Continuing Education and Training
Short Executive Courses
Part 1: Language and Literacy in the Malay World (Bahasa dan Literasi di Alam Melayu)
This course focuses on the importance of language and critical literacy in the formation of ideas, thought and values in the socio-historical setting of Malay-Indonesian societies. The language development of the region reflects not only the various cultural contacts, but also the conscious planning on the part of the language planners. But in language also encapsulate the politics of or the contestation of ideas. Here the critical literacy approach could best serve to unpack these language issues, and how it reflects the intellectual undercurrent.
Medium of Instruction: Malay
Part 2: Literature and Humanistic Knowledge
This course introduces the scope of Malay literature studies that could encompass the critical appreciation of ideas, intellectualism and aestheticism. The topics of humanism and realism will be discussed alongside the social and cultural meanings of aesthetic expressions. A Literature course like this could also enhance language learning apart from providing exposure to literary discourse.
Medium of Instruction: English
Part 3: The Cultural World of Nusantara
This course delineates the major cultural worlds of Nusantara (Malay-Indonesian World) focusing on three aspects. Namely,
(1) the historical evolution and major development of the Nusantara cultural actors, such as its elites and intelligentsia;
(2) The phases and layers, categorised as Indianisation, Islamisation, including how colonialism and modernity have made tremendous impact on cultural history of the Malay-Indonesian world;
(3) an appreciation of major cultural icons and events will be highlighted.
Medium of Instruction: English
Part 4: Heritage and Aesthetics in Malay-Indonesian Society
This course exposes participants to heritage and aesthetics discourse in the Malay-Indonesian society. In recent years, heritage business is booming, taken up both by the state and private sector. However, the educational and academic engagement of heritage and aesthetics discourse is still not extensive. As a result, the social articulation on heritage is still not developed. While built heritage is given slightly better attention, this is not the case for intangible cultural heritage. The latter could be understood from the standpoint of its evolution and development. It could also be approached from the perspectives of aesthetics.
Medium of Instruction: English