September 7, 2006

Social Changes in Modern China

Hist 3468: Social Change in Modern China
Summer 2005, 2:30-5:30 pm (M, W, F; 06/13/2005 - 07/22/2005)
Instructor: Qin Fang
Office: SST 860
Office Phone: (612) 626-0859; Email: fang0058@umn.edu (preferred)
Office Hours: Wednesday 9:30-11:30 am (and by appointment)
Classroom: Blegen Hall 140

Course Description:

Course Objectives:

Textbooks

Student Requirements
A. The reading of the textbooks.
You are required to read one Journal article and assigned pages of the textbook and source each week.

B. Participation in the class.

C. Presentation
Each student is required to make a three-minute presentation this semester. You need to sign up to present on one article from the reading list in week one. In the week of your presentation, you need to summarize or report on one or two most important, interesting or insightful things from your readings.

D. Term paper
You are required to write a term paper on your interest area in China. The paper is 5-10 pages long, typed, double-spaced, with 2 or more sources. (See style sheet below)

You need to submit your topic and thesis at week 3. (June 27th)
Final paper is due on July 15th.

E. Final Exam (July 22th 2:30-5:30pm, Blegen Hall 140)

Grades
Attendance Policy
Attendance is kept for every class. The student is responsible for any material, assignment and test given during his or her absence.

Grading Procedures
Letter grades A, B, C, D, F are given for the following assignments:
A. Presentation 20%
B. Attendance 20%
C. Final Exam 30%
D. Term Paper 30%

A=94-100 A-=90-93 B+=93-88 B=83-87 B-=80-82 C+=78-80 C=73-77,C-=70-72
D=60-69 F=Fail

Plagiarism

Schedule of Lectures, Readings and Assignments
Late Imperial China

1. June 13. Brief introduction and sign up for presentation.

2. June 15. The Great Qing Empire in the Eighteenth Century
Readings:
Source, 65-81; 86-91
Susan Mann. “Grooming a Daughter for Marriage: Brides and Wives in the Mid-Qing Period.? CFCM. 93-111.
Or: Matthew H. Sommer. “Dangerous Males, Vulnerable Males, and Polluted Males: The Regulation of Masculinity in Qing Dynasty Law.? CFCM. 67-88.

Questions: What issues were addressed in the Sacred Edict of the Kangxi Emperor, and Wang Yupu and Yongzheng’s amplification of Kangxi’s Sacred Edict? Did the emperor’s concern for social order and social control affect common people’s daily life and if so, in which ways? Why were Chinese scholars eager to be successful in the civil service examinations? What benefits could they get if they were successful in the examinations? Why were unmarried men perceived as dangerous males in the society? What new discourse arose in the middle Qing about marriage and family? How did such discourse impact on women’s position in the society? What were the social and cultural implications of dowries in the Qing?

3. June 17. The First Clash with the West and Breakdown of the Canton System
Readings:
Source: 92-98; 106-109; 110-127.
James Hevia. “Sovereignty and Subject: Constituting Relations of Power in Qing Guest Ritual ?in Body, Subject and Power in China. 181-200.
Or: Charlotte Furth. “Blood, Body, and Gender: Medical Images of the Female Condition in China, 1600-1850.? CFCM. 291-314.

Questions: Why was Macartney dispatched to China? What was Qianlong’s response to the mission? Was Macartney satisfied with Qianlong’s response? What notions of Chinese civilization did Qianlong wish to impress on King George III? What is your opinion of the Macartney mission? Did the Chinese response predict the Opium War later? Why did the Chinese government ban the opium? What did opium mean to Chinese? What was the response of Chinese scholars to the war? How were Chinese men and women perceived in terms of essence and blood? Do the conceptions of essence and blood help understand the Opium War?

4. June 20. Rebellion and Restoration
Readings:
Source, 128-149; 150- 167.

Questions: How did Chinese scholars understand the crisis within? How did they understand foreign military power and how did this influence the ways they understood reform in modern China? What was the self-strengthening movement? Who initiated such movement in China? Why?

5. June 22. Early Modernization and the Decline of Qing Power
Readings:
Source: 172-184; 184-189.
Fred Blake. “Foot-binding in Neo-Confucian China and the Appropriation of Female Labor.? Signs: Journal of Women in culture and Society. 19.3:676-712.
Or: Gael Graham. “Exercising Control: Sports and Physical Education in American Protestant Mission Schools in China, 1880-1930? in Signs: Journal of Women in Culture and Society. 20.1

Questions: What, according to Sun Yat-sen, were the problems facing the development of democracy in China? How were these to be worked out? What role did China’s tradition play, according to Zhang Zhidong? What was the Boxer Rebellion? Who were the boxers? Why did they attack foreigners? Did they affect the Qing government’s policies? Why were women encouraged to participate in physical education in modern China? Who initiated modern education in China? How was that related to the early modernization project in China?

6. June 24. Republican Revolution
Readings:
Sources: 190-213.
David Ownby. “Approximations of Chinese Bandits: Perverse Rebels, Romantic Heroes, or Frustrated Bachelors?? CFCM. 226-254
Or: Gail Hershatter. “Modernizing Sex, Sexing Modernity: Prostitution in Early Twentieth-Century Shanghai.? CFCM. 199-225

Questions: How did Wu Tingfang perceive China’s position in the world? How did he articulate Chinese progress in 1908? How did Zou Rong talk about the revolution in relation to evolution? What did he think about of role of education in the revolution? What was Tongmeng Hui’s goal? How did they articulate the necessity of the overturn of the Manchu regime? Did the Qing government take some measures to deal with these crises? How was masculinity articulated in modern China? How did the collapse of the Qing impact the construction of gender relationship?

The Republic of China, 1912-1949
7. June 27. The Quest for a Chinese Civil Society
Readings:
Source: 233-237.
Susan Glosser. “The Truth I have Learned: Nationalism, Family Reform, and Male Identity in China’s New Culture Movement, 1915-1823.? CFCM.120-144.

Movie: San Mao Liu Liang Ji (The Adventure of Sanmao) art I will be shown this week and Part II for the next week.)

Question: How did the New Culture intellectuals question the fundamental underpinnings of Confucian ethics and daily practice of traditional morality? How did they critique Chinese women’s chastity and extended families in the context of Confucianism? What were Lu Xun’s views on chastity? Why were extended families criticized in the New Culture Movement? What should ideal family look like, according to radical reformers? How did the ideal family converge and diverge from the family ideals under Confucianism?

8. June 29th. Nation-State Building and Modernity
Readings:
Sources: 270-277; 294-303.
Christina Gilmartin. “Gender, Political Culture and Women’s Mobilization in the Chinese Nationalist Revolution.? In Engendering China: Women, Culture, and the State. Cambridge: Harvard University Press, 1994. 195-225.
Or: Tani Barlow. “Theorizing Woman: Funü, Guojia, Jiating? in Body, Subject and Power in China. Angela Zito and Tani Barlow, Ed. California: The University of California Press, 1994. 253-290.

Movie: San Mao Liu Lang Ji (The Adventure of Sanmao)

Questions:
Why did Hu Shi criticize the Guomindang’s definitions of legal and human rights? Who made a speech on New Life Movement and what is New Life Movement?
What elements of modernity can we see at work in the lives of urban poor in Shanghai? How did modernity structure their lives? Does the movie show of changing relations between men and women in Chinese society? How might the story have resonated with the audience?

9. TBD

10. July 4. Independence Day

11. July 6. Consumer Culture and Modernity
Readings:
Sherman Cochran. “Transnational Origins of Advertising in Early Twentieth-century China? in Sherman Cochran, Ed. Inventing Nanjing Road. Ithaca, NY: Cornell East Asia Series No. 103, 1999.
Or: Kathy Walker. “Economic Growth, Peasant Marginalization, and Sexual Division of Labor in Early Twentieth-Century: Women’s Work in Nantong County.? in Modern China. 1993. 19.3:354-86.

Questions: How did modern China become involved in the world capitalist system? How did China’s integration in capitalist system affect social structure of modern China? Where did factory workers come from? Were women affected by China’s involvement in world capitalist system? Who was against imports from Japan as well as American? Why? What were workers’ responses to such boycott movement? Did they have similar appeals to their boss? Why and how were they involved into boycotts? Can we see the shift of women’s images in advertisements at the time? What do advertisements tell us about social and political transformation in modern China?


12. July 8. Chinese Communist Party
Readings:
Source (238-240; 241-245; 263-269; 290-293; 304-313; 333-335); Spence: 366-403
Christina Gilmartin. “Gender in the Formation of a Communist Body Politic? in Modern China 1993. 19.3:299-329
Or: Wendy Larson. “The Self Loving the Self: Men and Connoisseurship in Modern Chinese Literature?. CFCM.175-194.

Questions: What according to Li Dazhao was Bolsheviks’ victory? Why did he celebrate that victory? What motivated some Chinese young students to study in France? What caused the breakup of the United Front of Communist Party and Guomindang in 1927?
What brought about Communist’s Ten thousand Li Long March? How did the Communists survive Guomindang’s purge? Why did Guomindang start to unite with Communist Party again?

13. July 11. China’s War of Resistance, 1937-1945
Reading
Source: 314-323; 324-330; 331-335; Spence: 419-458
Lydia Liu. “The Female Body and Nationalist Discourse: Manchuria in Xiao Hong’s Field of Life and Death? in Angela Zito and Tani Barlow, Eds. Body, Subject and Power in China. 157-177.
Or: Prasenjit Duara. “The Regime of Authenticity: Timelessness, Gender and National History? in Modern China. History and Theory. Vol. 37, No. 3. (Oct., 1998). 287-308.

Questions: When and how did Sino-Japanese war start? What was Chiang Kai-shek’s response to the war? What was the so-called “Asiatic development bureau?? What was the Nanjing Massacre? How did the war affect the Chinese Communist Party? What do you think caused the fall of the Guomindang state? How, according to Lydia Liu, did Xiao Hong perceive the home and women’s position in the home? How was such conception of home related to women’s position in the state? Similarly, why according to Duara did women’s virtues become a timeless and authentic object? How did it relate to nation-state building at the time?

The People’s Republic of China
14. July 13. Social and State Control
Readings
Source: 360-366; 373-376; 381-399; Spence: 489-543
Harriet Evans. “Past, Perfect or Imperfect: Changing Images of the Ideal Wife.? CFCM. 335-360.
Or: William Jankowiak. “Proper Men and Proper Women: Parental Affection in the Chinese Family? CFCM.361-380.

Questions: What new laws were issued at the beginning of the People’s Republic of China? What issues were addressed in these new laws? How was family and marriage conceptualized in the laws? What, according to Ding Ling, is the power of the people? What was the thought purge in 1950s? Whose brains were supposed to be washed at the time? Why? What were 3 antis and 5 antis? Who was attacked in the movement? How was the image of ideal wife changing over the time? How about the image of men? Did men’s perception of marriage and family differ from those of women? To what extent and in which ways did such shift of ideal image of wife relate to state control?

15. July 15. Continuous Revolution
Readings:
Sources: 400-411; 417-422.
Emily Honig. “Maoist Mappings of Gender: Reassessing the Red Guards.? CFCM. 255-268.
Or: Elizabeth Perry and Nara Dillon. “ ‘Little Brothers’ in the Cultural Revolution: The Worker Rebels of Shanghai?. CFCM. 269-286.

Questions: What was the People’s Commune? Why did it fail? Who was Lei Feng? How was he ritualized as a hero? Did you see any link between a ritualized hero and the Cultural Revolution? How were students involved in the Cultural Revolution? How about workers? How did they articulate the revolution in their own language? How about intellectuals in the revolution? Does gender perspective help us to understand the revolution in terms of continuous revolution?

16. July 18. Post-Mao Reform Era and Globalization
Readings:
Sources: 435-443; 447-451; 481-486; 487-505; Spence: 618-646; 669-690.
Nancy N. Chen. “Embodying Qi and Masculinities in Post-Mao China.? CFCM. 315-330.
Or: Lisa Rofel. “Qualities of Desire: Imagining Gay Identities in China.? GLQ 5, no. 4: 451-474.

Questions: Why did China open its doors in 1970s? Why is emancipating the mind a vital political task? What was new definition of revolution in post-Mao era? How were gays perceived in terms of modernity in post-Mao era? How were men’s bodies conceptualized in terms of Qi? Why were women masters perceived as modern witches in post- Mao era? How was such conceptualization of women and men’s bodies over the time related to politics in China?

17. July 20. Review
Movie Gong Fu (Martial Arts)
Review sheet

~~~~~ Congratulations. You Survive.

18. July 22. Exam

Posted by fang0058 at September 7, 2006 12:09 PM