[TEACHING] Virtual Reality Module: Analyzing Representations of Angkor

This is a teaching module I designed for my course, “Contested Histories of Colonial Indochina” at Brown University, Fall 2019. [See below for full teaching module or Download Teaching Module Update: Remote Virtual Revised version below or Download Remote Teaching Module] I connected with an ambitious, award winning project “Virtual Angkor” which brings the 13th century Cambodian metropolis of Angkor to life through virtual reality and 3D simulation. Led by the talented team of Tom Chandler, Adam Clulow, Bernard Keo, Mike Yeates, and Martin Polkinghorne (SensiLab, Monash University, UT Austin, Flinders University), Virtual Angkor allows students to experience and pose questions about Angkor’s social life, trade networks, structure of power and kingship, as well as architectural layout.

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[SYLLABUS] Contested Histories of Colonial Indochina

History 1978D – Fall 2019

Contested Histories of Colonial Indochina: Culture, Power, Change

Instructor: Dr. Cindy Nguyen, History Postdoctoral Fellow

E-mail: Cindy_Nguyen@brown.edu

Course Description

This seminar explores the history of French colonial Indochina (Vietnam, Cambodia, Laos) from 1858 to 1945. Challenging Euro-centric narratives of colonialism, we will critically analyze the colonial encounter as complex exchanges, geographically diverse, and socially uneven. We will examine the mechanisms and limitations of the colonial state, capitalism, administration and institutions, and science and technology (maps, communications, transportation, medicine). Rather than position colonialism as an external agent of change, this seminar dedicates attention to local agency, and social and cultural transformations. We will focus on the creative production of new ideas, print media, and urban and religious communities especially in 1920s to 1940s Hanoi, Saigon, and Phnom Penh. By reading primary sources, we will consider how historical actors experienced and understood colonialism and social transformation. Key historical and theoretical debates addressed include the production and legacies of colonial knowledge, construction of modernity and civilization, development of civil societies, transformations of religious communities, and articulations of identities around gender, class, revolution, and nation. The final session will consider the legacies of colonialism on language, race, nationalism, and identity. A close analysis of French colonial Indochina will serve as a framework for a cultural and politically situated history of empire in Southeast Asia and beyond.

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READING AND MISREADING – Presentation at ARI NUS, Singapore July 2018

This paper was presented at the 13th Annual Singapore Graduate Forum on Southeast Asian Studies on July 25, 2018 at the Asia Research Institute, National University of Singapore.

Presentation title: Reading and Misreading: From Temple of European Knowledge to Public Space of Vietnamese Modernity and Social Life, 1919-1941

Slides: Cindy Nguyen Hanoi Central Library Reading Room ARI NUS July 2018 Final

Please cite all images and parts of the paper to Cindy A. Nguyen

Video of Presentation:

Q&A:

Abstract:

This talk examines the transformation of library reading in colonial Vietnam from a symbol of French modernity to an everyday practice of Vietnamese modernity and social life. Focused on the 1920’s and 1930’s Central Library Reading Room in Hanoi, I demonstrate the ways in which Vietnamese students, urban readers, and administrators challenged and redefined the meaning of the library into a Vietnamese space of public sociability, self-learning, and global knowledge.

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Orthodox v. Revisionist v. Vietnam-centrism in Vietnam War Histories

Photo by Eric Kim, Tuyên Quang 2016, Historically named by the Party as the glorious “Center of the National Revolution”

**A Note: This summary of key debates between Orthodox, Revisionist, and Vietnam-Centrism understandings of the Vietnam War will without a doubt, be interpreted as contentious. My aim here is not to cast value judgment on the ethics of war, but to push further the responsibility towards understanding HISTORY and its actors. 

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History of Classification and Information Reading List

Genealogical distribution of the arts and sciences’ by Chrétien Frederic Guillaume Roth from Encyclopédie (1780) by Denis Diderot and Jean le Rond d’Alembert

For your summer reading pleasure and in the context of the ever rising importance of critically thinking through classification, here is my complete qualifying exam list on HISTORY OF CLASSIFICATION AND INFORMATION.

Cindy Nguyen
Examiner: Cathryn Carson
Second Field: History of Knowledge Systems

History of Classification and Information

1. STS & Memory Practices: Classification, Documentation, Catalogs, Libraries, Archives
2. History of Information, Information Age, Enlightenment Institutions
3. History of statistics: governance and discipline
4. Data Science: theory, explanation; experts

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Hello, Dissertation.

Libraries and reading in colonial Vietnam

Today I started writing the beast of the dissertation on Vietnamese libraries. “Builders and Users: Creating the Vietnamese Library 1887-1986”

The Vietnamese library was never quiet.

Readers flooded the reading room of the Central Library to escape the heat in the summers, and lovers huddled in corners during the unforgiving Hanoi winters. Frequent library patrons complained loudly to library staff and the public press about the lack of chairs for readers and unfair borrowing privileges between Vietnamese and Europeans. Everyday incidents between workers and readers, French and Vietnamese, coalesced into the ever so frequent epic library drama: a slap to the face, a lifetime revocation of library privileges, and a mysterious death reported as a suicide.

Hanoi Song / Hà Nội Sống Film

The sounds of the city — the torrential rains, construction sites, tranquil cafes, continuous traffic— play together as music notes to form a song of the city. Sống, means “to live.” In this film, I weave together vignettes and sounds of life in Hanoi.

Why I made this: Hanoi has changed me. And Hanoi is changing. I want to hold a piece of this time with me. Over the years,, my time in ‘Hanoi’ will become a memory, a lesson, and a concept filtered through my individual particular experiences. After the sights, smells and sounds of Hanoi fade away into sepia toned nostalgia…I hope this film can remind me of the feeling of the people and place of  Hanoi.

Music by:
Hanoi, the city
The Passion HiFi – “Distant”
Giraffage – “Slo”
Pete Rock – “Pete’s Jazz”
Zero Db – “Anything’s Possible”

Making of Hanoi Song / Hà Nội Sống

LIBERATION TIME

Film & Poem by Cindy A. Nguyen

Chapter 1

What year did that happen?
Before liberation. / Trước khi giải phóng
When did you go to school?
Before liberation.

When did you become a farmer?
After liberation.
When did you meet dad?
After liberation.

When did you want to leave?
After liberation.
And when was I born?
After liberation. / Sau khi giải phóng

What is liberation?

Chapter 2

Liberation was a time.
It was a demarcation
of what came before
and what came after.

Liberation was a place.
where everyone was invited
and forever remained guests.
Awaiting an alternative future.

Liberation was a friend.
a neighbor, a brother
a believer, a dreamer
familiar, familial, filial.

Liberation was a sound
repeated, whispered echoes
to cleanse and empty
the evils of the past,
the errors of the past
the past, the past, the past.
Ngày xưa, ngày xưa, ngày xưa.

Hanoi, 2017
cindy photography sapa-16

INHALE THE AIR OF TIGER BALM

What do you do
at the beginning
of the end
of a story?

Hold fast the feeling
of sandpaper hands
of worn and tired rosaries
of stiff furniture wrapped in plastic.

Inhale the air
of tiger balm
of the damp, dark, disinfected hallway
of concoctions of ginseng, seahorse, and powdery dreams.

Hold your breath to the melody
of spilled pills
of hesitant doors opening and closing
of the rhythmic hum of snores, sniffles, and television whispers.

Replay the image
of the wrinkled forehead
of greys floating down paisley pajamas
of fluorescent flickers against translucent skin.

And just be
because they can no longer.

The Slow Undoing of Velcro Shoes

My mom speaks a particular linguistic formula of Vietnamese.

Take two generations of refugees,
Multiply it by memory, nostalgia, and fierce loyalty,
Subtract contemporary Vietnamese đổi mới economic changes and internet slang,
Add some Catholic guilt, the weekly Penny Saver free section, and just enough American English to avoid jury duty.

And as a result, we have the language of 1990’s Little Saigon, California:

We just moved here. = Tôi mới ‘mu’ (move) đây.
You have a duty to your family. = Con có ‘bổn phận’ (antiquated Sino-Vietnamese to mean obligation, citizen’s official liabilities) với gia đình.
The market has a sale. 5 pounds of apples for 1 buck. = “Chợ đang có ‘seo.’ Năm ‘paon’ táo cho một ‘bức.’

It’s a familial language of living history.
It’s a parental language to instill morality and gratitude.
It’s a mother’s language of survival.

And it was the language that I was raised on. Before I found my time structured by recess, arts and crafts, and English grammar, I absorbed the world around me. I helped my mom cut away the loose threads of her day’s garment work. I watched Vietnamese children’s karaoke and learned about sweeping the house, playing with fireworks, and cooking for your grandparents. Sitting cross-legged on the floor, I traced my mom’s handwriting of my name, Nguyễn Thị Kim Anh.

Utterances of sacrifice, duty, and reputation inserted themselves between meals and commercial breaks. These were the Vietnamese words that guided my everyday. But then I started to learn a new language at school. This language had other rules, speech patterns, and ideals. It was unlike the religious creeds my grandmother whispered, or the ethics of family forever first.

New authority figures who did not look like my parents told me,
“Good job!”
“You can be whoever you want to be.”
“Everyone is different. Cindy has a flat nose.”
“You plagiarized. Your English essay is too good.”

And classmates who were supposed to be something called ‘peers’ told me,
“You are a Communist.”
And I would say, ”No I’m not. I came to America on a boat.”

And then everyone would laugh.

A different set of pronouns and names governed my existence.

At school I was the neutral pronoun “I” and the newly chosen name “Cindy Nguyen,” (“Cin-dy Win,” I would enunciate slowly each day during roll call. Yes, it’s okay, you don’t need to bother with my real name.)

At home I was a child (con) and the affectionate term of endearment “little one” (bé). But more often than not, you would find me in trouble—a disappointment to my entire family, kneeling in the corner and thinking about all of my sins. At that time my parents called me by my Vietnamese name, “Kim Anh”. Or on worse days, they called me, “someone else’s child” (con nhà ai).

I never questioned if I was ‘fluent’ in English or Vietnamese. Until that stale suburban afternoon during my third grade parent-teacher conference, when my mom screeched “My children talk English good! She not ESL. She do good job in school.”

I remember it very clearly as a screech because all the little hairs along the back of my neck stood on end. I replayed in my head not what my mother said, but how she said it. I wanted her to stop speaking, because it resembled the scratching of distorted static—the slow undoing of velcro shoes (something I yearned for) during Catholic confession (something I feared). She sounded foreign, bizarre, comedic even. That day I learned that the English language could be something called ‘broken.’ And for the first time I was embarrassed of my mom.

And day by day, the Vietnamese language that I was raised on turned into a secret language. Take my mother’s version of Vietnamese, then

Multiply by 12 years of American public school peer pressure,
Subtract the ability to read and write Vietnamese,
Add some creative misunderstandings, unspoken teenage resentment, and dreams of the American sitcom family.

And as a result, we have the language of my Vietn-America. This language was contained within the perimeter of

The five apartments we lived in during my childhood,
The fifty person weekly reunions with extended family,
The five o’clock afternoon routine of sleepy Sunday mass.

My version of Vietnamese mechanically activates after I enter these spaces. Automatically, my head tilts downwards, my shoulders hunch, and the weight of loss, sacrifice, and misguided hope force my arms to cross over each other.

I lose the ability to look at someone in the eye.
I lose a vocabulary of expression, of empowerment, of individuality.
I lose the pronoun “I.”

School was good. = “Gút”
I’m sorry mom, I made you sad. = “Xin lỗi mẹ, con làm mẹ buồn.”
Thank you Mom and Dad, for taking care of us kids. = “Cảm ơn bố mẹ đã “trông sóc”… (Apparently this is not actually a word, as confirmed by the Vietnamese dictionary, but a creative combination of “trông nom” + “chăm sóc.”)
Your bittermelon soup was delicious! (I love you.) = “Canh khổ qua mẹ nấu ngon lắm!”

It’s a familial language of food (and love).
It’s a child’s language to ask for forgiveness.
It’s a girl’s language of broken translations and dreams.

Hanoi, February 2017