日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション学部/College of Intercultural CommunicationCollege of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
DM145/DM145DM145 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Contemporary Culture in South Korea: An analytical examination of critical issues in South Korea's current sociopolitical discourses and representations |
| 授業形態/ Class FormatClass Format |
対面（一部オンライン）/Face-to-face (partially online)Face-to-face (partially online) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
The final review session will be taught online |
| 授業形式/ Class StyleCampus |
演習・ゼミ/SeminarSeminar |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木4/Thu.4 Thu.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
ICC2621 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選登録/Lottery RegistrationLottery Registration（定員：35人/ Capacity：35） |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/ic.html |
| 備考/ NotesNotes |
This course is designed to develop students' ability to comprehend, analyze, and discuss critical issues in contemporary South Korea from a media/cultural studies perspective. Students are asked to analytically examine sociopolitical discourses and representations to better understand divisive domestic issues arising from historical legacies, ideological structures, and power dynamics in South Korea today.
At the end of the course, students should be able to:
(1) critically investigate and discuss South Korean representations of sociopolitical issues grounded in frameworks of media/cultural studies theory.
(2) understand the inter/national contexts and complexities of these issues and how they manifest intersectional identities and shape relations in South Korea's contemporary society.
This is an intensive reading-heavy, writing-based, and discussion-oriented course, in which students will review media/cultural studies texts to better understand sociopolitical issues, identities, and relations in South Korean society. Students will conduct independent study/research, comprehend and apply theoretical concepts in their analysis, and present their observations to the class. Active participation in individual/group classwork and analytical application of theory in verbal/written answers are crucial for successful performance in this class. It is thus important that students diligently complete the out-of-class preparations and attend each class ready to produce insightful responses, ask critical questions, and express themselves thoughtfully without being prompted.
Students will come to each content week 1) having read all assigned journal articles/book chapters, 2) with their homework writing ready to submit/share, 3) and having reviewed relevant media material. Students taking this course will discuss the reading concepts, their HW writings, and task answers in class every week, with additional evaluation based on a closed-book midterm test, and presentation of an individual research project.
| 1 | Introduction to the course, Q&A Chung, Hye Jean. "An economy of bodily violence: fragmented bodies and porous borders in Korean Cinema." Journal of Popular Film and Television 47, no. 1 (2019): 30-38. |
| 2 | Hegemonic identities and militarized relations Moon, Seungsook. "4. The Production and Subversion of Hegemonic Masculinity: Reconfiguring Gender Hierarchy in Contemporary South Korea." In Under Construction, pp. 79-114. University of Hawaii Press, 2001. Miyose, Colby, and Erika Engstrom. "Boys over flowers: Korean soap opera and the blossoming of a new masculinity." Popular Culture Review 26, no. 2 (2015): 2-13. Elfving-Hwang, Joanna. "Aestheticizing authenticity: corporate masculinities in contemporary South Korean television dramas." Asia Pacific Perspectives 15, no. 1 (2017): 55-72. |
| 3 | Dis/obedient identities and combative relations Holliday, Ruth, and Joanna Elfving-Hwang. "Gender, globalization and aesthetic surgery in South Korea." Body & Society 18, no. 2 (2012): 58-81. Kim, Won-Chung. "Eating and Suffering in Han Kang’s The Vegetarian." CLCWeb: Comparative Literature and Culture 21.5 (2019): 1-10. Lee, Jieun, and Hyangsoon Yi. "Ssen-Unni in K-pop: The makings of ‘strong Sisters’ in South Korea." Korea Journal 60, no. 1 (2020): 17-39. Sim, Hyekyong. "Acting ‘like a woman’: South Korean female action heroines." Journal of Japanese and Korean Cinema 12, no. 2 (2020): 110-123. |
| 4 | Familial identities and nuclear relations Kwon, Insook. "It all leads to education: Korean motherhood, patriarchy, and class consciousness in the TV drama, eligible wife (Anaeui Jagyeok)." The Review of Korean Studies 17, no. 1 (2014): 39-70. Jung, Grace. "Aspirational paternity and the female gaze on Korean reality–variety TV." Media, culture & society 42, no. 2 (2020): 191-206. Gu, Miyoung. “Paternal Masculinity in Korean Films.” Transcommunication 7-2, (2020): 73-92. |
| 5 | Marginalized identities and mainstreamed relations Lim, In-Sook. The Trend of Creating Atypical Male Images in Heterosexist Korean Society. Korea Journal 48, no. 4 (2008): 115-146. Shin, Jeeyoung. "Male homosexuality in The King and the Clown: Hybrid construction and contested meanings." Journal of Korean Studies 18, no. 1 (2013): 89-114. Cha, Na Young, Claire Shinhea Lee, and Ji Hoon Park. "Construction of obedient foreign brides as exotic others: How production practices construct the images of marriage migrant women on Korean television." International journal of communication 10 (2016): 1470–1488. |
| 6 | Idealized identities and commodified relations Epstein, Stephen, and James Turnbull. “Girls’ Generation? Gender, (Dis)Empowerment, and K-Pop.” In The Korean Popular Culture Reader, edited by Kyung Hyun Kim and Youngmin Choe, 314–36. Duke University Press, 2014. Fuhr, Michael. "K-Pop music and transnationalism." In Routledge handbook of Korean culture and society, pp. 283-296. Routledge, 2016. Kwon, Jungmin. "Queering stars: Fan play and capital appropriation in the age of digital media." Journal of fandom studies 3, no. 1 (2015): 95-108. Lee, Jeehyun Jenny, Rachel Kar Yee Lee, and Ji Hoon Park. "Unpacking K-pop in America: The subversive potential of male K-pop idols’ soft masculinity." International Journal of Communication 14 (2020): 5900–5919. |
| 7 | Divided identities and precarious relations Shaw, Meredith, and David Kang. "The Seventy-Year History of North Korean Cultural Formation." In Routledge Handbook of Korean Culture and Society, pp. 76-90. Routledge, 2016. Kim, Elaine H., and Hannah Michell. "Other as brother or lover: North Koreans in South Korean visual media." In South Korean Popular Culture and North Korea, pp. 135-148. Routledge, 2019. Yoon, Kyong. "Discursive construction of Hallyu-in-North Korea in South Korean news media." In South Korean Popular Culture and North Korea, pp. 149-161. Routledge, 2019. Tilland, Bonnie. "The North on Southern Screens: Hybrid Korean Screen Cultures in the Mid-2000s Films A Bold Family (2005), Over the Border (2006), and Welcome to Dongmakgol (2005)." Concentric: Literary and Cultural Studies 46, no. 2 (2020): 217-245. |
| 8 | Mid-term test (closed book, handwritten) Bring writing utensils and a non-smart watch. No reference material or electronic device can be used during the test. There is no make up option available. |
| 9 | Presentation draft check Bring to class a detailed outline of your final presentation containing: the title, objective, table of content, methodology, literature review/concepts, analysis of original case study, discussion of findings, reference list (at least five academic sources in Chicago), and AI use disclosure. Instructions/feedback for the presentation will be given collectively in this session only. |
| 10 | Final presentations and discussions-1 |
| 11 | Final presentations and discussions-2 |
| 12 | Final presentations and discussions-3 |
| 13 | Final presentations and discussions-4 |
| 14 | Final review |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| Self-led study: independent research project |
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit.
For this course, this translates into 62 hours study time outside of class. Assignments have been designed accordingly, however, individual study time outside of the classroom may vary, i.e., more time might be necessary to complete weekly assignments and prepare for tests/presentations, etc.
Students taking this course are expected to come to class having completed all reading assignments, writing tasks, and media viewing requirements to effectively participate in classwork and discussion every week. Students are also required to independently prepare for their mid-term test and presentation outside of class.
For their HW assignments and presentations, students need to find academic journal articles/books for their academic literature review/concepts:
1) Search topic keywords using Google Scholar on campus for peer-reviewed articles and/or use the library.
2) Clearly differentiate their own original content from news/journal article content and other data by correctly citing sources in-text throughout presentation/task answers and providing a full reference list at the end.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Attendance: Well-read & active participation(30%) Assignments: HW & task answers shared in-class(30%) Mid-term test on readings (closed-book, handwritten)(20%) Final presentation(20%) |
| 備考 (Notes) | ||
| The final grade is determined by calculating a cumulative score of each student’s completion of the various assessments. There are no make up options for missed classes, missed tests, or missed deadlines for assignments, except in university-sanctioned documented circumstances. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| 1. Materials will be provided by the instructor in-class or via Canvas. All provided materials are only to be used for the purpose of this class. 2. Designated news media and academic sources for this course: The Guardian (https://www.theguardian.com/), NPR (https://www.npr.org/), The New York Times (https://www.nytimes.com/), and The Washington Post (https://www.washingtonpost.com/) for news articles, and peer-reviewed English journal articles and books that are published by universities or academic publishing companies. |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Reading materials will be provided by the instructor. |
1. Students are expected to read, comprehend, and utilize academic literature in English. Thus, advanced or close to advanced English reading, writing, listening, and speaking abilities are required for this course.
2. Students also need to be able to independently prepare for their test and execute a research project for their final presentation. Thus, students are expected to be familiar with academic research, writing, and presentation skills, which will not be taught in this course.
3. Students need to check the syllabus carefully for instructions and their Rikkyo account emails and Canvas announcements frequently for class updates.
4. Finally, students need to be able to use GoogleDocs/Sheets/Slides during class.
Students should bring a laptop/tablet with keyboard and writing tools to each class unless otherwise specified. Note-taking can be done by hand or with a laptop depending on student preference, but in-class task answers require a laptop/tablet to submit via GoogleDocs. All forms of unauthorized recording, photographing, or sharing of class material outside of this course, are strictly prohibited.
1. Schedule, off/online format, and syllabus content, such as assigned article titles, are subject to change.
2. Students need to be aware that answers/summaries produced by generative AI are not always factual or reliable. In this course, generative AI should only be used for tasks such as translating, copy-editing, or formatting citations. Unauthorized use of generative AI for classwork will result in grade deductions and any AI use for the purposes of this course needs to be declared.
3. Student are encouraged to freely exchange ideas and viewpoints in class; however, hate-speech, i.e., any kind of threatening or intimidating behavior and communication that uses misogynistic, sexist, homophobic, transphobic, racist language and otherwise pejorative or discriminatory expressions based on gender, sexual orientation, religion, ethnicity, nationality, etc., will not be tolerated.
It is recommended that the student’s English level is at or above
TOEFL(iBT) 58/3.5, TOEFL(PBT) 520, IELTS 5.5, or TOEIC L&R 650.
This course is designed to develop students' ability to comprehend, analyze, and discuss critical issues in contemporary South Korea from a media/cultural studies perspective. Students are asked to analytically examine sociopolitical discourses and representations to better understand divisive domestic issues arising from historical legacies, ideological structures, and power dynamics in South Korea today.
At the end of the course, students should be able to:
(1) critically investigate and discuss South Korean representations of sociopolitical issues grounded in frameworks of media/cultural studies theory.
(2) understand the inter/national contexts and complexities of these issues and how they manifest intersectional identities and shape relations in South Korea's contemporary society.
This is an intensive reading-heavy, writing-based, and discussion-oriented course, in which students will review media/cultural studies texts to better understand sociopolitical issues, identities, and relations in South Korean society. Students will conduct independent study/research, comprehend and apply theoretical concepts in their analysis, and present their observations to the class. Active participation in individual/group classwork and analytical application of theory in verbal/written answers are crucial for successful performance in this class. It is thus important that students diligently complete the out-of-class preparations and attend each class ready to produce insightful responses, ask critical questions, and express themselves thoughtfully without being prompted.
Students will come to each content week 1) having read all assigned journal articles/book chapters, 2) with their homework writing ready to submit/share, 3) and having reviewed relevant media material. Students taking this course will discuss the reading concepts, their HW writings, and task answers in class every week, with additional evaluation based on a closed-book midterm test, and presentation of an individual research project.
| 1 | Introduction to the course, Q&A Chung, Hye Jean. "An economy of bodily violence: fragmented bodies and porous borders in Korean Cinema." Journal of Popular Film and Television 47, no. 1 (2019): 30-38. |
| 2 | Hegemonic identities and militarized relations Moon, Seungsook. "4. The Production and Subversion of Hegemonic Masculinity: Reconfiguring Gender Hierarchy in Contemporary South Korea." In Under Construction, pp. 79-114. University of Hawaii Press, 2001. Miyose, Colby, and Erika Engstrom. "Boys over flowers: Korean soap opera and the blossoming of a new masculinity." Popular Culture Review 26, no. 2 (2015): 2-13. Elfving-Hwang, Joanna. "Aestheticizing authenticity: corporate masculinities in contemporary South Korean television dramas." Asia Pacific Perspectives 15, no. 1 (2017): 55-72. |
| 3 | Dis/obedient identities and combative relations Holliday, Ruth, and Joanna Elfving-Hwang. "Gender, globalization and aesthetic surgery in South Korea." Body & Society 18, no. 2 (2012): 58-81. Kim, Won-Chung. "Eating and Suffering in Han Kang’s The Vegetarian." CLCWeb: Comparative Literature and Culture 21.5 (2019): 1-10. Lee, Jieun, and Hyangsoon Yi. "Ssen-Unni in K-pop: The makings of ‘strong Sisters’ in South Korea." Korea Journal 60, no. 1 (2020): 17-39. Sim, Hyekyong. "Acting ‘like a woman’: South Korean female action heroines." Journal of Japanese and Korean Cinema 12, no. 2 (2020): 110-123. |
| 4 | Familial identities and nuclear relations Kwon, Insook. "It all leads to education: Korean motherhood, patriarchy, and class consciousness in the TV drama, eligible wife (Anaeui Jagyeok)." The Review of Korean Studies 17, no. 1 (2014): 39-70. Jung, Grace. "Aspirational paternity and the female gaze on Korean reality–variety TV." Media, culture & society 42, no. 2 (2020): 191-206. Gu, Miyoung. “Paternal Masculinity in Korean Films.” Transcommunication 7-2, (2020): 73-92. |
| 5 | Marginalized identities and mainstreamed relations Lim, In-Sook. The Trend of Creating Atypical Male Images in Heterosexist Korean Society. Korea Journal 48, no. 4 (2008): 115-146. Shin, Jeeyoung. "Male homosexuality in The King and the Clown: Hybrid construction and contested meanings." Journal of Korean Studies 18, no. 1 (2013): 89-114. Cha, Na Young, Claire Shinhea Lee, and Ji Hoon Park. "Construction of obedient foreign brides as exotic others: How production practices construct the images of marriage migrant women on Korean television." International journal of communication 10 (2016): 1470–1488. |
| 6 | Idealized identities and commodified relations Epstein, Stephen, and James Turnbull. “Girls’ Generation? Gender, (Dis)Empowerment, and K-Pop.” In The Korean Popular Culture Reader, edited by Kyung Hyun Kim and Youngmin Choe, 314–36. Duke University Press, 2014. Fuhr, Michael. "K-Pop music and transnationalism." In Routledge handbook of Korean culture and society, pp. 283-296. Routledge, 2016. Kwon, Jungmin. "Queering stars: Fan play and capital appropriation in the age of digital media." Journal of fandom studies 3, no. 1 (2015): 95-108. Lee, Jeehyun Jenny, Rachel Kar Yee Lee, and Ji Hoon Park. "Unpacking K-pop in America: The subversive potential of male K-pop idols’ soft masculinity." International Journal of Communication 14 (2020): 5900–5919. |
| 7 | Divided identities and precarious relations Shaw, Meredith, and David Kang. "The Seventy-Year History of North Korean Cultural Formation." In Routledge Handbook of Korean Culture and Society, pp. 76-90. Routledge, 2016. Kim, Elaine H., and Hannah Michell. "Other as brother or lover: North Koreans in South Korean visual media." In South Korean Popular Culture and North Korea, pp. 135-148. Routledge, 2019. Yoon, Kyong. "Discursive construction of Hallyu-in-North Korea in South Korean news media." In South Korean Popular Culture and North Korea, pp. 149-161. Routledge, 2019. Tilland, Bonnie. "The North on Southern Screens: Hybrid Korean Screen Cultures in the Mid-2000s Films A Bold Family (2005), Over the Border (2006), and Welcome to Dongmakgol (2005)." Concentric: Literary and Cultural Studies 46, no. 2 (2020): 217-245. |
| 8 | Mid-term test (closed book, handwritten) Bring writing utensils and a non-smart watch. No reference material or electronic device can be used during the test. There is no make up option available. |
| 9 | Presentation draft check Bring to class a detailed outline of your final presentation containing: the title, objective, table of content, methodology, literature review/concepts, analysis of original case study, discussion of findings, reference list (at least five academic sources in Chicago), and AI use disclosure. Instructions/feedback for the presentation will be given collectively in this session only. |
| 10 | Final presentations and discussions-1 |
| 11 | Final presentations and discussions-2 |
| 12 | Final presentations and discussions-3 |
| 13 | Final presentations and discussions-4 |
| 14 | Final review |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| Self-led study: independent research project |
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit.
For this course, this translates into 62 hours study time outside of class. Assignments have been designed accordingly, however, individual study time outside of the classroom may vary, i.e., more time might be necessary to complete weekly assignments and prepare for tests/presentations, etc.
Students taking this course are expected to come to class having completed all reading assignments, writing tasks, and media viewing requirements to effectively participate in classwork and discussion every week. Students are also required to independently prepare for their mid-term test and presentation outside of class.
For their HW assignments and presentations, students need to find academic journal articles/books for their academic literature review/concepts:
1) Search topic keywords using Google Scholar on campus for peer-reviewed articles and/or use the library.
2) Clearly differentiate their own original content from news/journal article content and other data by correctly citing sources in-text throughout presentation/task answers and providing a full reference list at the end.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Attendance: Well-read & active participation(30%) Assignments: HW & task answers shared in-class(30%) Mid-term test on readings (closed-book, handwritten)(20%) Final presentation(20%) |
| 備考 (Notes) | ||
| The final grade is determined by calculating a cumulative score of each student’s completion of the various assessments. There are no make up options for missed classes, missed tests, or missed deadlines for assignments, except in university-sanctioned documented circumstances. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| 1. Materials will be provided by the instructor in-class or via Canvas. All provided materials are only to be used for the purpose of this class. 2. Designated news media and academic sources for this course: The Guardian (https://www.theguardian.com/), NPR (https://www.npr.org/), The New York Times (https://www.nytimes.com/), and The Washington Post (https://www.washingtonpost.com/) for news articles, and peer-reviewed English journal articles and books that are published by universities or academic publishing companies. |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Reading materials will be provided by the instructor. |
1. Students are expected to read, comprehend, and utilize academic literature in English. Thus, advanced or close to advanced English reading, writing, listening, and speaking abilities are required for this course.
2. Students also need to be able to independently prepare for their test and execute a research project for their final presentation. Thus, students are expected to be familiar with academic research, writing, and presentation skills, which will not be taught in this course.
3. Students need to check the syllabus carefully for instructions and their Rikkyo account emails and Canvas announcements frequently for class updates.
4. Finally, students need to be able to use GoogleDocs/Sheets/Slides during class.
Students should bring a laptop/tablet with keyboard and writing tools to each class unless otherwise specified. Note-taking can be done by hand or with a laptop depending on student preference, but in-class task answers require a laptop/tablet to submit via GoogleDocs. All forms of unauthorized recording, photographing, or sharing of class material outside of this course, are strictly prohibited.
1. Schedule, off/online format, and syllabus content, such as assigned article titles, are subject to change.
2. Students need to be aware that answers/summaries produced by generative AI are not always factual or reliable. In this course, generative AI should only be used for tasks such as translating, copy-editing, or formatting citations. Unauthorized use of generative AI for classwork will result in grade deductions and any AI use for the purposes of this course needs to be declared.
3. Student are encouraged to freely exchange ideas and viewpoints in class; however, hate-speech, i.e., any kind of threatening or intimidating behavior and communication that uses misogynistic, sexist, homophobic, transphobic, racist language and otherwise pejorative or discriminatory expressions based on gender, sexual orientation, religion, ethnicity, nationality, etc., will not be tolerated.
It is recommended that the student’s English level is at or above
TOEFL(iBT) 58/3.5, TOEFL(PBT) 520, IELTS 5.5, or TOEIC L&R 650.