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Module

CHN4004 : China and its Peripheries: Repression, (In)stability and Conflict in the 21st Century

  • Offered for Year: 2020/21
  • Module Leader(s): Dr Jo Smith Finley
  • Other Staff: Miss Hanna Burdorf
  • Owning School: Modern Languages
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0

Aims

In consonance with the overall aims and objectives of the degree programme:

1) To develop an understanding of competing nationalist and ethno-nationalist discourses in Republican (1911-1949), Maoist (1949-1978) and Reform-era (1978- ) China;

2) To foster awareness of how popular nationalism is channelled by the state as a means to promote national unification, and of how popular nationalism may also undermine the state;

3) To develop an appreciation of the relative construction of the Han majority identity vis-a-vis the minority nationality identities;

4) To build knowledge of the historical and contemporary origins of Uyghur and Tibetan ethno-nationalisms, and to explore ways in which minority nationalities construct and express alternative identities to those imposed by the state / the Han majority.

5) To develop an understanding of competing pro-independence and pro-(re)unification aspirations in Taiwan and Hong Kong.

In this module, you will take an analytical approach to the study of nation, nationalism, ethnicity, and peripheral (in)stability in contemporary China.

Outline Of Syllabus

Module Talk (Introduction)

Topic 1. The May Fourth Movement, 1919 / New Culture Movement
Topic 2. Competing Discourses of Nationalism in Republican China (1912-49) - Guomindang (GMD, Chinese Nationalist Party) vs. Gongchandang (CCP, Chinese Communist Party)
Topic 3. ‘Anti-Traditionalism’, ‘Nativism’ and ‘Pragmatic Nationalism’ from the Maoist Era (1949-78) to the Reform Era (1978 - present)
Topic 4. ‘Patriotic Education’ and Emotive Popular Nationalism following the 1989 Tian’anmen Incident
Topic 5. State and Media Representations of the Han Majority and Minority Nationalities (Ethnic Minorities) in China
Topic 6. Origins of Uyghur and Tibetan Ethno-Nationalisms (incl. Stereotypes and Counter-Stereotypes)
Topic 7. The Evolution of Taiwanese National Identity (incl. 2014 Sunflower Movement)
Topic 8. The Hong Kong Protests 2014-20 and the HK Independence Movement
Topic 9. Chinese Nationalism and the World: The Authoritarian Turn (incl. The “De-Extremification” campaign in Xinjiang)

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion301:0030:00N/A
Structured Guided LearningLecture materials92:0018:00Online, non-synchronous
Structured Guided LearningStructured research and reading activities94:0036:00Online, non-synchronous
Scheduled Learning And Teaching ActivitiesSmall group teaching81:008:00Present-in-Person: Seminars
Scheduled Learning And Teaching ActivitiesWorkshops11:001:00Present-in-person: Essay planning workshop
Scheduled Learning And Teaching ActivitiesDrop-in/surgery81:008:00Synchronous online: Post-lecture support
Guided Independent StudyIndependent study981:0098:00N/A
Scheduled Learning And Teaching ActivitiesModule talk11:001:00Synchronous online
Total200:00
Teaching Rationale And Relationship

Lecture materials introduce students to competing discourses of nation in Republican, Maoist and contemporary China; to relative (majority-minority) configurations of Han and minority ethnic identities in official and popular discourses; and to the origins, constructions and expressions of alternative, peripheral identity movements in Xinjiang, Tibet, Taiwan, and Hong Kong, and related centre-periphery conflicts.

Small-group, in-person seminars, held on campus, encourage students to further explore the lecture themes through research, reading and discourse analysis, focused on carefully selected texts and audiovisual media (images and videos) related to the 9 lecture topics. Research and reading can be conducted independently or in small groups with student peers, in order to foster both individual initiative and teamwork.

The Essay planning workshop is designed to counsel students on how to research material, analyse sources critically, and plan, structure and present their arguments.

THIS MODULE IS TAUGHT AND ASSESSED IN ENGLISH.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay2M100An Essay of 2500 words (including quotations and footnotes but excluding bibliographies).
Formative Assessments
Description Semester When Set Comment
Essay1MA non-assessed written commentary on a document chosen from a choice of four, each relating to one of the Lecture topics.* see below
Assessment Rationale And Relationship

The module will be assessed by an Essay of 2500 words, a summative assessment demonstrating knowledge of taught aspects of Chinese society as well as the ability to critically analyse social themes. There will be a choice of essay questions covering the 9 lecture themes. Essay questions will be published mid-semester 2.

A successful essay will require the development and application of library and research skills, as well as word-processing skills. Students will be assessed on their depth of understanding of the chosen topic as well as on their skills of independent thinking, critical analysis and academic discourse organisation.

Reading Lists

Timetable