciously or unconsciously, ethnic discrimination against foreign migrant workers.

In this context, most Koreans have stronger attachment to "ethnic Koreans living in foreign countries" than to "ethnic non-Koreans living in Korea." It is also much easier for a Korean-American who supposedly has "Korean blood" to "recover" Korean citizenship than for an Indonesian migrant worker living in Korea to obtain Korean citizenship. This is true even if the Indonesian worker might be more culturally and linguistically Korean than a Korean-American.

Korea needs to institutionalize a legal system that mitigates unfair practices and discrimination against those who do not supposedly share the Korean blood. Koreans need an institutional framework to promote a democratic national identity that would allow for more diversity and tolerance among the populace, rather than simply appeal to an ethnic consciousness that tends to encourage false uniformity and enforce conformity to it.

They should envision a society in which they can live together, not simply as fellow ethnic Koreans but as equal citizens of a democratic polity. It should be an integral part of democratic consolidation processes that Korea is currently undergoing. Otherwise, it would be hard to expect Korea to become "Asia's hub," which will require the accommodation of cultural and ethnic diversity and flexibility.

Discussion of unification is premature and can even be considered dangerous if unification occurs without such change. As the German unification experience shows, a

shared ethnic identity alone will not be able to prevent North Koreans from becoming "second-class citizens" in a unified Korea. Even worse, because of higher expectations resulting from a shared sense of ethnic unity, a gap between identity (ethnic homogeneity) and practice (second-class citizens) will add more confusion and tension to the unification process.

Thus, it will be a major challenge for Koreans to develop democratic institutions that can treat people living in Korea as equal citizens of a democratic polity. This task will be all the more important and urgent as Korea becomes more democratic, globalizes, and also prepares for national unification.

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An invigorating day of addresses, debate, and discussion of major sources of systemic and human risk facing the global community.

7:30 AMREGISTRATION
8:00 - 9:00 AMBREAKFAST AND WELCOME
John W. Etchemendy, Provost, Stanford University
Coit D. Blacker, Director, Freeman Spogli Institute

OPENING REMARKS
Warren Christopher, 63rd Secretary of State
William J. Perry, 19th Secretary of Defense
George P. Shultz, 60th Secretary of State
9:15 AM - 12:00 PMMORNING SESSION
PLENARY I
Understanding, Measuring, and Coping with Risk: What We Know Coit D. Blacker, Director, Freeman Spogli Institute, Chair
Understanding and Measuring Risk Elisabeth Paté-Cornell
The Collapse of the Nuclear Non-Proliferation Regime? Scott D. Sagan
Keeping Fissile Materials Out of Terrorist Hands Siegfried S. Hecker

CONCURRENT BREAKOUT SESSIONS
Food Security and the Environment Rosamond L. Naylor, Chair
Pandemics, Infectious Diseases, and Bioterrorism Alan M. Garber, Chair
Insurgencies, Failed States, and the Challenge of Governance Jeremy M. Weinstein, Chair
12:30 - 2:00 PMLUNCHEON
Infectious Diseases, Avian Influenza, and Bioterrorism: Risks to the Global Community
Michael T. Osterholm, Director, Center for Infectious Disease Research and Policy, University of Minnesota
2:30 - 5:30 PMAFTERNOON SESSION
PLENARY II
Natural, National, and International Disasters Michael A. McFaul, Deputy Director, FSI and Director, Center on Democracy, Development, and the Rule of Law, Chair
Terror, U.S. Ports, and Neglect of Critical Infrastructure Stephen E. Flynn
Energy Shocks to the Global System David G. Victor

CONCURRENT BREAKOUT SESSIONS
Responding to a World at Risk: U.S. Efforts at Democracy Promotion in Russia, Iraq, and Iran Michael A. McFaul, Chair
The European Union: Politics, Economics, Terrorism Amir Eshel, Chair
China's Rise: Implications for the World Economy and Energy Markets Thomas C. Heller, Chair
Cross Currents: Nationalism and Regionalism in Northeast Asia Daniel C. Sneider, Chair
6:00 - 8:00 PMCOCKTAIL RECEPTION AND DINNER
Cocktail Reception 6:00 - 7:00 PM
Dinner 7:00 - 8:00 PM
8:00 - 9:00 PMA WORLD AT RISK
Peter Bergen, CNN Terrorism Analyst
Author of Holy War, Inc.: Inside the Secret World of Bin Laden
Paul H. Nitze School of Advanced International Studies, Johns Hopkins University

Frances C. Arrillaga Alumni Center

Conferences
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Affiliate
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Roland Hsu is director of research of the Chinese Railroad Workers in North America Project.

Hsu’s research is dedicated to bringing creative and multi-disciplinary thinking to the challenges of international cultural dialogue, and post-conflict peace and reconciliation.  His own research focuses on migration and ethnic identity formation.  His publications combine humanistic and social science methods and materials to answer what displaces peoples, how do societies respond to migration, and what are the experiences of resettlement. 

Currently he is pursuing the subject of displaced peoples, with plans to publish three books.  The three books address ethnicity, migration, and diaspora.  His first book, “Ethnic Europe: Mobility, Identity, and Conflict in a Globalized World” (Stanford University Press, 2010) revealed what it means to lay claim to ethnic difference in the traditional national cultures of Europe.  “Ethnic Europe” combines essays by leading scholars whom Hsu with research partners brought to Stanford.  The book is edited and begins with an essay by Hsu on how we think about ethnicity, and why recognizing ethnicity unsettles social tradition in increasingly globalized Europe.  Hsu continues to foster public questioning of the meaning and use of ethnicity by sponsoring programming on European political and cultural initiatives, and with blog postings on diversity policy and the politics of immigration in such publications as Le Monde Diplomatique.

Hsu’s second book, “Migration and Integration: New Models for Mobility and Coexistence” (University of Vienna Press, 2016) asks what displaces people, and how do migrants return or resettle.  Co-edited with Christoph Reinprecht (University of Vienna) “Migration and Integration” compares international and internal migration in East and South-East Asia, North Africa and Southern Europe, Western and Eastern Europe, and Scandinavia.  Based on Hsu’s design with faculty partners of a series of visiting fellowships, workshops, and an international conference, Hsu and Reinprecht invited scholars from multiple disciplines in the Humanities and Social Sciences to contribute to this volume on the history, politics, and culture of migration and integration in an illuminating East-West comparison.

His third book in this series of studies on displaced peoples is “Global Diaspora: Communities of Mind and Place”, co-edited with Dag Blanck (Uppsala University) from Oxford University Press (in process).  Essays in this book will ask how models of resettled communities and diasporas should be revised to help us understand today’s migrant experience.  Combining thirty historical and contemporary case studies, this book on “Diaspora” to be published in the Oxford University Press Handbook series, will help us rethink what has been the consequence of labeling a migrant community as a diaspora, why contemporary displacements due to war, poverty, and climate change disperse peoples more widely, and how we can understand the emerging experience of real and virtual migrant communities.

A fourth project under consideration in this series will be a web-based, curated and dynamic clearing house of the new thinking from scholars, policy leaders, and non-governmental actors on migration and refugees in national, regional, and trans-national settings.

Hsu developed this interest through his teaching and lecturing at Stanford, the University of Chicago, and European universities, and working with scholars, and policy and civil society leaders who have been invited to co-sponsored programming.  Working with Stanford and international university, government, and NGO partners, the list of co-sponsored conferences, workshops, seminars, and public events includes:

  • Authors and artists: Ian McEwan, Orhan Pamuk, Aris Fioretos.
  • Conferences/workshops/seminars: Stanford Faculty Working Group on Responding to Refugees; New thinking on Nobel Laureate Nelly Sachs; Diversity and Community in Sweden in film and the arts; Writings and Response to Ayaan Hirsi Ali; Roundtable on Salmon Rushdie’s “Joseph Anton: A Memoir”; Hannah Arendt in the Humanities; Ethnic Europe; Conscience; Democracy in Adversity and Diversity; Migration and Integration
  • Scholars/Analysts: Francis Fukuyama, Vali Nasr, Olivier Roy, Timothy Garton Ash, Istvan Deak
  • Journalists: John Micklethwait (Editor, the Economist), Josef Joffe (Die Zeit), Frederick Mitterand. 
  • Policy leaders: Catherine Ashton (EU High Representative and Vice President), Jan Eliasson (former UN Secretary General), Jonathan Phillips (Permanent Secretary, UK Northern Ireland Office), Lionel Jospin (former French Prime Minister), Daniel Cohen Bendit, European Ambassadors to the US, Foreign Ministers and Presidents from Austria, Sweden, Switzerland, Poland, France, Germany, United Kingdom, Algeria, Ukraine, Spain, Basque Region

Hsu’s previous research and teaching explored a wide range of historical and cultural ruptures.  At the University of Chicago, Hsu taught courses on literature and the visual arts (including themes of “evil”, “revolution”, and the authorial “other” in world literature).  His dissertation on public monuments, history texts, and the political use of the French Revolution reveals the role of history and revolution in legitimizing modern French regimes.  This research inspires his work on conflict and reconciliation in Europe.

At the University of Idaho, Hsu was Assistant Professor of History, completing research on visual representations of revolution and reception theory in nineteenth-century France, and teaching undergraduate and graduate courses on nineteenth-century European intellectual and political history, world history (ancient through modern), empire, colonial and post-colonial eras, and the French Revolution.

At Stanford, Hsu was awarded a three-year Postdoctoral Teaching Fellowship in the Introduction to Humanities Program.  Serving as a Fellow he conducted research on collective memory, and was inspired by Stanford faculty and students to turn his focus to post-conflict and post-atrocity research.  He has increasingly focused on investigating the history and future of post-conflict studies and models for truth and reconciliation and emancipation, using material and methods from the humanities (history, philosophy, literary criticism, visual arts) and the social sciences (political science, sociology, anthropology.)

Hsu has more than twelve years of administrative leadership experience.  At FSI Hsu teamed with staff and faculty to build the Europe Center from its founding as the European Forum, to its growth into the Forum on Contemporary Europe, and ultimately a research center at Stanford’s Freeman Spogli Institute for International Studies.

Hsu’s contributions to the growth of the Europe Center included building multiple research scholar exchange and fellowships (with new funding) for residencies at the Europe Center.  Hsu also cultivated institutional partnerships with more than six European universities for on-going cooperative programming and scholar exchange.

Currently, Hsu is Director of Research for the Chinese Railroad Workers in North America Project at Stanford University. 

Previously at Stanford, Hsu has held the following appointments:

  • Associate Director of the Stanford Humanities Center
  • Associate Director of the Europe Center at the Freeman Spogli Institute for International Studies and Stanford Global Studies
  • Project Director, Division of Literatures, Cultures, and Languages
  • Senior Associate Director of Undergraduate Advising and Research
  • Acting Associate Director of the Introduction to Humanities Program
  • Post-doctoral Fellow, Introduction to Humanities Program
  • Research Coordinator, Program in Writing and Rhetoric

Hsu earned his Ph.D. in Modern European History at the University of Chicago.  He holds an M.A. in Art History from Chicago, and a dual B.A. in Art History and also English Literature from the University of California, Berkeley.

 

Director of Research
Affiliate, The Europe Center
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Featured Presentations

  • Cross Currents: Nationalism and Regionalism in Northeast Asia
    Daniel C. Sneider, Associate Director for Research, Shorenstein APARC
  • Stanford Summer Fellows on Democracy and Development
    Kathryn Stoner-Weiss, Senior Research Scholar, Associate Director for Research, CDDRL

Bechtel Conference Center

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A major exporter of oil and natural gas, Central Asia occupies a prominent place in the global economy. While the region has great potential for wealth, most Central Asians remain among the poorest people in the world. This unit explores the extraordinary range of challenges facing Central Asia and encourages students to reflect on what might be done to solve them.
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Americans have never been in greater need of understanding religious differences and cultivating respect for religious freedom. The events of 9/11 transformed America's relationship with Muslims at home and abroad, a surge in immigration from Asia and Africa has increased the nation's religious diversity, and cultural conflicts between secularists and religious conservatives occur like clockwork.

So you might think the last thing school districts would want is to bring religion into the classroom. Better to play it safe, and avoid lawsuits and angry parents by limiting any mention of faith to the private sphere. But school officials in Modesto, in Northern California, decided not to play it safe. In 2000, the religiously diverse community took a risk and, in an almost unheard-of undertaking for a public school district, offered a required course on world religions and religious liberty for ninth-graders.

As college professors and social scientists studying religious freedom in the USA, we wanted to know more. Could greater discussion of religious differences actually deepen cultural divides? From October 2003 to January '05, we surveyed more than 400 Modesto students and conducted in-depth interviews with students, teachers, administrators and community leaders. We granted anonymity to students so they could speak freely, but we recorded the interviews. No prior study on American teens' views on religious liberty has scientifically surveyed such a large number of students.

To our surprise, students' respect for rights and liberties increased measurably after taking the course. Perhaps more important, the community has embraced the course as a vehicle for fostering understanding, not indoctrination.

All-American city

Modesto, population 190,000, resembles many medium-size U.S. cities. Over the past 40 years, it has made room for an array of immigrants, including Buddhists, Sikhs and Muslims. Evangelical "megachurches" have sprung up alongside mainline Protestant and Roman Catholic denominations and a flourishing Jewish community. Overt incidents of religious prejudice have been rare, but the cultural divide bred mutual suspicion.

In 1997, some religious groups in Modesto battled the school over a policy of tolerance for gay and lesbian students. Out of the dispute came a meeting of the minds: A 115-member committee of community members and educators was formed to examine how to provide safe schools for all students. That meant putting an end to bullying, whether based on sexual orientation, race or ethnicity--even religion. The world religions course was one of several initiatives designed to further the "safe schools" mission.

The experiment succeeded. Our surveys indicate it increased students' respect for religious liberty as well as for basic First Amendment rights. One Russian Orthodox boy, for instance, found that the course brought him closer to his neighbors. "We have a Hindu family living across the street who pray(s) to a statue," he said. "I thought it was just plain dumb. But I notice now they had a pretty good reason."

Bringing religious beliefs out into the open increased students' respect for religious liberty for two reasons. First, students not only emerged from the course far more knowledgeable about world religions, they also were able to apply the knowledge practically. One student told us that the course gave him a greater appreciation for the religious diversity in his school. "I walk up to one of my friends I've known for years. I had no idea he was a Sikh. When I see the bracelet (worn for religious reasons), I say, 'Oh, you're a Sikh.' "

Second, students learned that major faiths shared common moral values. When we asked one student why she enjoyed studying other religions, she said: "All my life I've been a Christian, and that's really the only religion I know about. So when I take this class I see there are other religions out there, and they kind of believe in the same thing I do."

Even so, students did not become relativists or converts. They were no more likely to disbelieve the truth of their own religious traditions after taking the course.

A broad spectrum of Modesto's residents has embraced the course. Students can opt out, but only a handful have. The school board, which stands divided on other hot-button cultural issues, voted unanimously to adopt the course. Religious leaders of all faiths lent their support because they realized that something had to be done to bring peace to the schools--and that pushing religious identity undercover would create more problems than it solved.

Lessons beyond Modesto

Recent disputes over the teaching of evolution in Kansas and Dover, Pa., and over a Bible studies course in Odessa, Texas, have made national headlines. These stories leave the impression that all attempts to teach about religion in public schools--even courses far more balanced than these disputed courses--are bound to cause controversy. How did Modesto avoid this fate, and what lessons does Modesto provide for other communities?

  • Extensive training gave teachers the knowledge and enthusiasm to handle a sensitive subject.
  • An interfaith religious council reviewed the course before its implementation and paved the way for its acceptance. The council members applauded particularly the district's decision to have the course focus on objectively describing religions rather than evaluating their merits.
  • The focus on description prevented the perception that the course was biased or an attempt to indoctrinate students into a particular faith.
  • Most crucial was the school district's decision to introduce the course as part of an effort to counteract the hostility against students who were seen as different.
First Baptist Church Associate Pastor Paul Zook explained that despite the council members' disagreements, "We could find common ground (because) we all want kids to be safe."

Limiting deeply held beliefs to the private sphere breeds suspicion and tension. True religious liberty prevails not only when people feel comfortable expressing their beliefs, but also when they learn to discuss religious differences with civility and respect.

 Emile Lester is an assistant professor at The College of William and Mary. Patrick S. Roberts is a postdoctoral fellow at the Center for International Security and Cooperation at Stanford University.

 

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