course selection guide book - fudan...

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Course Selection

Guide Book

(Updating in process, subject to change)

School of Social Development and Public

Policy

Spring 2015

Fudan University

Shanghai, China

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Contents

Course Enro llment Guide ............................................................................................................................................. ５

China through Contemporary Chinese Film ........................................................................................................ １１

Relig ion in Chinese Society ......................................................................................................................................... 27

Transitional Chinese Society ....................................................................................................................................... 40

Shanghai in Comparative Perspective ........................................................................................................................ 47

Psychology and Life(Introduction to Psychology) .................................................................................................. 80

Political Economy in China ......................................................................................................................................... 90

Dip lomacy of PRC.......................................................................................................................................................102

Political Development in Modern China .................................................................................................................107

China’s Social and Economic Transformation .......................................................................................................114

Chinese society and culture........................................................................................................................................117

Doing Business in China ............................................................................................................................................125

Global Sourcing and Supply Chain Management in China ..................................................................................131

Marketing Placement in China ..................................................................................................................................137

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Course Schedule (Spring 2015)

Monday Tuesday Wednesday Thursday Friday

AM

Political Economy in

China

ZHANG Li

9:55-11:35

H6302

Religion in Chinese

Society

HU Anning

9:55-12:30

H6102

PM

China through

Contemporary

Chinese Film

ZHU Jianxin

13:00-15:30

Rm1006， Wenke

Building

Chinese Diplomacy

XIAO Jialing

15:25-18:00

Rm1028, Wenke

Building

Shanghai Studies

(Shanghai in

Comparative

Perspectives)

YU Hai

15:25-18:00

HGX210

Marketing

Placement in China

ZHU Jianfeng

13:00-15:20

HGX407

Introduction to

Psychology

GAO Jun

15:25-18:00

H6101

Political

Development in

Modern China

ZHU Fang

15:40-18:15

Rm903, Wenke

Building

China’s Social and

Economic

Transformation

SHEN Ke

15:25-18:00

H5308

Introduction to

Chinese Society

and Culture

YU Hai & HU

Anning

15:25-18:00

HGX106

EVEN

ING

The Transitional

Chinese Society

SHEN Ke

18:30-21:10

H5308

Doing Business in

China

WANG Nathan &

ZHANG Tom

18:30-20:10

Rm1029, Wenke

Building

Global Sourcing and

Supply Chain

Management in China

WANG Nathan

18:30-21:10

Rm1029, Wenke

Building

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Note:

H 5308 refers to Room 308,the 5th Teaching Build ing 第五教学楼 308 室

H 6101 refers to Room 101,the 6th Teaching Build ing 第六教学楼 101 室

HGX210 refers to Room 210,West Subbuilding of Guanghua Tower 光华楼西辅楼

210 室




106 室


407 室

We’ll give students English campus map of Fudan University during the

orientation week.

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Course Enrollment Guide

The Internet Online Course Selection system will be used to select

courses. The time for Course Selection ranges from 6 March 8:00 am

to 20 March 11:30 am. During this period you can attend any class

you like and then decide whether you will choose it or not at last.

You may return here and change your choices as often as you wish

until 20 March 2015 11:30 am so long as there are places still

available.

Please note: After 20 March 2015 11:30 am the Course Selection

system will be closed and you aren’t allowed to select any course or

cancel any course you have chosen.

Please follow the steps to make your course choices.

1. Please click on "Course Enrollment" on the ICE website

(http://ice.ssdpp.fudan.edu.cn/enrollments/), then you'll

see the login prompt and enter your student number and

password.

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The student number is the Application NO. in your Admission Notice

given by Fudan University (as the first picture shows), and the

password is 2015springssdpp. Then you will see the course

selection page:

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Please click on "read this" and then read the “Enrollment Guide”

(http://ice.ssdpp.fudan.edu.cn/guide/) before you make course

choices.

Then you can start choose courses. Part one: Current enrollments

All the courses available are listed here. Tick the check boxes before

the course you like and then click on the “Sign up” button at the

bottom of the list to secure these choices. Then a new page will

appear and show the result of your choices:

1、choices are successful;

2、choices are unsuccessful due to timetabling clash with other

Sample

syllabus

Sample syllabus

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courses;

3、You are in the waiting list because there are no places available

now. And if some students cancel this course and there are places

available, your choice will become successful automatically.

Part two: Your Enrollments. You can check the results of your

course selection here. If you want to cancel some courses you have

already chosen, you can tick the check boxes before the course and

then click on the “unsubscribe” button.

Part three: Your data. This page shows your name, your program

and your E-Mail address.

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Q&A

How to change your password? Move your mouse to admin bar

which is in the top of the page, and then right-c lick your mouse.

Select "Edit My Profile" on the new menu.

Enter and confirm your new password at the bottom of the page, and

then click on the "Update Profile" button. Your change of password

will be successful.

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China through Contemporary

Chinese Film

Sample syllabus

Subject to Change according to Course Instructor

Instructor: ZHU Jianxin (PhD)

Office: Room 402-E, Wenke Building

Telephone : 021-65643066

Email: [email protected]

Time : 13:00-15:25, Mondays

Venue : Room1006, Wenke Building

COURSE DESCRIPTION :

This course is intended to offer insights into the political, social and

cultural changes in contemporary China and the impact of

modernization and globalization on its cultural redefinition and identity

reforming. Using primarily a selection of films directed by the

internationally acclaimed Chinese 5th and 6th generation directors, the

course will invite students to exercise their critical thinking skills to

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appraise the cultural narratives of each selected film, and the aesthetic

presentation produced by each film director.

LEARNING OUTCOMES:

By the end of the course students will be able to:

--Demonstrate knowledge of the political, social, and cultural changes

in Chinese film over the past three decades;

--Identify key characteristics of Chinese cultural tradition;

--Compare cultural elements of China to those of their own cultural

backgrounds;

--Evaluate the representation and criticism of Chinese cultural tradition

and value in contemporary Chinese film

COURSE CREDIT:

3.0

METHOD OF PRESENTATION:

Lecture & in-class discussion& student’s presentation

LANGUAGE OF PRESENTATION:

English

PREREQUISITE:

None 2

COURSE REQUIREMENTS AND ASSESSMENT:

This course offers one semester teaching. Each week, references and

readers will be suggested according to the topic and subject of the

lecture and class discussion Regular class attendance is mandatory.

Students are expected to attend class as well as participate in lectures

and discussions. Student participation in classroom discussion is the

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key to success in this course. The final grade is determined by the total

accumulative points of the following requirements: (1) class discussion

(10%); (2) mid-term test (20%); (3) class presentation (20%); (4) a final

term paper (50%).

REQUIRED READINGS:

Zhang, Yingjin. Chinese National Cinema (National Cinemas).New

York: Routledge, 2004;

Zhang, Zhen, ed. The Urban Generation: Chinese Cinema and Society

at the Turn of the Twenty First Century. Durham: Duke University

Press, 2007;

A course packet. (Available at the beginning of the semester.)

RECOMMENDED READINGS:

Brownem, Nick, and al. New Chinese Cinemas: Forms, Identities,

Politics. Cambridge: Cambridge University Press, 1994.

Chow, Rey. Primitive Passions: Visualizing Sexuality, Ethnography

and Contemporary Chinese Cinema. New York: Columbia

University Press, 1995.

Kuoshu, Harry H., ed. Celluloid China: Cinematic Encounters with

Culture and Society. Carbondale, IL: Southern Illinois University

Press, 2002.

Lu, Sheldon Hsiao-peng, ed. Transnational Chinese Cinemas: Identity,

Nationhood, Gender. Honolulu, HI: University of Hawaii Press,

1997.

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Silbergeld, Jerome. China into Film: Frames of Reference in

Contemporary Chinese Cinema. London: Reaktion Books, 2000.

Xu, Gary. Sinascape: Contemporary Chinese Cinema. Lanham, MD:

Rowman and Littlefield, 2007.

Zhang, Xudong. Chinese Modernism in the Era of Reforms: Cultural

Fever, Avant-Garde Fiction, and the New Chinese Cinema.

Durham, NC: Duke University Press, 1997. 3

TEACHING SCHEDULE

Week 1:

Course Overview

Lecture: An Introduction to Mainland Chinese Cinema (1)

Readings:

Zhang Yingjin. “Chapter 1: Introduction” & “Chapter 2: Cinema and

national traditions 1896-1929.” Chinese National Cinema (National

Cinemas).New York: Routledge, 2004: 1-57.

Zhang, Zhen. “Teahouse, Shadowplay, Bricolage: Laborer's Love and

the Question of Early Chinese Cinema.” Cinema and Urban Culture

in Shanghai, 1922-1943. Ed. Zhang Yingjin. Stanford: Stanford

University Press, 1999. 27-50.

Week 2:

Lecture: An Introduction to Mainland Chinese Cinema (2)

Readings:

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Zhang Yingjin. “Chapter 3, Cinema and the nation-people, 1930-49” &

“Chapter 6, Cinema and the nation-state in the PRC, 1949–78.”

Chinese National Cinema (National Cinemas).New York: Routledge,

2004: 58-112 & 189-224.

Home viewing: Shadow Magic (Xiyang jing, dir. Ann Hu, 2000), 116

min.

Week 3:

Lecture and discussion: Change and Continuity of Chinese Culture

in East-West Encounter

Readings:

Wu, Joseph S. “Basic Characteristics of Chinese Culture” < http://www.

thomehfang.com /suncrates3/1wu.html>

Wright, Elizabeth. “Shadow Magic – Imperial Peking’s Cinematic

Initiation.”

< http://sensesofcinema.com/2001/17/shadow_magic/>.

Home viewing: Raise the Red Lantern (Dahong denglong gaogao gua,

dir. Zhang Yimou, 1991), 125 min.

Week 4:

Lecture and Discussion: The signs of “Chineseness” in Raise the

Red Lantern

Readings:

Zhang, Xudong, “The Discourse of Modern Cinema,” Chinese

Modernism in the Era of Reforms: Cultural Fever, Avant-garde

http://www/

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Fiction, and the New Chinese Cinema. 4

Durham, NC: Duke University Press, 1997: 215-265.

Huot, Claire. “Colorful Folk in the landscape: Fifth-Generation

Filmmakers and Roots-Searchers,” China's New Cultural Scene: A

Handbook of Changes. Durham, NC: Duke University Press.2000:

91-125.

Whyte, Martin King. “Continuity and Change in Urban Chinese Family

Life.” The China Journal, No. 53 (Jan., 2005): 9-33.

Home viewing: Yellow Earth (Huang tudi; dir.Chen Kaige 1984), 89

min.

Week 5:

Lecture and discussion: Cultural Introspection and Artistic

Innovation

Readings:

Clark, Paul “Reinventing China: The Fifth-Generation Filmmakers.”

Modern Chinese Literature, Vol. 5, No. 1, Special Issue on PRC

Literature of the Eighties. (Spring, 1989): 121-136.

Silbergeld, Jerome. “Drowning on Dry Land: Yellow Earth and the

Traditionalism of the Avant-garde.” China into Film: Frames of

Reference in Contemporary Chinese Cinema. London: Reaktion

Books, 1999. 14-52.

Yau, Esther C. M.. “Yellow Earth: Western Analysis and a

Non-Western Text.” Film Quarterly 41.2 (1987-88): 22-33.

Zhang Yingjin. “Chapter 7, Cinema and national/regional culture,

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1979-89.” Chinese National Cinema (National Cinemas). New York:

Routledge, 2004: 225-239.

Home viewing: Black Cannon Incident (Heipao shijian; dir. Huang

Jianxin, 1985), 95 min.

Week 6:

Lecture and Discussion: The Plights of Chinese Intellectuals

Readings:

Berry, Chris and Mary Ann Farquhar, “Post-socialist Strategies: An

Analysis of Yellow Earth and Black Cannon Incident.” Celluloid

China: Cinematic Encounters with Culture and Society. Harry H.

Kuoshu, (ed). Carbondale, IL: Southern Illinois University Press,

2002: 283-301.

Elman, Benjamin A. “The Failures of Contemporary Chinese

Intellectual History.” Eighteenth-Century Studies 43.3 (Spring 2010):

371-391. 5

Wang. Hui. “Contemporary Chinese Thought and the Question of

Modernity.” Trans. Rebecca E. Karl. Intellectual Politics in

Post-Tiananmen China. Ed. Zhang Xudong.. Durham, NC: Duke

University Press, 1998: 9-44.

Home viewing: The Troubleshooters (Wanzhu, Dir. Mi Jiashan, 1988),

110 min.

Week 7:

Lecture and Discussion: Ideological Changes Reflected in “Wang

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Shuo Phenomenon”

Readings:

Wang,Huazhi. “Wang Shuo’s Construction of New Chinese Popular

Culture.” Problematizing the Nation: the “Wang Shuo Phenomenon”

and Contemporary Chinese Culture. Diss. Cornell University, 1999:

103-173.

Wang, Jing. “Pop Goes the Culture?” High Culture Fever: Politics,

Aesthetics, and Ideology in Deng's China. Berkeley: University of

California Press, 1996: 261-286.

Home viewing: The Story of Qiu Ju (Qiuju daguansi, dir. Zhang

Yimou, 1992), 100 min.

Week 8:

Mid-term test

Lecture and discussion: Shades of Morality in Contemporary

Chinese Society

Readings:

Hsiau, A-Chin. “The Moral Dilemma of China's Modernization:

Rethinking Zhang Yimou's Qiu Ju da guan si.” Modern Chinese

Literature. Vol. 10, No.1/2 (Spring/Fall 1998): 191-206.

Li, David Leiwei. “Capturing China in Globalization: The Dialectic of

Autonomy and Dependency in Zhang Yimou's Cinema.” Texas

Studies in Literature & Language. 49. 3 (Fall 2007): 293-317.

Zhang, Xudong. “Part 4: Allegories of the Social Landscape.” Chinese

Modernism in the Era of Reforms: Cultural Fever, Avant-garde

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Fiction, and the New Chinese Cinema. Durham, NC: Duke

University Press, 1997: 267-328.

Home viewing: Ermo (Ermo, dir. Zhou Xiaowen, 1994), 95 min.

Week 9:

Lecture and Discussion: Victims of Consumerism

Readings:

Farquhar, Judith. “Technologies of everyday life: The economy of

impotence in Reform China.” Cultural Anthropology. 14.2 (May

1999):155-180.

Gould, Stephen J. and Nancy Y. C. Wong. “The Intertextual

Construction of Emerging Consumer Culture in China as Observed

in the Movie Ermo: A Postmodern, Sinicization Reading.” Journal of

Global Marketing 14 (2000): 151-67.

Li, David Leiwei. “What will become of us if we don't stop? Ermo’s

China and the end of globalization.” Comparative Literature, Vol. 53,

No. 4 (Autumn, 2001): 442-461.

Tang, Xiaobing. “Rural Women and Social Change in New China

Cinema: From Li Shuangshuang to Ermo.” Positions: East Asia

Cultures Critique, 11, 3 (Winter 2003): 647-74.

Home viewing: Beijing Bastards (Beijing Zazhong, dir. Zhang Yuan,

1993), 88 min.

Week 10:

Lecture and discussion: A Distant Cry of Forsaken Children

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Readings:

Reynaud, Berenice. “Zhang Yuan’s Imaginary Cities and the

Theatricalization of the Chinese ‘Bastards’.” The Urban Generation:

Chinese Cinema and Society at the Turn of the Twenty-first Century.

Ed. Zhang Zhen Durham: Duke University Press, 2007. 264-294.

Zhang, Yingjin. “Rebel without a Cause: China’s New Urban

Generation and Postsocialist filmmaking.” The Urban Generation:

Chinese Cinema and Society at the Turn of the Twenty-first Century.

Ed. Zhang Zhen. Durham: Duke University Press, 2007.49-80.

Zhang, Zhen. “Introduction: Bearing Witness: Chinese Urban Cinema

in the Era of ‘Transformation’.” The Urban Generation: Chinese

Cinema and Society at the Turn of the Twenty-first Century. Ed.

Zhang Zhen. Durham: Duke University Press, 2007.1-48.

Home viewing: The World (Shijie, dir. Jia Zhangke, 2005), 110 min.

Week 11:

Lecture and discussion: Negotiating Local/Global Identities: China

in the 21st Century

Readings:

Gaubatz, Pier Rae. “Urban Transformation in post-Mao China: Impacts

of the Reform Era on China’s Urban Form.” Urban Space in

Contemporary China. Eds. Deborah Davis, Richard Kraus, Barry

Naughton, and Elizabeth J. Perry. London: Cambridge University

Press, 1995. 28-60.

Lu, Tonglin, “Fantasy and Reality of a Virtual China in Jia Zhangke’s

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Film The World.” Journal of Chinese Cinemas 2.3 (2008): 163-179.

McGrath, Jason. “The Independent Cinema of Jia Zhangke From

Postsocialist Realism to a Transnational Aesthetic.” The Urban

Generation: Chinese Cinema and Society at the Turn of the

Twenty-first Century. Ed. Zhang Zhen. Durham: Duke University

Press, 2007. 81-114.

Shi, Xiaoling. "Between Illusion and Reality: Jia Zhangke's Vision of

Present-day China in The World." Asian Cinema 18. 2 (Fall/Winter

2007): 220-31.

Home viewing: Shower (Xizao, dir. Zhang Yang, 1999), 92 min.

Week 12:

Lecture and discussion: Depicting Changes of Urban Landscape in

the Era of Globalization

Readings:

Braester, Yomi. “Tracing the City's Scars: Demolition and the Limits of

the Documentary Impulse in the New Urban Cinema.” The Urban

Generation: Chinese Cinema and Society at the Turn of the Twenty

First Century. Ed. Zhang, Zhen. Durham: Duke University Press,

2007. 161-180.

Lu, Sheldon H.. “Tear down the City: Tear down the City:

Reconstructing Urban Space in Contemporary Chinese Popular

Cinema and Avant-Garde Art.” The Urban Generation: Chinese

Cinema and Society at the Turn of the Twenty First Century. Ed.

Zhang, Zhen. Durham: Duke University Press, 2007. 137-160.

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Proctor-Xu, Jami. “Sites of Transformation: The Body and Ruins in

Zhang Yang's Shower.” Embodied Modernities: Corporeality,

Representation, and Chinese Cultures. Eds. Fran Martin and Larissa

Heinrich. Honolulu, HI; U of Hawaii P, 2006. 162-176.

Home viewing: A World without Thieves (Tianxiawuzei, dir. Feng

Xiaogang, 2004), 120 min.

Week 13:

Lecture and discussion: Blockbuster in Chinese Style: Feng

Xiaogang’s New Year’s Film (He Sui Pian)

Readings:

Gong, Haomin. “Commerce and the Critical Edge: Negotiating the

Politics of Post-socialist Film, the Case of Feng Xiaogang.” Journal

of Chinese Cinemas 3.3 (2009): 193-214.

McGrath, Jason. “Metacinema for the Masses: Three Films by Feng

Xiaogang.” Modern Chinese Literature and Culture, Vol. 17, No. 2

(Fall 2005): 90-132.

Zhang Yingjin. “Chapter 8: Cinema and the transnational imaginary,

1990-2002.” Chinese National Cinema (National Cinemas).New

York: Routledge, 2004: 281-296.

Home viewing: I Wish I Knew (Hai shang chuan qi, dir. Jia Zhangke,

2010), 125min.

Week 14:

Lecture and discussion: The Past and Present of Shanghai in

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Chinese Film

Readings:

Bao, Yaming. “The Politics of Nostalgia: Old Shanghai Bar, Elite

Narrative and Intellectual Discourse.” Shanghai: Its Urbanization

And Culture. Eds. Xuanmeng Yu & Xirong He. Washington D.C.:

CRVP, 2004. 113-124.

Liu, Tianhua. “Urbanization and the Image of a City: The Example of

the City of Shanghai.” Shanghai: Its Urbanization And Culture. Eds.

Xuanmeng Yu & Xirong He. Washington D.C.: CRVP, 2004.

87-104.

Pan, Lu. “Nostalgia as Resistance: Memory, Space and the Competing

Modernities in Berlin and Shanghai.” European Journal of East

Asian Studies. 12.1 (2003): 135-160.

Pan, Tianshu. “Historical Memory, Community-Building and

Place-Making in Neighborhood Shanghai.” Restructuring the

Chinese City: Changing Society, Economy, and Space. Eds. Laurence

J. C. Ma and Fulong Wu, London: Routledge 2005. 122–37.

Zhang Xudong. “Shanghai Nostalgia: Post-revolutionary Allegories in

Wang Anyi's Literary Production in the 1990s.” Positions 8.2(Fall

2002):349-388.

Week 15:

Class presentation

(Each student is required to give a 15-minute presentation on one of the

films discussed in class, focusing on its political/social significance or

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artistic achievement.)

An additional workshop will be arranged during the fall semester

on transnational Chinese cinemas.

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REQUIREMENTS FOR THE TERM PAPER

1. The term paper is due on TBD.

2. The term paper should be at least 3,000 words long.

- The paper should be typed (font #12, Times New Roman).

- Put your names and date in the right-hand corner of the first page,

and title pages are unnecessary.

3. When you use sources, make sure that a list of sources is given at

the end of the paper.

- Citing put the author's last name and the page number in parentheses

at the end of your sentence. Example: A recent study has described the

situation as "absolutely fantastic" (Arnold 25).

Example (a book): Arnold, William K. American Role. New York:

Oxford UP, 1999. Example (an article): Petro, Patrice. "Mass Culture

and the Feminine: The Place of Television in Film Studies." Cinema

Journal 25.3 (1987): 5-21.

Example (Internet): "Bertha Advances towards Bahamas." CNN

World News. 9 July 1996.

<http://cnn.com/WORLD/9607/09/bertha.update> (9 July 1996)

4. The term paper should focus on how contemporary Chinese films

address ONE of the following topics:

-politics, ideology and the emergence of popular culture in China

- globalization and cultural changes in China, especially in the 1990s

-cultural introspection in the films by the Fifth Generation filmmakers

in China

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-cultural transformation reflected in the films by the Sixth Generation

filmmakers in China

-the roles of cinema as history and ethnography: a case study of New

Chinese Cinema

27

Religion in Chinese Society

Sample syllabus


COURSE DESCRIPTION

This undergraduate- level course is designed to introduce students to the

sociological study of religion in Chinese societies. The purpose of this

course is to (1) familiarize students with the basic sociological

characteristics of major religions in Chinese societies; (2) make the

student aware of different perspectives in understanding the significant

role of Chinese religion in both traditional and contemporary China;

and (3) develop intellectual dialogue and mutual understanding between

China and the West. This course is a 3-credit hour course.

INSTRUCTOR:

Dr. Anning Hu

VENUE

H6102

TIME(tentative)

9:55 am -12:30 am

METHOD OF PRESENTATION

This course combines multiple methods of presentation, including

lectures, field research, case studies, and student reports.

LANGUAGE OF PRESENTATION

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English, with introduction of relevant Chinese terms

LEARNING OUTCOMES

By taking this course, students can expect to:

(1) Know about basic doctrines and teachings of major Chinese

Religions;

(2) Learn the social-political situation for religions in

contemporary China;

(3) Have first-hand experience with Chinese religions;

(4) Understand theoretical perspectives on Chinese religions.

REQUIRED WORK AND FORM OF ASSESSMENT

Students are expected to read the recommended listed materials and to

be prepared for the discussions during the weekly meetings. The

assessment includes several components. In the interest of credit

transfer for international students from The School of Social

Development and Public Policy (SSDPP), the course requirements for

native students and SSDPP international students are different, as

follows.

Native Chinese and Non-SSDPP international students

Class Participation: Students are expected to attend each lecture

(10%).

Mid-term Paper: Each student must choose a subject from one

of the themes of the course as his/her research topic and write a

mid-term paper of about 1,000 words (40%).

29

o This mid-term paper does not have to follow the

structure of a formal academic article. Students can

choose a topic such as a terminology in Chinese

religions, a particular Chinese religious phenomenon, an

international comparison of religions between China and

other civilizations, etc.

Final Paper: Each student should turn in a final research essay

of about 2000 words. This paper should have a different topic

from the mid-term paper (50%).

o As a formal article, students are expected to follow the

structure of an academic article, including sections of

“introduction”, “theoretical background”,

“methodology”, “results”, and “conclusions”. You

should buttress your arguments with empirical data,

either quantitative or qualitative ones. Through

analyzing your data, you get some results and findings,

based on which you draw your conclusions.

Both Mid-term and Final Papers are due on TBD

SSDPP international students

Class Participation (10%) [the same requirements as native

students]

Mid-term Paper (20%) [the same requirements as native

students]

Final Paper (30%) [the same requirements as native students]

30

Field research (40%) Besides the components listed above, each

international student from SSDPP should perform additional

field research to satisfy the requirement of credit transfer. This

field research counts one more credit hour.

o In particular, each SSDPP international student should

visit all of the listed religious sites in Shanghai and

conduct field research. The research topic is open. You

may want to address topics such as the

commercialization of Chinese religion, the secularization

of Chinese religion, among others. Each SSDPP

international student is required to turn in a research

report about his or her field work at the end of the

semester. In this report, you should include the following

information: a brief introduction of field research sites,

your research topic(s), what you find, and what

conclusions you finally get.

o religious sites for field research

The Jing’an Temple

Transit directions: Metro Line 10— Metro Line 2

The Sheshan Basilica

Note: You may need to take 2-3 three hours to arrive

at this basilica by public transport, so it is highly

recommended to plan your trip during the weekend.

Also, you may want to be accompanied with native

students.

31

Transit directions: Metro Line 10- Metro Line 8-

Metro Line9- Bus (松重线); Or, around 200 Yuan

one-way by taxi.

The Chenghuang Temple

Transit directions: Metro Line 10

The White Cloud Daoist Temple


The Hudong Chapel

Transit directions: Bus Line 133 or 966

The Xiaotaoyuan Mosque (optional)


Mid-term Paper, Final Paper, and Research Report are due on TBD

COURSE SCHEDULE

Week 1

Course Introduction

Introduction of Chinese Religions

1. Goossaert, Vincent. 2005. State and Religion in Modern China:

Religious Policy and Scholarly Paradigms. Paper presented at the

50th Anniversary of the Institute of Modern History, Academia

Sinica, Taipei.

[http://hal.archives-ouvertes.fr/docs/00/10/61/87/PDF/Paradigms

.pdf]

2. Vermander, Benoit. 2009. Religious Revival and Exit from Religion

in Contemporary China. China Perspectives .

32

[http://chinaperspectives.revues.org/4917]

Supplementary Readings on Introductory Chinese Religions

1. Weber, Max. 1968. The Religion of China. New York: Free Press.

[Library Call No.: B22 /W375(SJY) /E]

2. Lu, Yunfeng. 2012. Understanding the Rise of Religion in China.

Chinese Sociological Review 45(2): 3-7.

[http://web.a.ebscohost.com/ehost/detail/detail?sid=5ddbe1d1-9

56f-40b3-bdd9-86fde18c3740%40sessionmgr4003&vid=0&hid=41

04&bdata=Jmxhbmc9emgtY24mc2l0ZT1laG9zdC1saXZl#db=aph&A

N=87441557]

Week 2

Introduction of Chinese Religions (cont.)

Week 3

Confucianism and Humanistic Religion

1. Yang, C. K. 1967. Confucian Thought and Chinese Religion. In

Chinese Thought and Institutions: Exploring Twenty Five Centuries

of Chinese Ideas in Action, edited by John K. Fairbank. Chicago:

University of Chicago Press.

[Library Call No.: D669 /C539C1]

2. Ebrey, Patricia Buckley. 1993. Confucian Teachings. In Chinese

Civilization. New York: Free Press.

[Library Call No.: K203 /C539C(2)]

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Supplementary Readings on Confucianism

1. Rozman, Gilbert. 2002. Can Confucianism Survive in an Age of

Universalism and Globalization? Pacific Affairs 75(1): 11-37.

[http://www.jstor.org/stable/10.2307/4127239?origin=crossref]

2. Fukuyama, Francis. 1995. Confucianism and Democracy. Journal of

Democracy 6(2): 20-33.

[https://muse.jhu.edu/login?auth=0&type=summary&url=/journal

s/journal_of_democracy/v006/6.2fukuyama.html]

Week 4

Watching a Movie about Confucius

Week5

Taoism as Salvation Religion

1. Tim, Laichi. 2003. Daoism in China Today, 1980 – 2002. Religion in

China Today. New York: Cambridge University Press.

[Library Call No.: B928.2 /R382R]

2. Overmyer, Daniel. 1986. Chapter 2. In Religions of China, the World

as a Living System. San Francisco: Harper.

[Library Call No.: B928.2 /O96 /E]

Supplementary Readings on Daoism

1. Yang, Der-Ruey. 2012. New Agents and New Ethos of Daoism in

China Today. Chinese Sociological Review 45(2): 48-64.

[http://web.a.ebscohost.com/ehost/detail/detail?vid=3&sid=a77a

34

78b9-569e-4944-a976-595c05a8abec%40sessionmgr4003&hid=41


N=87441559]

Week 6

Buddhism Became Chinese

1. Overmyer, Daniel. 1986. Chapter 2. In Religions of China, the World

as a Living System, San Francisco: Harper.


2. Birnbaum, Raoul.2003. Buddhism China at the Century’s Turn. In

Religion in China Today. New York: Cambridge University Press.


Supplementary Readings on Buddhism

1. Ji, Zhe. 2012. Chinese Buddhism as a Social Force: Reality and

Potential of Thirty Years of Revival. Chinese Sociological Review 45

(2): 8-26.

[http://web.a.ebscohost.com/ehost/detail/detail?sid=a77a78b9-5

69e-4944-a976-595c05a8abec%40sessionmgr4003&vid=0&hid=41


N=87441560]

Week 7

Christianity and Chinese Society

1. Madsen, Richard. 2003. Catholic Revival during the Reform Era. In

35



2. Bays, Daniel H. 2003. Chinese Protestant Christianity Today. In



3. Aikman, David. 2006. Chapter 1 and Chapter 15. In Jesus in Beijing:

How Christianity is Transforming China and Changing the Global

Balance of Power. D.C.: Regnery Publishing.

[Library Call No.: B97 /A292 /E]

Supplementary Readings on Christianity

1. Chan, Shun-Hing. 2012. Changing Church-State Relations in

Contemporary China. Chinese Sociological Review 45 (2): 65-77.




N=87441555]

2. Cao, Nanlai. 2012. Elite Christianity and Spiritual Nationalism.

Chinese Sociological Review 45 (2): 27-47.




N=87441556]

Week 8

36

Christianity and Chinese Society (cont.)

Week 9

Religion in China Today：Social Change and the Evolution of

Religious Policy

1. Overmyer, Daniel. 2003. Introduction. In Religion in China Today.

New York: Cambridge University Press.


2. Pan, Yue. 2002. Marxist View of Religion Must Keep Up with the

Times. China Study Journal 18 (2): 5–18.

[http://www.ctbi.org.uk/pdf_view.php?id=44]

3. Yang, Fenggang. 2006. The Red, Black, and Gray Markets of

Religion in China. The Sociological Quarterly 47: 93–122.

[https://www.purdue.edu/crcs/itemPublications/articles/Yang3Ma

rkets.pdf]

Supplementary Readings on Religious Policy

1. Potter, Pitman B. 2003. Belief in Control: Regulation of Religion in

China. China Quarterly 174: 317-337.

[http://journals.cambridge.org/action/displayAbstract?fromPage=

online&aid=164855]

2. Yang, Fenggang. 2004. Between Secularist Ideology and

Desecularizing Reality: The Birth and Growth of Religious Research

in Communist China. Sociology of Religion 65(2): 101-119.

[https://www.purdue.edu/crcs/itemPublications/articles/Yang-RR.

37

pdf]

Week 10

Chinese Religious Renaissance in Taiwan

1. Madsen, Richard. 2006. Democracy’s Dharma: Religious

Renaissance and Political Development in Taiwan, CA: University of

California, pp. 131-157.

[Please contact me if you need this book chapter]

2. Huang, Julia. 2003. Global Engagement and Transnational Practice:

A Case Study of the Buddhist Compassionate-Relief Foundation in

Taiwan. In Quanqiu hua xiade shehui bianqian yu fei zhengfu zuzhi,

edited by Lizhu Fan, 496-515. Shanghai: Shanghai Peoples’ Press.

[Library Call No.: D56 /F24]

Supplementary Readings on Taiwanese Religion

1. Weller, Robert. 2000. Living at the Edge: Religion, Capitalism, and

the End of the Nation-State in Taiwan. Public Culture 12(2):

477-498.

[https://open.bu.edu/bitstream/handle/2144/4512/weller_edge.p

df?sequence=1]

2. Rubinstein, Murray A. 2006. Taiwan: A New History. M.E.Sharpe.

[Library Call No.: K295.8 /T135t3(SJY) /E]

Week 11

Folk Religion in Contemporary China

38

1. Fan, Lizhu. 2003. Popular Religion in Contemporary China. Social

Compass 50 (4): 449-457.

[http://scp.sagepub.com/content/50/4/449]

2. Yang, Fenggang and Hu Anning. 2012. Mapping Chinese Folk

Religion in Mainland China and Taiwan. Journal for the Scientific

Study of Religion 51(3):505–521.

[http://onlinelibrary.wiley.com/doi/10.1111/j.1468-5906.2012.016

60.x/abstract]

Supplementary Readings on Chinese Folk Religion

1. Lu, Yunfeng, Byron Johnson, and Rodney Stark. 2008. Deregulation

and the Religious Market in Taiwan: A Research Note. Sociological

Quarterly 49(1):139–53.

[http://www.baylorisr.org/wp-content/uploads/stark_deregulation

.pdf]

2. Hu, Anning and Reid Leamaster. 2013. Longitudinal Trends of

Religious Groups in Deregulated Taiwan: 1990 to 2009. Sociological

Quarterly 54: 254–277.

[http://onlinelibrary.wiley.com/doi/10.1111/tsq.12000/abstract]

Week 12

Q & A

The course outline is subject to change when necessary with due notice

given to the students.

39

Short Bio of Instructor:

Dr. Anning Hu earned his PhD in Sociology and MS in Statistics from

Purdue University, West Lafayette, US. His dissertation focuses on

Chinese folk religion with special attention paid to the

socio-demographic characteristics of folk religion adherents, the

longitudinal trajectories of folk religion in Taiwan, and the nexus

between folk religion and volunteerism. Besides religion, Dr. Hu is

interested in statistical modeling, causal inference, sociology of

education, and culture.

40

Transitional Chinese Society

(China’s Population and Development)

Sample syllabus


Instructors : SHEN Ke, [email protected]

Class Meeting Time: Mondays 18:30-21:05

Class Location: H5308

Credits: 2 credits (China’s Population and Development, 13 weeks);

3 credits (The Transitional Chinese Society, 16 weeks)

Course Description

China has been undergoing two exceedingly rapid transformations in

the past half a century: a demographic transition with dramatic decrease

in fertility and mortality, and an economic transition from a planned

economy to a market economy. The compressed demographic transition

has made China a country with a very low population growth rate and

mailto:[email protected]

41

accelerating population aging, and unprecedented economic reform has

lifted China to the ranks of middle-income countries. These two

historical transformations are not independent of each, but have been

closely intertwined. Thus, this course not only introduces various

demographic events and socio-economic reforms, but also explores the

linkages between population change and socio-economic

transformation. We raise a series of questions: What are social and

economic implications of one-child policy? How will China’s

imbalanced sex ratio at birth influence the marriage market? Will China

lose the competitive edge in labor- intensive industry in the near future

due to low fertility rates? How can China accommodate the expanding

elderly population in the context of frequent migration of young people?

Investigations into these questions may provide students with a deeper

understanding on China’s contemporary society.

Requirements and Evaluation

Course evaluation will be based on class participation, presentation, and

a term-paper. Students are expected to read the assigned materials

before class and to participate in group discussions in class. For the

term-paper, enrolled students need to select a topic related to

demographic and economic transitions, and examine it within the

context of the student’s own country. Students will have an opportunity

to present a progress report of their term-paper, and a final paper is due

at the end of the semester. The paper should have a length of 3,000

42

English words. This term-paper is expected to follow the style of an

academic research paper, consisting of introduction, literature review,

findings and conclusion. The course grading is comprised of: Class

attendance and discussion (20%), presentation (40%), Term paper

(40%).

General Textbook Reference

Weeks, John R. 2008. Population: An Introduction to Concepts

and Issues (10th Edition). Belmont, California: Wadsworth

Publishing Company.

Poston, Dudley.L. and Bouvier, L.F. 2010. Population and Society:

An Introduction to Demography. New York: Cambridge

University Press.

Course Syllabus and Reading List

Week 1 Introduction to Demography and Chinese Population

1. Wang, Feng. 2011. The Future of a Demographic Over-achiever:

Long-term Implications of the Demographic Transition in China.

Population and Development Review S37: 173-190.

2. Lee, James and Wang, Feng. 1999. Malthusian Models and Chinese

43

Realities: the Chinese Demographic System 1700 – 2000.

Population and Development Review 25 (1): 33-65.

Week 2, 3 Fertility Measures and Fertility Transitions

1. Morgan, S. Philip, Guo, Zhigang, and Hayford, R. Sarah. 2009.

China’s Below Replacement Fertility: Recent Trends and Future

Prospects. Population and Development Review 35 (3): 605-629.

2. Cai, Yong. 2010. China’s Below Replacement Fertility: Government

Policy or Socioeconomic Development. Population and

Development Review 36 (3): 419-440.

3. Cai, Yong. 2013. China’s Demographic Challenges: Gender

Imbalance. Manuscript.

Week 4,5 Fertility Policies

1. Gu, Baochang, Wang, Feng, Guo, Zhigang and Zhang, Erli. 2007.

China's Local and National Fertility Policies at the End of the

Twentieth Century. Population and Development Review 33(1):

129-147.

2. Peng, Xizhe. 2004. Is It Time to Change China's Population Policy.

China: an International Journal 2(1): 135-149.

3. Peng, Xizhe and Huang, Juan. 1999. Chinese Traditional Medicine

and Abnormal Sex Ratio at Birth in China. Journal of Biosocial

44

Science 31(4): 487-503.

Week 6 Mortality and Health

1. Cai, Yong. 2013. China’s New Demographic Realities: Learning from

the 2010 Census. Population and Development Review 39(3):

371-396.

2. Chen, Yuyu, Ebenstein, Avraham, Greenstone, Michael and Li,

Hongbin. 2013. Evidence on the Impact of Sustained Exposure to

Air Pollution on Life Expectancy from China’s Huai River Policy,

PNAS 110(32): 12936-12941.

3. Yip, Winnie and Hsiao, William. 2009. China’s Heath Care Reform:

a Tentative Assessment. China Economic Review 20:613-619

Week 7 Demographic Transition and Population Aging

1. Peng, Xizhe. 2011. China’s Demographic History and Future

Challenges. Science 333(6042): 581-587.

2. Lee, Ronald. 2003. The Demographic Transition: Three Centuries of

Fundamental Change. The Journal of Economic Perspectives 17(4):

167-190.

3. Cai, Yong, Wang, Feng, Li, Ding, Wu, Xiwei, and Shen, Ke. 2014.

China’s Age of Abundance: When Will it Run Out? Journal of

Economics of Aging. Forthcoming.

45

Week8, 9 Migration and Urbanization

1. Chan, Kam Wing. 2010. The Household Registration System and

Migrant Labor in China: Notes on a Debate. Population and

Development Review 36(2): 357-364.

2. Zhang, Li. 2012. Economic Migration and Urban Citizenship in

China: The Role of Points Systems. Population and Development

Review 38(3) : 503–533.

3. Xiang, Biao. 2007. How Far Are the Left-behind Left Behind? A

Preliminary Study in Rural China. Population, Space and Place 13:

179-191.

4. Lu, Yao and Wang, Feng. 2013. From General Discrimination to

Segmented Inequality: Migration and Inequality in Urban China.

Social Science Research 42: 1443-1452.

Week 10 Social Change and Marriage

1. Das Gupta, Monica, Ebenstein, Avraham, and Sharygin, Ethan

Jennings. 2010. China’s Marriage Market and Upcoming Challenges

for Elderly Men. Policy Research Working Paper.

2. Wang, Qingbin and Zhou, Qin. 2010. China’s divorce and

remarriage rates: trends and regional disparities. Journal of

Divorce & Remarriage 51(4): 257-267.

3. Cai, Yong and Wang, Feng. 2011. (Re)emergence of Late Marriage

in New Shanghai. Paper Prepared for the Conference on Marriage

46

in Cosmopolitan China, Hong Kong University, July 4-6, 2011

Week 11 Student Presentations (For students who take the

2-credit course)

Week 12 Population and Economic Change

1. Cai, Fang. 2010. Demographic Transition, Demographic Dividend,

and the Lewis Turning Point in China. China Economic Journal 3(2):

107-119.

2. Wang, Feng and Mason, Andrew. 2008. The Demographic Factor in

China's transition. In China's Great Economic Transformation,

edited by L. Brandt and T.G. Rawski, 136-166. Cambridge:

Cambridge University Press.

3. Wang, Feng. 2012. Racing Toward Precipice. China Economic

Quarterly June17-21.

Week 13, 14 Student Presentations (For students who take the

3-credit course)

47

Shanghai in Comparative

Perspective

(Shanghai Studies)

Sample syllabus


Staff of the Course

Course Coordinator

Prof. Yu Hai, Department of Sociology, Fudan University


Telephone: (M) 13321859728; (H) 65304777; (O) 55665380

Office: Rm. 929 in Arts and Literature Building (Wenke Building)

Homepage: http://www.oldssdpp.fudan.edu.cn/yuhai

Assistant

Course Description

Shanghai is one of the most powerful cities in China, in East Asia, and

in the World. Its global stature is evident from the powerful architecture

http://www.oldssdpp.fudan.edu.cn/yuhai

48

– a mix of cutting-edge contemporary designs and grand Western-style

edifices dating from the 19th and 20th centuries. At the same time, it is

distinctly Chinese and yet occupies a unique place with challenges and

issues arising from its position as the financial lead in China’s rapid

economic development.

Shanghai took shape after China was forced to open itself to the outside

world in the second half of the 19th century, amidst the clash between,

and interaction of, Oriental and Western cultures. Its history taken into

consideration, there is no doubt that Shanghai presents an excellent case

study of Western influence on Chinese cities in their modernization

process and their adaptation and creation of local cultures in the past

170 years.

To researchers, Shanghai may best display the interaction of such

elements as geography, economy, humanism and society. As the

economic center of China, Shanghai's transition from planned economy

to market economy is also worthy of further study. Many people are

also impressed with the diversity of cultures that have left their imprints

on Shanghai over the past 170 years, such as the Western colonial

culture, the revolutionary culture (Shanghai is the founding place of the

Communist Party of China), the city's own civic culture and the modern

pop culture. Together they have molded the city's culture and made it a

natural ground for metropolitan cultural study. The ability to assess

critically current and future development mechanisms from a

comparative perspective is essential in our increasingly interdependent

global world.

49

This course combines theory with first-hand exposure to and research

about Shanghai. The class will address seven different themes that

touch on past and especially on contemporary Shanghai from both a

local and global perspective. A highlight of the course will be a

week- long field trip in the fall term to Taipei and in the spring term to

Hong Kong or Singapore These cities rival Shanghai as major

economic and financial centers in East Asia, both with strong Chinese

cultures and histories of foreign influence. They will allow for

challenging and insightful comparisons to Shanghai.

Course Objective

The aim of the course is to provide students with Shanghai discourse

and facilitate their personal experience in the city. Students will use

their own first-hand observations, coupled with broad-based readings in

a range of social science areas, to reach their own understanding about

Shanghai and the rapid pace of China’s modernization.

Empirical experience is highly valued throughout the course. By

fieldwork as well as observation, students will see the city through their

own eyes. The reflection over first-hand empirical experience will be

included in the assignments, the end-of-term presentation and the final

paper. Students are expected to engage critically with their empirical

experiences by making comparisons between Shanghai and other cities,

by looking into the cultural or institutional background of their

observation, etc.

50

Course Contents

Seven themes will be explored :

History of Shanghai: from a cosmopolis to an eldest son of socialist

China (1840s -1980s)

Renaissance of Shanghai: China’s future global city as a state strateg

y (1990s -2010)

Urban planning and urban social space

Contemporary religious beliefs and practice

Education: systems and policies

Finance and trade

Aspects of Shanghai Studies

Course Organization

Guest lectures and seminar discussions, combined with site visits and

independent explorations in small groups.

First-hand experience is highly valued throughout the course. It will be

reflected in the fieldwork, assignments, group presentation and final

paper.

51

Course Evaluation

The assignments are based on the City as Text learning strategies,

through mapping, observing, listening and reflecting, combining

lectures, readings and fieldwork.

1) Attendance and class participation – 10%

Attendance to lectures and fieldtrips is required for all students. Please

inform TA in advance if you want to ask for a leave with an eligible

excuse.

2) Group fieldwork and end-of-term presentation – 20%

Group fieldwork: students’ groups (of three to four) follow the lecture

and group-work instructions in order to meet the fieldwork

requirements.

Group presentation: one presentation is arranged at the end of the

semester. It is supposed to last 10 minutes (8 minutes for presentation

with Powerpoint, 2 minutes for Q&A) and is meant to share the

observation and analysis of the group. First-hand empirical experience,

critical thinking, reflection and arguments are expected.

More specifically, the end-of-term presentation is meant to be based on

one specific theme among the following: religion, education, trade and

finance, urban planning and development. The presentation will also

have to be comparative in nature. (Example: If you've picked education

as your presentation theme, you ought to examine how what you have

been learning and researching with regards to education plays out in the

52

context of Shanghai on the one hand, and in the context of a second city

on the other.)

As a presentation is a group effort, grades for presentations (as opposed

as grades for papers) are collective: each member of a group will have

the same grade as his or her group co-members.

3) Short papers – 30%

Students will write two four-to-five page assignments about Shanghai

on the basis of their own observation, critical thinking and reflection

during the field trips.

One of the two papers will be entitled “Shanghai Impressions”.

For their other short paper, students have to choose one theme among

those studied during the semester, namely: religion ; education; trade

and finance; urban planning and urban development.

4) Term Paper – 30%

Students will choose one of the themes covered in the course and write

a ten-page term paper that combines primary and secondary research in

order to compare and contrast some aspect of this theme in Shanghai

with the social reality in Foreign Countries, or other cities they are

familiar with.

Students from the course group who have been to Foreign Countries on

may choose one of cities as their point of comparison with Shanghai,

while the other students who have not travelled to Foreign Countries

may pick any another city that they are familiar with as their main

concern for comparison. The theme chosen for the term paper does not

53

have to be the same as the one chosen by the student group for

end-of-term presentation.

5) Picture-taking – 10%

Out of the many pictures you may take during your stay in Shanghai,

please pick ten of them and explain how they illustrate what the most

impressive things in Shanghai are. Write at least fifty words of

explication below each picture. Please include the pictures in a Word

file or PDF file.

You may choose any scenes, people or aspects of city life. But you will

have to set out in writing:

1. Why you choose these pictures.

2. (If you are an foreign student) What kind of difference or common

points between Shanghai and your home city can be noticed in the

picture.

3. (If you are a Chinese student) what aspect of city life does this

picture remind you of?

4. Any pictures you provide as the assignment must be taken by

yourself. The pictures from other resources would be taken as

plagiarism ones.

A note on referencing in your paper assignments and on the “p” word:

Be careful always to indicate your sources properly in your short papers

and in the term paper. Whether you are quoting the exact words of an

author, whether there is a relevant fact or notion you wish to emphas ize,

54

or whether your own thinking has been inspired by that of someone else,

always insert references in your assignments. This applies to scholarly

works (journal articles and academic books), to official reports, to

newspaper articles and to any internet-based source. You may either

choose a Harvard-style referencing with names and dates in brackets in

the text and a full reference list at the end of your paper, or footnotes

containing all the necessary information about your sources. The

important point is to be rigorous and consistent throughout.

Similarly, if you are in fact translating or adapting a source in another

language than English (say a Chinese source), make sure to indicate it.

If you fail to do this, you may run the risk of being accused of

plagiarism, which is viewed as a serious offence. Any instance of

plagiarism, however limited in scope, and whether willful or due to

sloppy reference work, will invalidate the paper and be met with a strict

sanction.

A note on printing out your paper assignments:

Unless otherwise stated, all paper assignments have to be handed in

hard copy on the due date.

In case you do not have your own printer, on the Fudan campus there

are many small printing shops that will print or photocopy anything for

five or even one jiao a page. Just bring your USB drive to one of these

shops. To print in Chinese is da3yin4 (打印). You can easily spot these

shops on the streets, they have signs saying 复印 (fu4yin4: to

55

photocopy) or 打印. They also have fax machines (传真 chuan2zhen1:

to fax) and scanners (扫描 sao3miao2: to scan).

56

Reading materials

You can download the reading materials at:

http://www.oldssdpp.fudan.edu.cn/yuhai/ydsm.asp?id=43

Schedule1

Week 1

Orientation and First lecture by Prof. Hu Anning and TA Fieldwork

instructions

Questions and discussion

Lecture 1: Hu Anning

Urban culture and Way of life in Shanghai

Required Readings

1. James Farrer : ‘New Shanghailanders’ or ‘New Shanghainese’:

Western Expatriates’ Narratives of Emplacement in Shanghai in

Journal of Ethnic and Migration Studies

2. Vol. 36, No. 8, September 2010, pp. 1211-1228

3. Yang Xiong : A Survey on the Professional Life of White-Collar

Youth in Shanghai in Chinese Education and Society, vol.35, no.6,

November/December 2002, pp.36-52.

4. James Farrer : Shanghai Bars in Chinese Sociology and

Anthropology, vol. 42, no. 2, Winter 2009–10, pp. 22–38.

5. Yu Hai : The Production of Space and the Distribution of

1 The schedule is generally fixed but still liable to be modified due to unexpected

reasons such as weather, important events, sudden change of the lecturer’s

schedule and so on. However, every student will receive an email at least one

week in advance to be informed of any such change.

http://www.oldssdpp.fudan.edu.cn/yuhai/ydsm.asp?id=43

57

Right-of-way, Sociology Department, Fudan University.

6. Ngai Ming Yip : Walled Without Gates: Gated Communities in

Shanghai, Department of Public and Social Administration City University of Hong Kong.

Other: Division in small groups

During this session, the class will be divided into small groups. Each

group will have three to four students. These groups will serve the

purpose of organizing the fieldwork observation session in Shanghai

and they will also be the basis for the end-of-term presentation.

Other: Work out a trail after class

We will do the first field trip in the second week. After the Shanghai

Urban Planning Exhibition Hall, students will break off into small

groups, each with an assignment to explore a specific section of

Shanghai (see below).

Each Group must hand in its trail in advance. You can either choose

one of the trails suggested (see below) or you can make up one by

yourselves.

Week 2

Fieldwork guided by TA

Fieldwork

Visit Shanghai Planning Exhibition Hall and observe modern Shanghai

Small group visits: Observe modern life in Shanghai

58

After the Shanghai Exhibition Hall, students will break off into small

groups, each with an assignment to explore a specific section of

Shanghai. Students will each explore their assigned section of the city,

closely observing architectural details, patterns of traffic, and other

aspects of life.

Contemporary Shanghai is a palace of art and culture, with museums,

art galleries and other typical places for cultural activities. Besides, a

colorful night life is also one of the city’s characteristics. The small

groups are required to choose one or more trails to mega shopping

malls, bar street, etc. See below for suggestions of trails.

Instructions for observation

1. The most important thing is the details and the sentimental aspects of

the city’s landscape.

2. Pay attention to people’s activities, clothing, and expressions; try to

figure out some features of the city by watching what people are doing.

3. Pay attention to the architecture and the landscapes; reflect on the

characteristics of city life and culture on the basis of the architectural

features you observe.

4. Always use a comparative state of mind while watching shanghai,

compare it to your own city.

5. It bears repeating: Pay attention to the details. After which you

should sum up your detailed observations along thematic lines, such as

education, economy, customs, social behavior and so on.

This field activity will also serve as one possible basis for your

“Shanghai Impressions” assignment, due in Week 11.

59

Trail A Trail B Trail C

People’s Square People’s Square People’s Square

Walk towards

Raffle’s City

D-mall

Nanjing Road

Metro line 2 (Towards

Songhong Rd.) Jing’an

Temple Station

Jing’an Park,

Jiuguang Mall

Metro Line 1(Towards

Xinzhuang)

Xu Jia Hui

Shopping Center

Metro line 1 (towards

Xinzhuang) South Huang

Pi Rd. Station

Xin Tian Di/ Taiping Qiao

Changle Rd./Xinle Rd.

Walk towards

West Nanjing Rd.,

Tongren Rd. (Bars street )

Walk towards

Hengshan Rd.

Bars and Clubs

Bus 537

Back to Fudan

No. 21 Bus – from Jing’an

Temple to Luxun Park

Transfer to No.

991/139/854 Bus - from

Luxun Park to Fudan

University

Metro Line 1 (towards

Shanghai railway station)

Bus No.942

Back to Fudan

Reference trails:

People’s Square--The Bund – Walking – Yu Garden (Zhonghua Rd.,

Fangbang Rd., Luxiangyuan Rd.)

60

People’s Square—North Sichuan Rd. –Shanyin Rd.—Duolun Rd.

People’s Square—South Shanxi Rd.( The Bridle Villa)-- Jinxian Rd. –

Middle Fuxing Rd. – Anfu Rd. – Wukang Rd. – Hunan Rd. – Huashan

Rd. – West Huaihai Rd. – Xinhua Rd.

People’s Square—Huaihai Rd.(Shikumen: Meilanfang 梅兰坊,

Yuqingli 余庆里, Huaihaifang 淮海坊, Yuyangli 渔阳里,etc)—Sinan

Rd.—Shaoxing Rd.—Yongjia Rd.--MiddleFuxing Rd.

Shanghai Urban Planning Exhibition Center (Chinese: 上海城市

规划展览馆; Pinyin: Shànghǎi Chéngshì Guīhuà Zhǎnlǎn Guǎn)

is located on People's Square, adjacent to the municipal

government building. The Exhibition Center is a six-story

building, with two basement levels, displaying the achievements of

Shanghai's urban planning and development.

People's Square used to be the gathering plaza for political

activities in the planned-economy era. It has become the political

and cultural center in Shanghai since 1994, when it was rebuilt.

The Bund is well-known for its glorious financial-center history

and the remaining colonial-style architecture since the late 19th

century. Though the appearance of these colonial buildings has

not been greatly altered, their owners and functions have been

changed with history. Some haved turned into state-owned properties

61

and were rented out to financial and international businessese, while

others were rebuilt into fashion cosmopolitan places.

Yu Garden was built during the Ming Dynasty as a private garden of an

official. It was used as the headquarter of Xiaodaohui, which was the

rebell group that fought against the government of the Qing Dynasty.

Now it has become a famous tourist sight of Shanghai with a large

souvenir market nearby.

The historical blocks in Shanghai are located in the city

center, including Shikumen and old-style garden houses.

Most of them are located in Xujiahui, Changning, Luwan,

Jing’an districts, and were erected during the concession

time. Especially Shikumen 石库门 is now regarded as a remarkable

architectural heritage of Shanghai. It is a typical residence for local

people, built along narrow alleys, with a stone-framed gate and a

wooden front door.

Xintiandi is a pedestrian shopping, eating and entertainment zone of

Shanghai. It is composed of an area of reconstituted traditional

shikumen ("stone gate") houses on narrow alleys,

some adjoining houses which now serve as book

stores, cafés and restaurants, and shopping malls.

Most of the cafés and restaurants feature both indoor

and outdoor seating. Xintiandi has an active nightlife on weekdays as

well as weekends, though romantic settings are more common than

loud music and dance places. Xintiandi means "New Heaven and

Earth", and is considered one of the foremost lifestyle centers in China.

62

Xintiandi is near the site of the First Conference of the Communist

Party of China.

Week 3

Lecture 2: Yu Hai

History of Shanghai: from a cosmologist to an eldest son of socialist C

hina (1840s – 1980s)

Required Readings

1. Y.M.Yeung and Sung Yun-wing (editors): Shanghai: Transformation

and Modernization under China’s Open Policy, Chapter 19, “The

Shanghai Model in Historical Perspective”, pp494-518, 24pages,

The Chinese University of Hongkong Press, 1996

2. Yu Hai: A City Established From a Sense of Civics, in Beijing Review,

July 19, 2007, p25

http://www.bjreview.com.cn/quotes/txt/2007-07/17/content_696

19.htm

3. Yu Hai and Yan Fei: A Story of Shanghai Space: From Mao to Deng

4. Bian Yanjie: “Chinese social stratification and social mobility”,

Annual Review of Sociology, 2002,28: 91-116 , 25pages

Week 4

Lecture 3: Yu Hai

http://www.bjreview.com.cn/quotes/txt/2007-07/17/content_69619.htm


63

Renaissance of Shanghai: China’s future global city as a state strategy (

1990s - today)

Required Readings

1. Tingwei Zhang: “Striving to be a global city from below :The

Restructuring of Shanghai’s urban Districts” in Xiangming Chen,

Shanghai Rising, 2009

2. Fulong Wu: “Globalizaiton, Place Promotion and Urban

Development in Shanghai”, Journal of Urban Affairs.

Optional Readings

1. Shahid Yusuf and Weiping Wu : “Pathways to a world city”, Urban

Studies, 2002

2. Francis Fukuyama: “Democracy in America has less than ever to

teach China”

3. Francis Fukuyama: “China shapes the future with the past”

Week 5

Lecture 4: Hu Anning

Culture and religion

Required Readings

1. Bays, Daniel H. 2003.Chinese Protestant Christianity Today.China

Quarterly 174: 488-504.

64

2. Bruun, Ole. 1996. The Fengshui Resurgence in China: Conflicting

Cosmologies between State and Peasantry. The China Journal36:

47-65.

3. Dean, Kenneth. 2003. Local Communal Religion in Contemporary

South-East China. The China Quarterly174: 338-358.

4. Fan, Lizhu. 2003.Popular Religion in Contemporary China. Social

Compass 50: 449-457.

5. Potter, Pitman B. 2003. Belief in Control: Regulation of Religion in

China. China Quarterly 174: 317-337.

6. Smith, Steve A. 2006. Local Cadres Confront the Supernatural: The

Politics of Holy Water in the PRC, 1949-1966. The China Quarterly

188: 999-1022.

7. Tsai, Lily L. 2007. Solidary Groups, Informal Accountability, and

Local Public Goods Provision in Rural China.The American Political

Science Review 101(2): 355-372

8. Yang, Fenggang. 2005. Lost in the Market, Saved at

McDonald’s:Conversion to Christianity in Urban China. Journal for

the Scientific Study of Religion44:423–441.

Week 6

Fieldwork

Visit a religious site

Group visit: Jade Buddha Temple or San Guan Tang

65

Other recommended off-class observation of religious activity:

Students can visit local churches and temples of different religions after

class

Suggested sites:

Buddhism: Jing’an Temple, Jade Buddha Temple,

Christianity: She Shan Church, Hudong Church, Church of St. Peter

Taoism: Baiyun Guan, Chenghuang Temple

Muslim: Huxi Mosque

Confucianism: Wen Temple

Judaism: Ohel Moishe Synagogue, The Jews’ Union

Itinerary A:

Fudan University – No.537 Bus – from Wuchuan Rd.,/Zhengli Rd.,

Guoding Rd. to Laoximen – Wen Temple– No.24 Bus – from East

Fuxing Rd., Laoximen to Xikang Rd., Changshou Rd. -Jade Buddha

Temple– No.24 or 138 Bus – from Xikang Rd. Changshou Rd. to

Changshou Xincun-Huxi Mosque– No. 830 Bus – from Changshou Rd.,

Changde Rd. to Hengshan Rd., Middle Fuxing Rd. - Shanghai

Community Church– Walking – Xinhui Tang– Subway Line 1 – from

South Shanxi Rd. to The People’s Square –Transfer- No. 537 Bus –

from The People’s Square to Wuchuan Rd. – Fudan University ( the

North Gate)

66

Itinerary B:

Fudan Universtiy –No.100 Bus – from Jiangwan to Tanggu Rd.,

Wusong Rd.- Church of St. Peter, Hongkou District– No.848 Bus –

from Jiangwan to Tanggu Rd., Wusong Rd. -Jingxing Rd. Mosque –

No.960 Bus – from Xuchang Rd., Longjiang Rd. to Fudan University –

Fudan University (the Front Gate)

Itinerary C:

Fudan University – No.842 Bus –from Wujiaochang to Tianqiao Rd. –

Ohel Moishe Synagogue– No.857 Bus – from Tilanqiao Rd. to

Tangshan Rd. –The Jews’ Union – No.857 Bus – from Tangshan Rd. to

Huoshan Rd. – Huoshan Park – No.842 Bus – from Tilanqiao to

Wujiaochang – Fudan Universtiy

Assignment instructions for the short paper on religion (four to five

pages):

In this short paper, you are required to address a topic about Chinese

religion. You can choose one from the following list, or you can focus

on a topic of your interest.

The commercialization of religion

The relationship between religions, cooperation and conflict

A comparative research into the similarities and differences

between Chinese religion and religion(s) in your own country

The social functions of religion or related spiritual activities

(such as fortune-telling) in contemporary China

Atheism

67

Is folk religion a type of religion?

Other topics you may think interesting

Hints:

This is a short paper and literature review is not necessary.

However, if you are genuinely curious about some topic, you

are encouraged to read some previous studies.

You may take advantage of the field trip to a religious site and

perform some interviews or participant observation.

Please keep in mind that this short paper should not just present

what you think. Besides your ideas, comments, or contentions,

you should back up your arguments with evidence. Typical

types of evidence include your personal experience in China,

your observations, your interviews, the reports in newspapers,

internet resources, etc.

General evaluation:

In this short paper, evaluation will be based on (1) the organization of

your argument; (2) the presentation of your pieces of evidence; and (3)

the logical connection between them. It is an open-topic paper, so enjoy

it!

Week 7

Lecture 5: Ding Yan

68

Education in Shanghai

Required readings

Emily Hanum, Jere Behrman, Meiyan Wang and Jihong Liu:

“Education in the Reform Era” in Brandt, L. and Brawski, T. B. (eds),

China’s great economic transformation, 2008.

John Biggs and Catherine Tang, Teaching for quality learning at

university, 1999 (read chapters 1 to 6).

Week 8

Fieldwork

Group visit to a Xinzhong High School, a municipal key high school

(上海新中中学)

Instructions:

Please pay attention to the performance of the students during their

class time.

Observe the teachers’ teaching methods, as well as the interaction

between the teachers and the students.

Keep an eye on the environment of the school and the facilities, and on

what kind of pictures and words are posted around the school grounds;

think about what kinds of issues they reflect.

Try to compare with your own high school.

Engage in direct communication with the students as much as possible.

69

Hand in your written assignment (four to five pages) about “Religion”

if you have chosen this topic.

Week 9

Lecture 6: Xiaozu Wang

Trade and finance: Aspects of the Chinese and Shanghainese political

economy

Required Readings

1. Brandt, L. and Brawski, T. B., “China’s great economic

transformation”, in Brandt, L. and Brawski, T. B. (eds), China’s great

economic transformation, 2008.

2. Wu Fulong, “Globalization, the changing state, and local

governance in Shanghai”, in Chen Xiangming (ed), Shanghai Rising:

State power and local transformation in a global megacity, 2009.

3. Fewsmith, J., “Debating ‘the China model’”, China Leadership

Monitor, 2011

Optional Readings

1. Allen, F. et al, “China’s financial system: Past, present and future”, ”,

in Brandt, L. and Brawski, T. B. (eds), China’s great economic

transformation, 2008.

2. Dickson, B., “Integrating wealth and power in China: The

Communist Party’s embrace of the private sector”, China Quarterly,

70

2007.

3. Li Shi and Zhao Renwei, “Market reform and the widening of the

income gap”, Social Sciences in China, 2011.

4. Wang Shaoguang, “Steadfastly maintain our direction and explore

new roads: Sixty years of socialist practice in China”, Social

Sciences in China, 2010.

5. Lin Li-wen and Milhaupt, C. J., “We are the (national) champions:

Understanding the mechanisms of state capitalism in China”,

Columbia University School of Law Working Paper, 2011.

6. Huang Yasheng, Capitalism with Chinese Characteristics, chapter IV,

“ What is Wrong with Shanghai”, 2008.

Assignment instructions for the short paper on trade and finance (four

to five pages):

The point of this short paper is to address Chinese and Shanghainese

economic development generally, through a combination of a personal

perspective and of cogent arguments to justify that perspective. There is

no precise question so student are free to select any aspect of China's

experience of economic development which you know best or find the

most illuminating.

For instance, students who have had first-hand experience of a Chinese

business environment might want to highlight some of the practices

observed, and to show what these might reveal about the Chinese

economy more generally. On the other hand, students who have not had

proper opportunities for relevant observation in that domain can focus

71

more on the academic readings, and come up with a personal point of

view on that basis.

In any case, all students are strongly encouraged to engage with the

academic literature on political economy in the syllabus. The point is

not to replicate the contents of the readings, but to develop one’s own

perspective on Chinese development.

Work this week

Students can either choose to read relevant material and work on their

final paper or divide into small groups to do the recommended off-class

activity.

Recommended off-class Shanghai observation activity

During the process of the remaking of Shanghai, there are many

stakeholders. The municipal government intends to improve urban

accessibility and produce a new developed area to achieve the goal of

becoming the economic, trading, financial, and shopping center of the

country. Local governments want their profile to compete with other

districts. And all the investors and developers have their own economic

interests. Many transportation and public spaces (such as public greens)

were built following such interests, but most of the ordinary people may

not have the opportunity to participate in the construction process. They

are the real dwellers in the newly built-up areas and public spaces, yet

they can be resettled against their will in outer areas as a result of

infrastructure construction. What is more, the new spaces have

produced new social networks and interactions.

72

Line A (public

transportation)

Line B (public green/ park) Line C (creative places)

Fudan Uni. Fudan Uni. Fudan Uni.

Bus 539 to Metro Line 8

Xiangyin Station to

People’s Square

Bus 102 towards Nenjiang

Rd.

Gongqing Forest Park

No.854 Bus to Liyang Rd.

– 1933 Old Millfun

Metro Line 1 to Shanghai

railway station

Metro Line 8 towards

Yaohua Rd.

Huangxing Park

Metro Line 4(Hai Lun Rd.)

To Shanghai Railway

Station

M 50

Suhe Art Center

Metro Line 3 to

Zhongshan Park

Metro Line 8 towards

People’s Square

People’s Park

Yanzhong Public Green

Metro Line 1(Xin Zha Rd.

station) to South Huangpi

Rd.

Transfer to No. 933(from

Huaihai Rd. to Jiangguo

Rd.)

Tian Zi Fang

the 8th Bridge

Shangjie Loft

Metro Line 2 to Shiji Metro Line 2 towards

Zhangjiang

Bus No.933 back to Fudan

73

Avenue Lujiazui Central Green

The transportation trail: Observe the flow of population and the

environmental surroundings.

The public green trail: Observe the composition of visitors and their

activities. Compare the differences among locations, you will find that

some of the parks or public greens are converted private-owned gardens,

while some are reconstructed from old residential settlements. Now,

they are used for entertainment, social interaction and physical exercise

by ordinary people.

The creative industry trail: Observe the process of urbanization and

CBD renovation. Since the beginnings of the Reform Era, the structure

of industry has changed a lot from the heavy industry to service and

consumption industry. As a result, there are many abandoned factories

in the central area of the city. Instead of demolishing the warehouses

and factories, the local governments and developers have rebuilt them

into gathering places for creative industries such as art, design, etc.

Send the picture assignment to ＴＡ via email.

Hand in your written assignment (four to five pages) about “Education”

if you have chosen this topic.

Week 10

74

Lecture 7: Yu Hai


Required Readings

Yu Hai: “The Production of Space and the Distribution of

Right-of-way”

Yu Hai: “Becoming a Chinese Cosmopolitan Place: Tianzifang Beyond

the Global- local Duality”

Yunxiang Yan: “Of hamburger and social space: Consuming

McDonalds in Beijing”, in The Consumer Revolution in Urban China,

edited by Deborah S. Davis

Chi-Huang Wang: “Taipei as a Global City: A Theoretical and

Empirical Examination”, Urban Studies, 2003

Optional Readings

James Farrer: “Shanghai Bars, patchwork globalization and flexible

cosmopolitanism in reform-era urban-leisure”, Chinese Sociology and

Anthropology, 2010

Hanchao Lu: “Nostalgia for the Future: The Resurgence of an Alienated

Culture in China”, Pacific Affairs, Vol. 75, No. 2 (Summer, 2002), pp.

169-186

Xuefei Ren: “Forward the Past: Historical Preservation in Globalizing

Shanghai”

Yaming Bao: “Shanghai Weekly:Globalization, consumerism, and

Shanghai popular culture”, Inter-Asia Cultural Studies, Volume 9,

Number 4, 2008

75

Wang Xiaoming: “Under the sky of Shanghai”

Tianshu Pan: “Communal memory, Spatializing Strategy, and

neighborhood gentrification in Post-reform Shanghai”

Assignment instructions: write a 4-5 page paper on urban planning and

development:

Although you did not have the chance to participate yourselves in the

process of city planning in Shanghai, your knowledge on prior planning

efforts, as well as your own direct encounter with current large-scale

urban transformation and construction, should provide you with a

wealth of usable material for the short paper. Working on the

assignment, you should remember to draw on your own fieldwork

observations and investigations, as well as on academic readings on

theories of urban planning and social space.

Specifically, the short paper should offer a combined reflection on the

three following issues:

1) What are the criteria that define a “livable city” (or high

quality-of- life city)? In your opinion, can Shanghai be seen as a livable

city, or is it only a business-oriented city?

2) As you know, Shanghai’s city centre has undergone dramatic

changes in the past twenty years. Have you noticed any interesting new

spaces in the city? In so far as “social space” may be defined as being

convenient for citizens, as favouring social exchanges, and as

promoting communities’ welfare, have you been able to observe any

76

space in Shanghai living up to this definition? If you did, share your

story in the paper.

3) Overall, after having engaged in observation research in Shanghai, is

there any personal perception, reflection or proposition that you wish to

put forward?

Hand in your written assignment (four to five pages) about “trade and

finance” if you have chosen this topic.

Hand in the Shanghai Impressions assignment.

Assignment instructions: Write a four-to-five page paper outlining your

Shanghai impressions on the basis the lectures, readings and

observations. You may perceive Shanghai as reflecting a confluence of

East and West, of nostalgia and modernity.

Your argument and reflections over the following issues will be highly

valued in the assignment:

What is happening in Shanghai? How does Shanghai manifest itself

under your gaze?

What is the institutional, cultural background of your Shanghai

impression?

Try to make a comparison, to propose an argument, or to question the

strength and weaknesses of your empirical experiences.

Required readings after class: Aspects of Shanghai Studies

Yu Hai: Urban Renovation in Shanghai’s Inner-City in Social-Spatial

Perspective

77

Yu Hai: The Shanghainese People and The Identity of City of Shanghai

Albert Wing Tai Wai. Place promotion and iconography in

Shanghai’s Xintiandi. Habitat International, 2006, 30: 245~260

Shenjing He: State Sponsored Gentrification under Market

Transition: the case of Shanghai, Urban Affairs Review,

November 2007, 171-198

Week 11

Final presentations

The group presentation has to be based on one specific theme among

the following: religion, education, trade and finance, urban planning

and development. This presentation will also have to be comparative in

nature. (Example: If you've picked education as your presentation

theme, you ought to examine how what you've been learning and

researching with regards to education plays out in the context of

Shanghai on the one hand, and in the context of a second city on the

other.)

Hand in your final paper (guidelines in the “Course Evaluation” section

above), and your short paper on “urban planning and development” if

you have chosen this topic.

78

Timetable

Week Session Faculty members

Week 1

Orientation, fieldwork instructions, question

and discussion, small group division.

Lecture 1: Urban culture and Way of life in

Shanghai

Hu Anning 胡安宁

ＴＡ

Week 2 Fieldwork: Visit Shanghai Urban Exhibition

Hall and Observe Modern Shanghai ＴＡ

Week 3

Lecture 2: Yu Hai

History of Shanghai: from a cosmologist to a

n eldest son of socialist China (1840s –

1980s)

*Short paper: Choose one topic among

“religion”, “education”, “trade and finance”,

and “urban planning and development”

Prof. Yu Hai 于海

ＴＡ

Week 4

Lecture 3: Yu Hai

Renaissance of Shanghai: China’s future glob

al city as a state strategy (1990s - today)

Prof. Yu Hai 于海

ＴＡ

Week 5 Lecture 4: Culture and religion

Hu Anning 胡安宁

ＴＡ

Week 6 Fieldwork: visit a religious site

Hu Anning 胡安宁

ＴＡ

79

Week 7 Lecture 5: Education in Shanghai Ding Yan 丁妍

ＴＡ

Week 8

Fieldwork: visit to a municipal key high

school

Hand in short paper on “religion”

Ding Yan 丁妍

ＴＡ

Week 9

Lecture 6: Xiaozu Wang

Trade and finance: Aspects of the Chinese

and Shanghainese political economy

Reading Week

Fieldwork: Off-class Shanghai observation

activity

Hand in the picture assignment to ＴＡ via

email.

Hand in short paper on “education”

Xiaozu Wang 王小卒

ＴＡ

Week 10

Lecture 7: Yu Hai


Hand in short paper on “trade and finance”

Hand in “Shanghai Impressions” assignment

Prof. Yu Hai 于海

ＴＡ

Week 11

Final group presentations

Hand in the final term paper and the short

paper on “urban planning and development”

Prof. Yu Hai 于海

ＴＡ

80

Psychology and Life

(Introduction to Psychology)

Sample syllabus


Notice

This syllabus is intended to help you clearly understand the course goals, expectation,

testing methods and topics we will go through in this semester, so you may optimize your

learning experience and maximize your performance. Please take you time to read it

carefully before making the decision to choose this course.

Course Description

Psychology and Life is a course offered to undergraduate students who are interested in

learning more about the science of psychology and applying their learning into their daily

lives. The course embraces the vision of American Psychological Association (APA), “to

advance the creation, communication and application of psychological knowledge to

benefit society and improve people’s lives” (www.apa.org). Therefore, students are

encouraged to apply what they have learned in the classroom, in an active and critical

way, to enhance the quality of their lives as well as the lives of others around them.

The aim of the course is to provide a general introduction to major fields of psychology,

i.e. the methodology and the basis of psychological reasoning, the classical concepts and

theories as well as the latest research outcomes and new progresses made in this science

to promote the understanding and changes in individuals, families and societies. The

curriculum design of the course strives to adhere to the five learning goals proposed by

APA guidelines for the undergraduate psychology major-version 2.0 (APA, 2013) on the

foundation level (for those students who only take lower level courses, such a s this

course, to have a general understanding as well as application of psychology, but do not

81

necessarily intend to complete a bachelor’s degree in psychology). The five goals are:

knowledge base in psychology, scientific inquiry and critical thinking, e thical and

social responsibility in a diverse world, communication and professional

development. The detailed descriptions of these goals relevant to this course will be

listed in the section of Learning Objectives in this syllabus.

As an introductory course, different topics will be given for each week to cover the whole

scope of psychology, including: the biological and evolutionary basis of human behaviors,

sensation and perception, consciousness, learning, memory, intelligence, human

development, motivation and emotion, stress and health psychology, personality

psychology, social psychology, abnormal psychology and psychological counseling &

psychotherapy. Besides lecturing, the course uses small & big group discussion, group

work, extracurricular readings, and the participation of psychological researches to

facilitate the learning process. Extracurricular reading materials for each topic are to be

emailed to students and it is expected that students will choose at least one paper to read.

In order to get full credits of the course, students are asked to complete one individual

homework report, one group project and two participations in psychological studies

(several opportunities will be offered during the semester and students can choose which

to participate in; if students are not willing to participate for any reasons, extra homework

assignment will be offered to get the credit). The final exam is a 100- item close-book

format multiple choice test. Students who are open-minded, curious and confident in

English are warmly welcomed to embark on this journey.

82

Instructor: Jun Gao Ph.D., Assistant professor, Department of Psychology, School of

Social Development and Public Policy, Fudan University.

Phone: 021-55665473


Office Hours : Monday 12:00 a.m ~ 1:30 p.m. (Please send me an email to make extra

appointments if you are not able to meet me during the official office hours.)

Time of the Class: Friday 15:25 p.m. ~ 18:00 p.m.

Classroom: H6101

Text Book

Richard J.Gerrig & Philip G.Zimbardo. Psychology and Life (18th edition), 人民邮电

出版社，2011 年第 1 版 (English Edition)

Reference Books & Learning Resources

Phillp G. Zimbardo，Robert L. Johnson，Ann L. Weber. 津巴多普通心理学（第五

版）. 中国人民大学出版社，2008 年 7 月第一版. （中文版）

Benjamin B. Lahey著，吴庆麟等译. 心理学导论（第九版）. 上海人民出版社，

2010 年第一版. （中文版）

Roger R. Hock. Forty Studies that Changed Psychology (5th edition). Post &

Telecom Press, 2010. (English edition) [中文名称：罗杰·霍克. 改变心理学的 40

项研究（第五版）. 人民邮电出版社，2010 年 1 月第一版. 此书信息为英文版，

也有相应中文翻译版]

The website of American Psychological Association. www.apa.org

Reading Materials

You are required to read one or two pieces of reading materials every week and they

will be sent vie emails to your email box. You need to register your email address

with the help of TA at the beginning of the semester.

83

Extra (and more difficult) reading materials are also available every week. Reading

materials of this level are research papers of classical studies or new development

related to the topic of the week in psychology. Those who are motivated to read more

can download them from the e-learning platform in the URP system.

84

Learning Objectives

As an introductory course, the main purpose of this course is to provide an overview of

the modern psychology as a science and to disseminate psychological knowledge through

educational activities. It is expected that through lectures, readings, assignments and

other active learning behaviors such participating in course discussions and psychological

experiments, students will be able to achieve five learning goals advocated by APA

guidelines for the undergraduate psychology major-version 2.0 (APA, 2013) at the end

of this course (see detailed description of the learning goals as well as the potential ways

to achieve & access them in the following table. The contents are revised based on the

APA guidelines):

Knowledge base in psychology: Students are expected demonstrate fundamental

knowledge and comprehension of the major concepts, theoretical perspectives,

historical trends, and empirical findings to discuss how psychological principles

apply to behavioral phenomena.

Scientific Inquiry and Critical Thinking : Students are expected to learn some basic

skills and concepts in interpreting behavior, studying research, and applying research

design principles to drawing conclusions about psychological phenomena

Ethical and Social Responsibility in a Diverse World: Students are expected to

become familiar with the formal regulations that govern professional ethics in

psychology and begin to embrace the values that will contribute to positive outcomes

in work settings and in building a society responsive to multicultural and global

concerns

Communication: Students are expected to be able to write a cogent scientific

argument, present information using a scientific approach, engage in discussion of

psychological concepts, explain the ideas of others, and express their own ideas with

clarity

Professional Development: Students are expected to apply psychology-specific

content and skills, effective self- reflection, project-management skills, teamwork

skills, and career preparation to develop work habits and ethics to succeed in

academic settings

85

Learning goals How to achieve these goals

How to assess the

outcome

Knowledge base in psychology

Explain why psychology is a science. Use basic

psychological terminology, concepts, and theories in

psychology to explain behavior and mental processes while recognizing

complex interplay of the intrapersonal, interpersonal

and environmental factors that shape behaviors and mental processes

Identify key characteristics, principle methods and

research questions of major content domains in psychology (e.g., cognition

and learning, developmental, biological, and sociocultural)

Describe examples of relevant and practical

applications of psychological principles to everyday life, especially

how psychological factors may influence one’s pursuit

of a healthy and fulfilling life

Attending the lectures Reading the textbook Reading

extracurricular materials

Participating in all kinds of learning activities

Quiz items either

presented on the

class or listed on

the textbook

Homework

assignment

Group project

Final exam

Self-report

questionnaires

Scientific Inquiry and Critical

Thinking

Use scientific reasoning to interpret psychological phenomena and be aware of

the common fallacies in thinking, such as

confirmation bias, implying causation from correlation

Read and summarize

general ideas, simple graphs and statistical findings as

Attending the lectures Reading the textbook

Reading extracurricular materials

Actively participating in small & big group

discussions Actively participating

in the group project

work

Homework

assignment

Group project

Final exam

Self-report

questionnaires

86

well as conclusions from psychological sources accurately

Identify and navigate psychology databases and

other legitimate sources of psychology information

Interpret, design, and

conduct basic psychological research

Ethical and Social

Responsibility in a Diverse

World

Apply ethical standards to evaluate psychological science and practice

Try to build and enhance interpersonal relationships

by recognizing how individual differences, social identity, and

worldview may influence beliefs, values, and interaction with others and

vice versa Maintain high standards for

academic integrity, including honor code requirements

Attending the lectures

Reading the textbook Reading

extracurricular materials

Actively participating

in small & big group discussions

Applying psychological knowledge and

methods to explain & interpret personal as well as social

concerns

Group project

Final exam

Self-report

questionnaires

Peer evaluation

Communication

Express ideas in written formats that reflect basic

psychological concepts and principles

Interact effectively with others, including

teacher, TA and classmates

Actively participating in small & big group discussions

Actively participating in the group project

work Establishing

meaningful

relationship with teachers, TA and peers

Homework

assignment

Group project

Self-report

questionnaires

Peer evaluation

Professional Development

Describe how psychology’s content applies to business,

health care, educational, and other workplace settings

Exhibit self-efficacy and

Actively participating

in small & big group discussions

Actively participating in the group project work

Applying

Group project

Self-report

questionnaires

Peer evaluation

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self-regulation Enhance teamwork capacity

psychological knowledge and methods to analyze

and/or solve personal concerns and/or

problems Establishing

meaningful

relationship with teachers, TA and peers

Trying to find a mentor

Seeking professional

help if necessary

Course requirements

Assignments – the basic assignments include one homework report, a mid-term paper

based on a group project and two participations of psychological experiments. The

homework can be either an essay or any other format (such as a drawing) that

summarizes students’ learning from the course, esp. how they apply the knowledge from

the classroom to their daily lives. The mid-term paper is based on a team work and the

size of the team is from 4 to 6 students. The team is asked to work out a research plan on

a topic relevant to psychology and the topic can be freely chosen by students as long as it

is within the scope of psychology.

Participations in psychological studies- Students are required to participate in two

psychological studies to get a real sense of how psychologists are doing their researches.

Students will get 5% of the total course credit for each participation. Several

opportunities will be offered during the semester and students can choose which to

participate in. If students are not willing to participate for any reasons, extra homework

will be offered to get the credit.

Exams- The final exam is a close-book format multiple choice test. This 100- item test

covers all the topics of the course. An outline of the course is provided to students at the

end of the semester, which aims to help students to prepare for the final exam.

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Class Behavior – It will be appreciated if students can abide by three basic rules of this

course. They are: 1. Please to be punctual at each class and to ask for leave in advance if

one cannot show up (you can either send email to me or to the TA). 2. Try to be proactive

in learning this course, i.e. try to be alert and stay focused through the course. An open

attitude and a sense of curiosity are welcomed. 3. Please show the basic respect to the

lecturer, the TA and all fellow students.

Grading Policy

Components Point %

Homework assignment 15%

Mid-term paper (team work) 30%

Experiment participation (2 times) 5% each

Final Exam (100 items multiple choice ) 45%

Total 100%

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COURSE OUTLINE / CALENDAR

The course schedule is tentative and the dates are subject to change.

Week Topic Deadline for

Assignments

1 An Introduction to the Course

2 Statistics and Research methods in Psychology

3 The Biological and Evolutionary Basis of

Behaviors

4 Sensation and Percepetion

5 Counsciousness and Alternate States

6 Learning

7 Memory

8 Cognition Processes and Intelligence

9 Topics in Developmental Psychology

10 Motivation Mid-term paper

11 Emotions and Stress

12 Personality

13 Psychological Disorders

14 Psychological Counseling and Psychotherapy

15 Topics in Social Psychology Homework Assignment

16

Final Exam

Date: 2015-01-12

Time: 18:30-20:30

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Political Economy in China (中国政治经济状况)

Sample syllabus

（Subject to change）

Instructor Prof. L. ZHANG, Room 1117, Wenke Building (文科大

楼), Tel: 021-5566-5575, Email:

[email protected]

Course TA ＴＢＤ

Instruction Language English

Course Credit 2.0

Office Hours 14:00 – 16:30, Mondays or by appointment

Class Time 9:55 – 11:35, Wednesdays

Class Venue H6302, Handan campus, Fudan University

(1) Course description

This course provides a political economy perspective on the rapidly changing economy

and society in contemporary China. The course will focus on the discussion how political,

economic and social forces shape “socialism with Chinese characteristics”. Students who

elect this course are assumed to have basic knowledge of China and Chinese.

(2) Objectives

The ultimate objectives of this course are:


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to enhance students’ intellectual knowledge about China from a political economy

perspective;

to improve students’ ability to think about China’s complex development more

comprehensively and critically; and

to enable students to integrate what they have learned from this course into other

China-related courses in their own discipline of study.

(3) Learning outcomes

After completing the course, students should

be able to explore controversial concepts and issues that are important for

understanding socialism with Chinese characteristics;

be knowledgeable about the relationships between various development patterns and

systemic features in both pre-reform and reform periods; and

be able to understand China’s development beyond what is presented in the mass

media.

(4) Main text

The World Bank and the Development Research Center of the State Council, China

2030: building a modern, harmonious, and creative society, Part I: Overview

(pp.3-73).

(5) Background readings

Janos Kornai (1992). The socialist system: the political economy of communism.

Princeton University Press, chapter 15 (pp.360-379) and chapter 24 (pp.565-580).

Terry Cannon and Alan Jenkins (eds.) (1990). The geography of contemporary

China: the impact of Deng Xiaoping’s decade. Routledge, chapters 3-4 (pp.61-101).

Barry Naughton (1996). Growing out of the plan: Chinese economic reform

1978-1993. Cambridge University Press, introduction and chapter 1 (pp.26-55).

John R. Logan (ed.) (2002). The new Chinese city: globalization and market reform.

Blackwell Publisher, pp.3-21.

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(6) Schedules, topics and suggested readings

Week 1

Course introduction 课程简介

An overview of the course, including contents, requirements and assessments

Week 2

The lexicon of China’s political economy 中国政治经济学重要术语

Selected Readings

“Understanding China in geography” http://chinadatacenter.org/chinageography/,

authored by China Data Center, University of Michigan.

Kenneth Lieberthal (1995), Governing China: from revolution through reform. W. W.

Norton & Company, Inc. chapters 6 and 7.

Week 3

Demographic dividend and China’s power 人口红利与中国国力

Selected Readings

Angus Maddison (2001), The world economy: a millennial perspective. Paris:

OECD.

Xizhe Peng (2011), China’s demographic history and future challenges. Science vol.

333, pp.581-587, 29 July 2011.

Ronald Lee and Andrew Mason (2006), What is the demographic dividend? Finance

and Development, vol.43, no.3, pp.16-17.

Karen Eggleston, Jean C. Oi, Scott Rozelle, Ang Sun, Andrew Walder, and

Xueguang Zhou (2013), Will demographic change slow China’s rise? The Journal of

Asian Studies, vol.72, no.3, pp.1-14.

Week4

Territorial dimensions of authority and power in China’s political economy 行政区

经济

Selected Readings

Carolyn Cartier (2013), “What’s territorial about China?” Eurasian Geography and

Economics, vol.54, no.1, pp.57-77.

http://chinadatacenter.org/chinageography/

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Kai-yuen Tsui (2007), “Forces shaping China’s interprovincial inequality,” Review of

Income and Wealth, vol.53, no.1, pp.60-92.

Laurence J. C. Ma (2005), “Urban administrative restructuring, changing scale

relations and local economic development in China,” Political Geography, vol.24,

no.4, pp.477-497.

Week 5

Transformation of economic development models 经济发展模式转变

Selected Readings

Justine Yifu Lin, Fang Cai and Zhou Li (2003), The China miracle. The Chinese

University Press.

Xiangming Chen (2007), “A tale of two regions in China: rapid economic

development and slow industrial upgrading in the Pearl River and the Yangtze River

Deltas,” International Journal of Comparative Sociology, vol.48, nos.2/3,

pp.167-201.

Andong Zhu and David M. Kotz (2011), “The dependence of China’s economic

growth on exports and investment,” Review of Radical Political Economics, vol.43,

no.1, pp.9-32.

Week 6

Migration and citizenship in the Chinese context 人口迁移和市民权

Selected Readings

“Regulations of the People’s Republic of China on residence registration,” Chinese

Law and Government, vol.34, no.3, 2001, pp.52-57.

Kam Wing Chan and Will Buckingham (2008), “Is China abolishing the hukou

system?” The China Quarterly, no.195, pp.582-606.

Tiejun Cheng and Mark Selden (1994), “The origins and social consequences of

China’s hukou system,” The China Quarterly, no.139, pp.644-668.

Week7

Political economy concerns of urbanization 城市化的政治经济因素

Selected Readings

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Kam Wing Chan (1994), Cities with invisible walls: reinterpreting urbanization in

post-1949 China. Hong Kong: Oxford University Press, Chapters 3 & 4.

Li Zhang (2008), “Conceptualizing China’s urbanization under reform,” Habitat

International, vol.32, pp.452-470.

McKinsey Global Institute (2009), Preparing for China’s urban billion, Executive

summary (pp.13-40).

Week 8

Government finance: the case of infrastructure financing 基础设施融资

Selected Readings

Asian Development Bank, Ministry of Finance of China (2000) Managing urban

change: strategic options for municipal governance and finance in China. Report of

Technical Assistance, TA PRC 2924 – A study of municipal public finance.

George C.S. Lin and Samuel P.S. Ho (2005), “The state, land system, and land

development processes in contemporary China,” Annals of the Association of

American Geographers, vol.95, no.2, pp.411-436.

Richard M. Bird (2005), “Getting it right: financing urban development in China,”

Asia-Pacific Tax Bulletin, March/April, pp.107-117.

Week 9

Inequality under welfare regime transformation 福利体系转型中的不平等

Selected Readings

Dorothy J. Solinger (2012), “The new urban underclass and its consciousness: is it a

class?” Journal of Contemporary China, vol.21, no.78, pp.1011-1028.

Fulong Wu (2004), “Urban poverty and marginalization under market transition: the

case of Chinese cities,” International Journal of Urban and Regional Research

vol.28, pp.401-423.

Xinping Guan (2000), “China’s social policy: reform and development in the context

of marketization and globalization,” Social Policy & Administration, vol.34, no.1,

pp.115-130.

Week 10

Political reform 政治改革

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Selected Readings

Guangbin Yang and Miao Li (2009), “Western political science theories and the

development of political theories in China”, Journal of Chinese Political Science,

vol.14, pp.275-297.

Peter R. Moody Jr. (2009), “Political culture and the study of Chinese politics,”

Journal of Chinese Political Science, vol.14, pp.253-274.

Suisheng Zhao (ed.) (2006), Debating political reform in China: rule of law vs.

democratization. M.E. Sharpe.

Week 11

Student Presentation 学生论坛

Week 12

How can we understand the real China 如何读懂中国

Selected Readings

Janos Kornai (2000), “What the change of system from socialism to capitalism does

and does not mean,” Journal of Economic Perspective, vol.14, no.1, pp.27-42.

Suisheng Zhao (2010), “The China model: can it replace the western model of

modernization?” Journal of Contemporary China, vol.19, no.65, pp.419-436.

Barry Naughton (2010), “China’s distinctive system: can it be a model for others?”

Journal of Contemporary China, vol.19, no.65, pp.437-460.

Week 14

Final exam week 期末考试

(7). Course assessment

Assessment scheme

Your final grades are determined by the total accumulative points of the following

assignments. Students from different programs are assessed based on the same criteria.

Class participation 10%

Group projects 25%

Group presentation 20%

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Group powerpoint and brief synopses 5%

Individual research proposal 25%

Take-home final 40%

Total 100%

Class participation

Class attendance is a component of your final grade. Absence from c lass will likely

affect academic performance.

Any excused absence must be requested with valid reasons.

For both excused and unexcused absences, the student is required to inform the

course instructor or TA.

Even though a student’s absence is excused from class, he/she is not normally

excused the associated class work.

Group projects and requirements

A). Group projects are a significant part of learning activities in this course. The main

purpose of group projects is to facilitate learning by doing research and by exchanging

views among students. Students will be organized into several groups. Each group will

consist of 3 or 4 members. Each group will be assigned a topic under the given theme.

Each group is required to give ONE presentation in class, and submit ONE presentation

powerpoint and brief synopses in a soft copy to the course TA.

B). Each presentation will have 15 minutes in maximum, followed by 5 minutes Q & A.

Students are encouraged for active discussion. For the benefit of all participants, the

presenters are encouraged to provide brief synopses of the topic (including references) in

writing to the students.

C). The presentations should deal with following issues and have following components.

Presentations are basically in a review manner.

Presenting and interpreting key concepts that are highly related to the topic;

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Highlighting defining features of the topic;

Reviewing influential works on the topic, such as their major arguments; and

Underlining your insights and understudied areas of the topic, if any.

Research proposal and requirements

A). Each student needs to write one research proposal (2,000 to 3,000 words). Students

have freedom to choose their own interested topics under a broad theme of “socialism

with Chinese characteristics”.

B). I intend the individual research proposal to, in addition to issues of practicalities

Be structured around enquiring a central question designed to stimulate academic

interest and curiosity

Specify research objectives and rationale

Make a clear hypothesis that the particular insight could be developed to the topic in

question by an appropriate perspective

Engage with a critical review of influential studies and identify research gaps

Elaborate the workable methodology

Anticipate the possible implications

To learn more about how to write a research proposal, you can consult the website:

http://researchproposalguide.com

The submission (in Microsoft word format) should be sent to the course TA. Late

submission is subject to grade deduction by 20% of the total grade of the research

proposal per day.

Examination

There is a take-home final exam in the end of the semester. The final consists of 2 short

questions (selected from several questions) and 1 long analytical question (selected from

http://researchproposalguide.com/

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several questions). The questions will be closely related to all lecture and project topics.

The questions of the final emphasize depth of understanding and analytical ability. The

review sheet will be available in the due course. Each student should submit her/his

individual answers (in Microsoft word format) to the course TA .Late submission is

subject to grade deduction by 20% of the total grade of the final exam per day.

Academic honesty

Students are advised to pay attention to University policy and regulations on honesty in

academic work, and to the disciplinary guidelines and procedures applicable to reaches of

such policy.

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Topics and selective issues

(1) Poverty and inequality

Like elsewhere, Chinese people care about how economic resources and

development outcomes are distributed, concerns which have been heightened by recent

developments. In the presentation, you may wish to address some of the following

questions:

Which measures of poverty are most useful to Chinese policy makers, in terms of

enabling them to design policies and allocate resources effectively?

What factors (e.g. globalization, changes in welfare systems, local government

practices) have played the greater role in shaping current trends in poverty and

inequality?

What policy approaches (e.g. conditional transfers, general redistribution) hold the

greater promise to deliver effective solutions?

Looking ahead, what are some of the most pressing challenges that local

governments are likely to confront in the future to provide affordable housing, as

well as adequate urban infrastructure to ordinary citizens?

(2) Quality of development

Quality of development takes us beyond the notion of economic growth, requiring

considerations of effective use of resources, people’s subjective well-being, the quality of

the natural environment where people live, people’s health, and the features of the

governance system, etc. In the presentation, you may wish to address some of the

following questions:

Despite of many drawbacks, what does GDP remain as a key measurement of

development?

What are the priorities for measuring China’s development outcomes (for example,

measuring subjective well-being)?

How malleable are government institutions to change in order to improve low

well-being achievements?

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How does the interaction of market, society and government affect the current

situation of quality of development? Provide evidence.

(3) Caring for the elderly

A rapid ageing of the population is affecting China as a result of restrictive birth

policy. This trend, when combined with low-level of development, under-development of

the social security system and high participation in the labor market by Chinese women,

is leading to greater care needs for seniors. Even when not affected by medical conditions,

elderly people may need assistance with respect to day-to-day activities and face risks of

social isolation. Even when specific programs are in place, most of the care burden

associated to old-age falls on families. In China, current policies are being developed in a

piecemeal manner, rather than being constructed in a sustainable manner. In the

presentation, you may wish to address some of the following questions:

What are the most important factors bearing on the well-being of Chinese elderly

people?

What are the main factors that will shape the demand for care by the elderly in the

coming future?

How will demographic and labor market trends affect the supply of family available

to care?

How can policies best support informal carers and help achieve a better balance

between private responsibility and public support in care-giving?

(4) Social cohesion

Over the past decades, many Chinese cities have achieved strong growth rates and

increased economic prosperity as a result of urbanization, laying the foundations of a

better life for attracting more migrants. While migrants may great contribution to urban

development, there are strong sentiments of disconnection between the concerns of local

governments and those of migrants (e.g. wage increase, access to quality public

education). Resource redistribution is skewed to those deemed productive and valuable

and excludes those defined as surplus. Such disconnect threatens the country’s social

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cohesion, weakening people’s sense of belonging, and opportunities for social mobility.

In the presentation, you may wish to address some of the following questions:

What are constituent elements of the notion of social cohesion? What are the main

dimensions of social cohesion in the Chinese context?

What can we learn from past experiences and existing practices? To what extend,

does China’s development be a process of distillation, concentration, segregation and

exclusion?

How can Chinese governments at different levels contribute to strengthening social

cohesion? What types of policies and programs have proved more effective in

securing the economic and social integration of migrants in cities?

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Diplomacy of PRC

Sample syllabus


Associate Professor. Xiao Jialing

E-mail: [email protected]

Course Description

This course provides students with a comprehensive introduction to contemporary

China’s diplomacy and its foreign policy, as well as its theoretical, historical background.

This course will also investigate the decision-making system of Chinese foreign policy,

China’s bilateral relations with major powers, China’s multilateral relations with its

neighboring countries, developing countries and international organizations. Emphasis

will be placed on the period since 1978 when China initiated its reform and open-up era.

Readings will be drawn from political science, history, and international relations

theories written by both Chinese and Western scholars.

Course Objectives

Upon completion of the course, students should be able to:

a) Get a whole picture of the evolution of Chinese diplomacy;

b) Possess a more comprehensive understanding of the motivation of China’s diplomatic

behavior and the mechanism of China’s foreign policy decision-making

c) Develop a familiarity with the major issues and events involving China’s foreign

policy;

d) Demonstrate the ability to analyze the implication of China’s peaceful rise for the

world;

e) Develop some practical skills: critical analysis; oral presentation and primary source

research.

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Organization of the course

The course will be composed with lectures, class discussions, and writing assignments.

It will have two and a half hour per week.

Readings

Before starting a new topic, the instructor will provide a detailed reading list. They are

mainly selected from the following textbooks and occasionally other books or journals.

The background textbook is available at FDU bookstore and other copies of the required

readings and recommended readings are available in the libraries of SIRPA and Centre

for American Studies.

Electronic readings will be sent by email.

Background Textbook

Yang Fuchang, ed., Contemporary China and its Foreign Policy, Beijing: World Affairs

Press, 2003. 杨福昌主编：《当代中国与中国外交》（英文版），北京：世界知识出

版社 2003 年版。

Required Readings

1 David M. Lampton, ed., The Making of Chinese Foreign and Security Policy in the

Era of Reform, 1978-2000 (Stanford California: Stanford University Press, 2001)

2 Thomas W. Robinson & David L. Shambaugh, ed., Chinese Foreign Policy: Theory

and Practice, 2nd edition (Oxford: Clarendon Press,1997)

Course Requirements

(1) Participation:

Attendance is mandatory.

Students will be expected to have completed each week’s reading assignments before the

general meeting.

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Participation in class discussions is an essential part of the class.

(2) Discussion

Students are expected to significantly contribute to the seminar discussions each week. If

there is no spontaneous discussion, I will direct it: expect to be called.

Discussion enlivens a lecture course and is conducive to learning. Participation in free

discussion is encouraged.

(3) Research Paper

Students will be required to write one analytical research paper regarding

Contemporary Chinese Diplomacy in a specific issue area (any topics, such as

decision-making, public opinion, security/defense, relations with specific nations, etc.)

Students should select research topics in close consultation with the instructor and submit

the final version of the essay to the instructor by the end of the semester. (TBD)

Suggested essay length is 10 pages (12, double-space), including notes and bibliography.

(4) Extensions

Excuses for missed classes or late submission of the essay will be taken on a case-by-case

basis and should be accompanied by the expected paperwork. Any excuse or extensions

must be applied for beforehand.

Make-up exams or extensions will not be granted except in case of emergency and in all

cases require a note from the Dean or your doctor.

Penalty for late submission without prior approval: deduction of 3% per day (e.g., a B

to B-)

Course assessment

Final grades will be based on the following requirements and assignments:

Attendance 10%

Discussion 25%

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Research paper 65%

A=Achievement outstanding relative to the level necessary to meet course requirements.

B=Achievement significantly above the level necessary to meet course requirements.

C=Achievement meeting the course requirement.

D=Does not fully meet basic course requirement, but worthy of credit.

F=Performance falling to meet course requirement.

SCHEDULE OUTLINE

(19 weeks, 14 sessions)

PART Ⅰ: Introduction

Session 1: Introduction and Overview of the Course

Approaches and Methods

PART Ⅱ: Background of Contemporary Chinese Diplomacy

Session 2: Historical Legacies and Basic Principles of China’s Foreign Policy

Session 3 Major Adjustments of China’s Diplomatic Strategies

Session 4:Political Structure and Decision-making System in Foreign Policy

PART Ⅲ.Dimension of China’s Decision-Making System on Foreign Policy

Session 5: Relevant Organs, Societal Forces and Foreign Policy

Session 6: Ethnic and Religious issues in China’s Foreign Relations

Session 7: Taiwan Issue in China’s Foreign Relations

PART Ⅳ. Bilateral Relations: Relations between China and Other Major Powers

Session 8: China-USSR and China-Russia Relations

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Session 9: China-U.S. Relations

Session 10: China- Japan Relations

Term Paper Outline

PATR Ⅴ. Multilateral Relations

Session 11: China’s Relations with its Neighboring Countries

Session 12: China-Africa Relations

Session 13: China’s Relations with International Organizations

Session 14: Cyber Security and Chinese diplomacy

Research Paper Due

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Political Development in Modern China

Subject to Change

Instructor: Dr. Zhu Fang

Classroom：903 Wenke Building

Days & Hours: 3:40-6:15 PM, Mondays

Textbooks: June Teufel Dreyer, China’s Political System: Modernization and Tradition, 6th Edition,

(Pearson Education, Inc. 2008).

Tony Saich, Governance and Politics of China (Palgrave Macmillan, 2004). Supplementary Materials:

Under each week’s topics, I have provided additional readings for those of you who are interested. However, you should do fine with the essay questions of the exam, if you

just read the textbooks and attend classes regularly.

Course Objectives:

This course strives to capture the continuous drama of the Chinese struggle for national

revival through political, social and economic modernization. It deals with fundamental questions as why China eventually went communist in time of national crisis since mid 19th century; how the PRC regime tried to industrialize the economy and society through

state mobilization in 50s and 60s; how that mobilization model ran into a dead end at the end of 70s; and finally how the market oriented reforms and opening up to the outside

world in the past 35 years have transformed the socio-economics and the state-society relations in today’s China.

Students are expected to gain in-depth knowledge of: 1) the historical background of the Chinese communist revolution; 2) major events, policy changes, and structural reforms in

the political development since the founding of the PRC; and 3) some of the major concerns and debates in the Chinese politics today.

Course Requirements: The final grade will be based on two take-home exams, each counting for 45%. For each

exam, students will be given one week to write an essay, answering questions provided by the instructor. Late papers will be penalized. The exams should be typed,

proofread and approximately five pages long.

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Class attendance is REQUIRED and will be factored into your final grades (10%). As a courtesy to the instructor and to your fellow classmates, please be on time and DO NOT

carry out personal conversations with each other in class.

Although mainly a lecture course, I strongly encourage discussions in class and will take questions, queries, criticisms during the lectures. Discussion enlivens a lecture course and is conducive to learning. I DO NOT mind being interrupted, provided that the

point being raised is more or less pertinent to the lecture topics.

Grading:

1st take home exam: 45%. 2nd take home exam: 45%.

Class Attendance and Participation: 10%

Weekly Topics and Readings

Weeks1-2: Imperial China and the Absence of Industrial Capitalism

1. Dreyer, Chapters 1, 2.

2. Gary G. Hamilton, “Why No Capitalism in China?” Journal of Developing Societies Vol. 1, 1985.

3. Justin Yifu Lin, The Needham Puzzle: Why the Industrial Revolution Did Not Originate in China (Working Paper No. 650, Department of Economics, University of

California, Los Angeles, March 1992).

4. Gavin Menzies， 1421: The Year China Discovered America (Perennial, New York, 2004).

5. Max Weber, The Protestant Ethic and the Spirit of Capitalism (Charles Scribner’s

Sons, 1976).

6. Carl Riskin, China’s Political Economy: the Quest for Development since 1949 (Oxford University Press, 1987), pp. 11-34.

7. Barrington Moore, Jr., Social Origins of Dictatorship and Democracy: Lord and Peasant in the Making of the Modern World (Beacon Paperback, 1966), Chpt 4.

8. Ken Pomeranz, The Great Divergence: Europe, China and the Making of the Modern World Economy (New Jersey: Princeton University Press 2000).

9. David Landes, The Wealth and Poverty of Nations: Why Some Are So Rich and Some

So Poor (New York: W.W. Norton Company and Inc. 1999).

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Weeks 3-4: Communist Revolution and Birth of Regime Dreyer, Chapters 3, 4.

1. Richard Lowenthal, "Development vs. Utopia in Communist Policy," in Chalmers Johnson, ed., Change in Communist Systems (Stanford: Stanford University Press, 1970), pp. 33-116.

2. Maurice Meisner, Mao's China and After: A History of the People's Republic, (New

York: Free Press, 1986), chpts. 1-4, pp. 3-51.

3. Chalmers Johnson, Peasant Nationalism and Communist Power, 1937-1945 (Stanford University Press, 1962).

4. Theda Skocpol, States and Social Revolutions (Cambridge: Cambridge University

Press, 1979), chpt. 7, pp. 236-281.

5. Lowell Dittmer, China's Continuous Revolution (Berkeley: University of California Press, 1987), chpts. 1-4, pp. 1-107.

6. Samuel Huntington, Political Order in Changing Societies (New Haven: Yale University Press, 1968), chpt. 1, pp. 1-92.

7. Barrington Moore, Social Origins of Dictatorship and Democracy: Lord and Peasant

in the Making of the Modern World (Boston, Beacon Press, 1966), Chpts, 7-9, pp. 413-483.

Weeks 5-6: Politics of Development under Mao

Dreyer, pp.79-96 in Chap 5; and pp. 137-146 in Chap 7.

1. Saich, pp. 25-43, in Chap 2.

2. Fang Zhu, Gun Barrel Politics: Party-Army Relations in Mao’s China (Boulder, Colorado: Westview Press, 1998) Chpts. 3, 4, pp. 59-110.

3. Edward E. Rice, Mao's Way (Berkeley: University of California Press, 1972), chpt. 11, pp. 159-181.

4. Carl Riskin, China's Political Economy: The Quest for Development Since 1949 (N.Y.: Oxford University Press, 1987), chpts. 3-6, pp. 38-147.

5. Harry Harding, Organizing China: The Problem of Bureaucracy, 1949-1976 (Stanford:

Stanford University Press, 1981).

6. Thomas Bernstein, "Stalinism, Famine, and Chinese Peasants: Grain Procurements during the Great Leap Forward," Theory and Society, 13:3 (May 1984), pp. 339-377.

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Weeks 7-8: The Cultural Revolution Dreyer, pp. 96-103 in Chap 5; pp. 263-265 in Chapter 12.

1. Saich, pp. 43-54, in Chap. 2.

2. Fang Zhu, Gun Barrel Politics: Party-Army Relations in Mao’s China (Boulder, Colorado: Westview Press, 1998) Chpts. 5-8, pp. 111-226.

3. Hong Yung Lee, Politics of the Chinese Cultural Revolution (Berkeley: University of California Press, 1978), Introduction, pp. 1-10; chpts. 3-6, pp. 64-203; Conclusion, pp. 323-348.

4. Edward E. Rice, Mao's Way (Berkeley: University of California Press, 1972), chpts. 14-20, pp. 212-336.

5. Lynn T. White III, Politics of Chaos: The Organizational Causes of Violence in China's Cultural Revolution (Princeton: Princeton University Press, 1989), chpt. 1, pp. 3-49;

chpt. 12, pp. 306-338.

6. Edward E. Rice, Mao's Way (Berkeley: University of California Press, 1972), chpts. 12, 13, pp. 182-211.

7. MacFarquhar, R. and Fairbank, J.K. (eds) The Origins of the Cultural Revolution 3:

The Coming of the Cataclysm 1961-1966 (London: Oxford University Press, 1997).

1st take-home exam questions handed out.

Week 9: Rise to Power of Reformers

Dreyer, pp. 105-111 in Chap 6.

1. Saich, pp. 54-56, in Chap. 2.

2. Roderick MacFarquhar, “The Succession to Mao and the End of Maoism, 1969-1982," in

3. Roderick MacFarquhar, ed., The Politics of China: Second Edition, the Eras of Mao and Deng (Cambridge University Press 1997), pp. 248-339.

4. Maurice Meisner, The Deng Xiaoping Era (New York: Hill and Wang, 1996), chpts. 3-4, pp.61-103.

5. Andrew Nathan, Chinese Democracy, (Berkeley: University of California Press, 1986), chpts. 1-2, pp. 3-44.

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6. Harding, China's Second Revolution (Washington, D.C.: The Brookings Institution,

1987), chpts. 3, 4, 7, 8, pp. 40-95, 172-236.

7. Weeks 10-11: Reform Program and its Problems 8. Dreyer, pp.146-153 in Chap 7.

9. Saich, pp. 57-71.

10. Gordon White, Riding the Tiger: The Politics of Economic Reform in Post-Mao China

( Standford, Stanford University Press, 1993), chpts. 3-7.

11. Andrew Walder, Zouping in Transition (Cambridge, Massachusetts: Harvard University Press, 1998), chpt. 1, pp. 1-31.

12. Carol Lee Hamrin, China and the Challenge of the Future (Boulder: Westview

Press,1990), chpts. 3-6.

13. Riskin, China's Political Economy, chats. 11-15.

14. Maurice Meisner, The Deng Xiaoping Era, chpts 9-11, pp. 220-345.

15. Andrew Nathan, China's Crisis (New York: Columbia University Press, 1990), chpts. 1,

3, 6, 10, 11.

16. Li Cheng and Lynn White, "The Thirteenth Central Committee of the Chinese Communist Party: From Mobilizers to Managers", Asia Survey XXVIII: 4 (April 1988), pp. 371-399.

Week 12: Crisis in 1989

Dreyer, pp.120-124 in Chap 6; pp. 277-283 in Chap 12.

1. Saich, pp.71-75.

2. Andrew Walder, The Political Sociology of the Beijing Upheaval of 1989 (Problems of Communism, Sept/Oct, 1989), pp. 30-40.

3. Lucian Pye, "Tiananmen and Chinese Political Culture," Asian Survey, Vol. XXX, No. 4 (April 1990), pp. 331-347

4. Andrew Nathan, China's Crisis (New York: Columbia University Press, 1990), chpts. 1,

3, 6, 10, 11

5. Week 13: Control vs. Development: Politics Since 1989 6. Dreyer, pp.124-135 in Chap 6; pp. 153-163 in Chap 7.

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7. Saich, pp. 75-90.

8. Suisheng Zhao, "Deng Xiaoping's Southern Tour: Elite Politics in Post-Tiananmen China," in Asian Survey, Vol. XXXIII, No. 8, August 1993.

9. Joseph Fewsmith, “Reaction, resurgence, and succession: Chinese politics since Tiananmen,” in Roderick MacFarquhar, ed., The Politics of China: Second Edition, the

Eras of Mao and Deng (Cambridge University Press 1997).

10. Michael D. Swaine, "China Faces the 1990s: A System in Crisis," Problems of Communism, Vol. XXXIX, May-June, 1990, pp. 20-35.

11. Harlan Jencks, "Civil-Military Relations in China: Tiananmen and after," Problems of

Communism, Vol. XL, May-June 1991, No. 3, pp. 14-29.

12. Yijiang Ding, Chinese Democracy After Tiananmen (New York: Columbia University Press, 2002).

13. Nicholas R. Lardy, Integrating China Into the Global Economy (Washington, D.C.: The Brookings Institution Press, 2002).

2nd take-home exam questions handed out.

Weeks14: Conclusion: State-Society Relations in Today’s China

Dreyer, Chap 12.

1. Saich, Chap. 8.

2. Andrew Walder, Communist Neo-Traditionalism: Work and Authority in Chinese Industry (Berkeley: University of California Press, 1968), chpts. 1, 8, pp. 1-27, 242-253.

3. B. M. Frolic, “State-led Civil Society,” in T. Brook and B. M. Frolic (eds.), Civil Society in China (Armonk, NY: M. E. Sharpe, 1997).

4. Bruce Dickson, Red Capitalists in China. The Party, Private Entrepreneurs, and

Prospects for Political Change (Cambridge: Cambridge University Press, 2003), Chpts. 1, 2, 4, and 6.

5. Susan L. Shirk, Competitive Comrades: Career Incentives and Student Strategies in

China (Berkeley: University of California Press), Introduction, pp. 1-23.

6. Andrew Walder, Communist Neo-Traditionalism: Work and Authority in Chinese Industry (Berkeley: University of California Press, 1968), chpts. 2-6, pp. 28-221.

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7. Baogang He, The Democratization of China (London and New York: Routledge, 1996), Chpt 9, pp. 175-188.

8. Jean Oi, State and Peasant in Contemporary China: The Political Economy of Village Government (Berkeley: University of California Press, 1989) Chpt 1, pp. 1-12, Chpt 9,

pp. 183-226. 9. Martin K. Whyte and William L. Parish, Urban Life in Contemporary China (Chicago:

University of Chicago Press, 1984), chpts. 8-11.

10. Andrew Walder, “Local Governments as Industrial Firms: An Organizational Analysis of China’s Transitional Economy,” The American Journal of Sociology . 101 (2), 1995.

11. Richard Baum and A. Shevchenko, ‘The “State of the State”’, in M. Goldman and R.

MacFarquhar (eds.) The Paradox of China’s Post-Mao Reforms (Cambridge, MA: Harvard University Press, 1999).

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China’s Social and Economic Transformation

Subject to Change

Instructor: Shen Ke Textbook:

The Chinese Economy: Transition and Growth by Barry J. Naughton, The MIT Press,

2006. Understanding and Interpreting Chinese Economic Reform by Jinglian Wu, Texere,

2005.

Course Objectives:

China has been undergoing the exceedingly rapid economic transformation in the

past half a century, transiting from a planned economy to a market economy. The unprecedented economic reform has lifted China to the ranks of middle- income countries, while the Chinese economy also displays unrivaled complexities, such as urban-rural

divide, improving but fragmented social security system, lagged urbanization process under hukou restrictions, enlarging income inequality as well as future decline in labor

force due to population aging. This course is designed to introduce the achievements and existing complexities of

China’s economic reform, and also to explore the linkages between economic

development and socio-demographic transitions. The carefully chosen reading materials are intended to provide students with basic theories and to expand their knowledge on

China’s economic and social transitions. The course targets the enhancement of the following skills: reading critically, questioning, analyzing, drawing conclusion, and oral presentation skills. The students are expected to apply the theories and knowledge learnt

in class to analyze the economic transition of their home country.

Course Schedule:

Week 1 Introduction to Chinese economy Week 2 Agricultural collectivization and de-collectivization

Week 3 Rural industrialization Week 4 Socialist era and urban economic reform

Week 5 Fertility transitions Week 6 Fertility policy and its implications

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Week 7 Demographic transition and economic growth Week 8 Income and wealth inequalities

Week 9 Migration and urbanization Week 10 China’s labor market

Week 11 Educational reform Week 12 Social security system Week 13 Transition in the marriage market

Week 14 Student presentation Week 15 Student presentation

Week 16 Final paper Course Requirements:

Course evaluation will be based on class participation, group discussion, oral presentation, and a final term paper. Students are expected to read the assigned materials

before class and to actively participate in discussions in class. For the term paper, enrolled students need to select a topic related to social and economic transformations. Students will have an opportunity to present the progress report of their final term paper.

The paper should have a length of 3,000 English words. This term paper is expected to follow the style of an academic research paper, consisting of introduction, literature

review, findings and conclusion. Grading:

Attendance: 10% Contribution to Class Discussion 10%

Oral Presentation 40% Final Term Paper 40%

Recommended Reading:

1. Lin, Justin Yifu (1997). Institutional reforms and dynamics of agricultural growth in

China. Food Policy, 22 (3), 201-212. 2. Kung, James Kai-Sing and Lin, Yi-Min (2007). The Decline of Township-and-Village

Enterprises in China’s Economic Transition. World Development, 35 (4), 569–584. 3. Lau, Lawrence J., Qian, Yingyi, and Roland, Gerard (2000). Reform without Losers: An

Interpretation of China's Dual‐Track Approach to Transition. Journal of Political

Economy, 108 (1), 120-143. 4. Cai, Yong (2010). China’s Below Replacement Fertility: Government Policy or

Socioeconomic Development. Population and Development Review, 36 (3), 419-440. 5. Gu, Baochang, Wang, Feng, Guo, Zhigang and Zhang, Erli (2007). China's Local and

National Fertility Policies at the End of the Twentieth Century. Population and Development Review 33(1): 129-147.

6. Wang, Feng (2011). The Future of a Demographic Over-achiever: Long-term Implications of the Demographic Transition in China. Population and Development

Review, S37, 173-190. 7. Kanbur, Ravi and Zhang, Xiaobo (2004). Fifty years of regional inequality in China: A

journey through central planning, reform, and openness. Research Paper, UNU-

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WIDER, United Nations University (UNU), No. 2004/50, ISBN 9291906395.

8. Chan, Kam Wing (2010). The Household Registration System and Migrant Labor in China: Notes on a Debate. Population and Development Review, 36(2), 357-364.

9. Liu, Qian (2012). Unemployment and labor force participation in urban China. China Economic Review, 23, 18–33.

10. Yang, Jun, Huang, Xiao, and Liu, Xin (2014). An analysis of education inequality in China. International Journal of Educational Development, 37, 2–10.

11. Yip, Winnie ad Hsiao, William (2009). China's health care reform: A tentative assessment. China Economic Review, 20, 613–619.

12. Cai, Yong and Wang, Feng (2011). (Re)emergence of Late Marriage in New Shanghai. Paper Prepared for the Conference on Marriage in Cosmopolitan China, Hong Kong University, July 4-6, 2011

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Chinese Society and Culture

(Subject to change)

Staff of the Course Course Instructor

Yu Hai, Professor, Department of Sociology, Fudan Univers ity [email protected] http://www.oldssdpp.fudan.edu.cn/yuhai

Hu Anning, Associate Professor, Department of Sociology, Fudan University

[email protected]

Objective of Course

This course aims to familiarize students with a number of salient themes and issues in

contemporary Chinese society. As China’s rapid development is increasingly focusing

worldwide attention on the People’s Republic, it is crucial to be able to grasp the social,

cultural and political underpinnings of China’s unique trajectory and present-day

situation. In turn, such an understanding requires acquaintance with an array of key

notions and conceptual tools that will be methodically introduced and explicated

throughout the semester.

Course Description

The course is organized sequentially into two sectors:

The first sector with four lectures will focus on Shanghai Studies as a means to offer

a distinct localized illustration of the Chinese experience. Today, it is safe to say that

Shanghai is one of the most powerful cities in East Asia and even the world. Yet despite

its global stature, it remains deeply Chinese, occupying a unique position vis-à-vis the

issues and challenges arising from the country’s rapid pace of development. To the

researcher, Shanghai displays the interaction of geography, economy, and society. Local

culture itself remarkably varied, as it ranges from Chinese revolutionary culture to the

city’s own civic culture to modern pop culture. The lectures will address the history of

Shanghai in a national context, its renaissance as a global city as a result of state strategy

from the 1990s onward, and issues of urban planning and urban social space.


http://www.oldssdpp.fudan.edu.cn/yuhai


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The second sector addresses Chinese culture and religion. In the first lecture,

students will have an opportunity to learn about the cultural foundations of ancestor

worship and its contemporary practices, about the meaning of guanxi (relationship) and

its application and transition in Chinese society, and about the Five Relationships, the

core of Confucian ethics. The second and third lectures will concentrate on the culture of

Shanghai, including themes such as Nostalgia and Consumerism, as well as the value

system and lifestyle of Shanghainese. The fourth lecture will provide an introduction to

the Chinese policy of religious freedom, to the historical background and contemporary

situation of Chinese folk religion, and to the phenomenon of mass conversion to

Christianity in China.

In addition, there are two other lectures on some special topics: NGO and finance in

Shanghai.

Course Evaluation

Attendance and class participation– 10%

Attendance to lectures and fieldtrips is required for all students. Please inform the

TA in advance if you want to ask for a leave due to eligible excuses.

Yuhai’s assignments: (1) a 1500-word essay titled “Shanghai Impression”-30%,

based your own observation, critical thinking and reflection in the field work in

Shanghai. Empirical experiences are highly valued throughout the course. By

fieldwork as well as observation, students will see the city through your own eyes.

The reflection over first hand empirical experiences will be included in the paper. (2)

Pictures during your stay in Shanghai—20%. You may take a lot pictures during

your stay in Shanghai, please pick 10 of them and tell us what the most impressive

things in Shanghai are. Write at least 50 words of explication below each picture.

Please include the pictures in a word file or pdf file.

Instruction: You can choose any scenes, any people or any aspects of the city life. But

you will have to tell us 1. Why you choose these pictures. 2. (If you are a foreign

student) What kind of difference or common point between Shanghai and your city

you’ve got from the picture? 3. (If you are a Chinese student) What aspect of the city

life does this picture remind you? 4. Any pictures you provide as the assignment must

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be taken by yourself. The pictures from other resources would be taken as plagiarism

ones.

Hu Anning’s assignment: a 2000-word essay-40%with the focus on one of the

discussing topics. The due time of this assignment is listed in the time table.

Reading materials

You can download the reading materials at:

http://www.oldssdpp.fudan.edu.cn/yuhai/uploadfile/chinese_society/chinese_society.zip

Password: fd2012

Teaching Schedule

Lecture 1 by Hu Anning: Course Orientation and Chinese Culture: Ancestor

Worship, Guanxi, and Confucian Ethics.

Reading List

Guthrie, Douglas. 1998. The Declining Significance of Guanxi in China's Economic

Transition. The China Quarterly 154: 254-282.

Hom, Peter W. and Zhixing Xiao. 2011. Embedding Social Networks: How Guanxi Ties

Reinforce Chinese Employees’ Retention. Organizational Behavior and Human

Decision Processes 116: 188–202.

Li, Ling. 2011. Performing Bribery in China: Guanxi-Practice, Corruption with a Human

Face. Journal of Contemporary China20: 1–20.

Obukhova, Elena. 2012. Motivation vs. Relevance: Using Strong Ties to Find a Job in

Urban China. Social Science Research 41: 570–580.

Peng, Yusheng. 2010. When Formal Laws and Informal Norms Collide: Lineage

Networks versus Birth Control Policy in China. American Journal of Sociology

116: 770-805.

Wolf, Arthur P. 1974. Gods, Ghosts, and Ancestors. Pp. 131-182 in Religion and Ritual

in Chinese Society, edited by Arthur P. Wolf. Stanford: Stanford University Press.

Discussing Topics

Do you have a counterpart of Chinese guanxi in your country?

What are the similarities and differences between Chinese guanxi and the Western

counterpart?

http://www.oldssdpp.fudan.edu.cn/yuhai/uploadfile/chinese_society/chinese_society.zip

120

What are the positive and negative social functions of guanxi in your mind?

What is your general perception of Confucianism?

Confucianism appears to be more and more popular in Western societies, do you

think so? If yes, why?

Lecture 2 by Hu Anning: The Culture of Shanghai I: the Identity and Life Style of

Shanghainess

Reading List

Farrer, James. 2009-2010. Shanghai Bars: Patchwork Globalization and Flexible

Cosmopolitanism in Reform-Era Urban-Leisure. Chinese Sociology and

Anthropology 42: 22–38.

Farrer, James. 2010. ‘New Shanghailanders’ or ‘New Shanghainese’: Western

Expatriates’ Narratives of Emplacement in Shanghai. Journal of Ethnic and

Migration Studies 36:1211-1228.

Yang, Xiong. 2003. A Survey on the Professional Life of White-Collar Youth in

Shanghai. Chinese Education and Society 35: 36-52.

Yip, Ngaiming. 2012. Walled without Gates: Gated Communities in Shanghai. Urban

Geography 33: 221-236.

Yu, Hai. The Production of Space and the Distribution of Right-of-way.

Discussing Topics

Do you think identifying with hometown city or metropolis common in your

society?

The stereotype of Shanghainese might not stand for the individual cases, what do

you think about the characteristics of Shanghainese based on your personal life?

Lecture 3 by Hu Anning: The Culture of Shanghai II: Nostalgia, Gentrification,

and Consumerism

Reading List

Bao, Yaoming. 2008. Shanghai Weekly: Globalization, Consumerism, and

ShanghaiPopular Culture. Inter-Asia Cultural Studies 9: 557-566.

He, Shenjing. 2010. New-Build Gentrification in Central Shanghai: Demographic

Changes and Socioeconomic Implications. Population, Space, and Place 16,

345–361.

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Lu, Hanchao. 2002. Nostalgia for the Future: The Resurgence of an Alienated Culture in

China. Pacific Affairs 75: 169-186.

Ren, Xuefei. 2008. Forward to the Past: Historical Preservation in Globalizing Shanghai.

City & Community 7: 23-43.

Wang, Jun and Stephen Siu Yu Lau. 2009. Gentrification and Shanghai’s New

Middle-Class: Another Reflection on the Cultural Consumption Thesis. Cities

26:57–66.

Discussing Topics

What do you think about the gentrification in Shanghai? Do you think

gentrification is a global trend (e.g. the gentrification of the capital cities in your

country)?

Nostalgia can be witnessed in many parts of China. Did you notice similar

nostalgia in your country? What are the concrete activities?

Lecture 4 by Hu Anning: Religions in China: Survival and Revival.

Reading List

Bays, Daniel H. 2003.Chinese Protestant Christianity Today. China Quarterly 174:

488-504.

Bruun, Ole. 1996. The Fengshui Resurgence in China: Conflicting Cosmologies between

State and Peasantry. The China Journal36: 47-65.

Dean, Kenneth. 2003. Local Communal Religion in Contemporary South-East China. The

China Quarterly174: 338-358.

Fan, Lizhu. 2003. Popular Religion in Contemporary China. Social Compass

50: 449-457.

Potter, Pitman B. 2003. Belief in Control: Regulation of Religion in China. China

Quarterly 174: 317-337.

Smith, Steve A. 2006. Local Cadres Confront the Supernatural: The Politics of Holy

Water in the PRC, 1949-1966. The China Quarterly 188: 999-1022.

Tsai, Lily L. 2007. Solidary Groups, Informal Accountability, and Local Public Goods

Provision in Rural China. The American Political Science Review 101(2): 355-372.

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Yang, Fenggang. 2005. Lost in the Market, Saved at McDonald’s: Conversion to

Christianity in Urban China. Journal for the Scientific Study of

Religion44:423–441.

Discussing Topics

What are the social functions of religion in your society?

What are the similarities and differences between Chinese folk religion and

commonly practiced Tarot, Fortune-telling using a crystal ball, and horoscope?

Guest Lecture: on NGO development in Shanghai

Lecture 5 by Yu Hai: From Cosmopolitan city to Socialist Shanghai (the 1840s –the

1990s).

Reading List

Y.M.Yeung and Sung Yun-wing (editor): Shanghai: Transformation and Modernization

under China’s Open Policy, Chapter 19, “ The Shanghai Model in Historical

Perspective”, pp494-518, 24pages, The Chinese University of Hongkong Press,

1996

Yu Hai: A City Established from a Sense of Civics, in Beijing Review, July 19, 2007,

p25 http://www.bjreview.com.cn/quotes/txt/2007-07/17/content_69619.htm

Yu Hai and Yan Fei: A Story of Shanghai Space: From Mao to Deng.

Lecture 6 by Yu Hai: Globalizing Shanghai (since 1990).

Reading List

Tingwei Zhang: Striving To Be A global City From Below: The Restructuring of

Shanghai’s urban Districts. From Xiangming Chen, Shanghai Rising, 2009

Fulong Wu: Globalization, Place Promotion and Urban Development in Shanghai,

Journal of Urban Affairs, Vol.25, No.1, pp55-78, 2003.

Shahid Yusuf and Weiping Wu: Pathways to a world city, Urban Studies, Vol. 39, No.7,

1213-1240, 2002

Yehua Dennis Wei, Chi Kin Leung, Jun Luo. Globalizing Shanghai: Foreign Investment

and Urban Restructuring. Habitat International, 2006(30): 231~244


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Lecture 7 by Yu Hai: Aspects of Shanghai Studies (1).

Reading List

Yu Hai: Becoming a Chinese Cosmopolitan Place: Tianzifang Beyond the Global- local

Duality.

Yu Hai: Narrative of Historic Block Renovation in Power and Concept Dimensions -

Case of Tianzifang in Shanghai.

Yu Hai: Urban Renovation in Shanghai’s Inner-City in Social-Spatial Perspective.

Yu Hai: The Shanghainese People and the Identity of City of Shanghai.

Yan Yunxiang: Of hamburger and social space: Consuming McDonalds in Beijing, The

Consumer Revolution in Urban China, Edited by Deborah S. Davis, University of

California.

Albert Wing Tai Wai. Place promotion and iconography in Shanghai’s Xintiandi. Habitat

International, 2006, 30: 245-260.

Wang Xiaoming: Under the sky of Shanghai.

Tianshu Pan: Communal memory, Spatializing Strategy, and Neighborhood

Gentrification in Post-reform Shanghai.

Fulong Wu: Rediscovering the ‘Gate’ under Market Transition: From Work-Unit

Compounds to Commodity Housing Enclaves.

Lecture 8 by Yu Hai: Aspects of Shanghai Studies (2).

Reading List

Yu Hai: Becoming a Chinese Cosmopolitan Place: Tianzifang Beyond the

Global- local Duality.

Yu Hai: Narrative of Historic Block Renovation in Power and Concept Dimensions -

Case of Tianzifang in Shanghai.

Yu Hai: Urban Renovation in Shanghai’s Inner-City in Social-Spatial Perspective.

Yu Hai: The Shanghainese People and the Identity of City of Shanghai.

Yunxiang Yan: Of hamburger and social space: Consuming McDonalds in Beijing,

The Consumer Revolution in Urban China, Edited by Deborah S. Davis,

University of California.

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Albert Wing Tai Wai. Place promotion and iconography in Shanghai’s Xintiandi.

Habitat International, 2006, 30: 245~260

Wang Xiaoming: Under the sky of Shanghai

Tianshu Pan: Communal memory, Spatializing Strategy, and Neighborhood

Gentrification in Post-reform Shanghai

Fulong Wu: Rediscovering the ‘Gate’ under Market Transition: From Work-Unit

Compounds to Commodity Housing Enclaves.

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Doing Business in China

Sample syllabus


Dr. Nathan Wang 王乃贤 Mr. Tom Chang 张大成

Email: [email protected] Email: [email protected]

Course Description

China, one of the fastest growing countries in the world, has great impacts on global

economy. Since 2011, China has been the world's second largest economy after the

United States. China’s economic importance has grown rapidly. In this course, we will

explore China from several different aspects, such as culture, business environment,

government policies, successful business stories, and business opportunities in China, …,

etc. The knowledge learned from this course will assist students to understand China

much more, especially in doing business in China and with Chinese companies.

The class format includes lectures, case studies, guest speakers, movie clips, and group

discussion, as well as student presentation, etc. The content covers both quantitative and

qualitative materials. We expect students’ active participation throughout the course.

Students will work in groups to investigate business in China and present their findings.

Besides normal lectures, special guest speakers or on-site tour may be arranged for

further understanding of updated business status in China.

Method of Presentation:



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This course will include lectures, case studies, group discussion, and site visit (if

available).

Learning Outcomes

After completing the course, students should have good knowledge in doing business in

China. It should provide students great help in business operation in China and with

Chinese companies. The exercises of group projects will give students deeper

understanding of special business cases in China. This will help students to learn not only

academic knowledge but also business reality.

Required Work and Form of Assessment:

Required Readings and In-class Quizzes: Assigned reading will be given to students in

each lecture. Students must complete the assigned readings BEFORE next c lass. During

the class, students may need to take in-class quizzes for the evaluation of what they

learned from the assigned reading.

Class Discussion & Presentation: The main purpose of class discussion & presentation

is to further review the knowledge learned from the lectures and assigned materials.

Students are encouraged to participate in class discussion actively. Class participation

requires students to complete the assigned readings, to analyze the cases given, take

in-class quizzes, and participate discussion in class, preferably through substantive

comments based on good analysis rather than brief, general comments that add little to

the discussion and learning.

Group Project Presentation: The main purpose of group presentation is to learn

teamwork and to put what students learned into practice. Students will be formed into a

group of ~3-5 people. Each team needs to prepare a business plan to start a business in

China. It could be any types of companies, such as trading companies, branch offices,

retails, services, consultancy, E-business, or any other types of China related business.

127

Each team member should be responsible for a section of the project, and the whole team

should work on a consistent plan.

Students are encouraged to participate in active discussion. The group project

presentation will be:

~3-5 persons as a team

Choose one group project topic.

Divide the project into sections. Each person will be responsible for one

section.

Need to do a ~30 minutes presentation for the whole group. Each person has

about 8 minutes.

Use presentation tool, such as PPT, for presentation. Need to turn in presentation

file(s) for grading.

Need to submit report or presentation files in writing or in electronic form

(preferred) for grading.

GRADING

Items Percentage

Required Readings & In-class Quizzes 35%

Class Discussion & Mid-Term Evaluation 30%

Group Project Presentation & Final Exam 35%

Total 100%

Contents:

Assigned readings and case study information will be given in each class. Besides normal

classes, special guest speakers or on-site tour(s) may be arranged further understanding of

updated business status in China.

COURSE OUTLINE

Date Topics Contents

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Week 1

Introduction of China

China vs. US /Euro/World

Difference in Business

Difference in Cultures

Week

2 Understanding of China

Understanding of China

Geographically

Business

Differences within China

Week 3

Key Elements of Doing

Business in China (1)

Business in China:

Manufacturing

Sales/Marketing

Week 4

Key Elements of Doing

Business in China (2)

Business in China:

People & HR

R&D

Finance

Week 5

The Rising of China

The Rising of China

Macro economics

Import/Export: International Business

Investment

Domestic business

Week 6

Regulations & Culture Regulations

Culture

Week 7

Starting Business in China Market Research

Application procedure

Week 8

China 5-Year Plan

CSR in China

China's 5-Year Plan

12th 5-Year Plan in China

WTO

Week 9

Business Opportunities in

China (1)

Business opportunities

Traditional Business

E-commerce

Week 10

Business Opportunities in

China (2)

Business opportunities and CSR

International Business

Domestic Business

Week 11

Chinese Government & Party

China Business Climate

Survey

Revenue & Profits

Challenges

Business environment

Week 12

Group Project Presentation 1 · Case study – Chinese companies I

Week 13

Group Project Presentation 2 · Case study – Chinese companies II

Week

14 Special case study Networking, Alliance, & Partnership

Required Readings:

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Doing Business in China - Country Commercial Guide for U.S. Companies, U.S.

& Foreign commercial Service and U.S. Department of State. (132 pages)

China Highlights - International tax, Deloitte, 2013.

China Business Handbook, U.S. Commercial Service. (84 pages)

China’s 12th Five-Year Plan, National Development and Reform Commission

(NDRC) People's Republic of China (~100 pages)

Doing Business 2013– China, World Bank (121 pages)

Doing Business and Investing in China, PricewaterhouseCoopers (261 pages)

China Business Guide, UK Trade & Investment (108 pages)

Access China, Enterprise Ireland (66 pages)

China Business Climate Survey Report, AmCham China (32 pages)

Guanxi Networks in China, China Business Review

About Instructors:

Nathan Wang, Ph.D 王乃贤博士

Dr. Nathan Wang is Managing Director of White Factor International. He has more

than twenty years experience in product development and business management,

including turning multiple troubled businesses into profits. Wang obtained his M.Sc.

and Ph.D. in Electrical Engineering from Michigan State University, USA. He has

taught on Global Supply Chain Management, Doing Business in China, and

Management & Strategy at Fudan University and other organizations for years.

Dr. Wang was Asia General Manager of End-to-End Solutions in Motorola; Senior

VP of Inventec Corp.; and VP of Hybrid Networks. Besides, Wang served as vice

chairman of InfoComm committee, American Chamber of Commerce in Shanghai

(2004).

Dr. Wang led the teams to design and to launch the world's first smart phone (1999),

the world's first wireless application download service (2002), and the world's first

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Linux smart phone (2003). Dr. Wang was also named as the “Father of Smart

Phones” when he worked in Motorola.

Mr. Tom Chang 张大成

Mr. Tom Chang is President and Legal Representative of China Credit Information

Service (China). He is also the Principal Partner of CCIS Property Appraiser

Association in Taiwan. Chang graduated with a M.S. degree in Economics from

Boston University, USA.

Mr. Chang is also China Advisor of Taiwan Academy of Banking and Finance. He

was a Research Fellow of Fudan University, and System manager of Dow Jones

Market in Taiwan. Chang is an expert in credit checking & analysis, property

appraisal, as well as market research.

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Global Sourcing and Supply Chain

Management in China

Sample syllabus


Professor Nathan Wang, Ph.D.

[email protected]

Course Description

This course introduces global sourcing and supply chain management in China, an

enormous player in the world economy. In the competitive global marketplace, great

emphasis is placed on both cost reduction and fast reaction time. Global sourcing refers

to the process of locating goods and services in the most efficient manner (particularly

with regard to cost and delivery times) wherever in the world they might be. The supply

chain refers to both the physical activities related to delivering products and services to

customers, as well as informational activities such as product design and planning.

These activities may involve the linking of different companies in this process or the

coordination of different functional areas within a single company.

Students will learn the most important theories involved in supply chain management and

global sourcing, and match that with actual case studies. The course is structured to

look at procurement and manufacturing, distribution and logistics, the information

technology that supports the process, innovations in the supply chain that fuel China’s

and global business growth, as well as the integrated administration of the entire process.

Credit Hours:


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This is a 3 credit hours course for the whole semester.

Method of Presentation:

This course will include lectures, case studies, group discussion, and site visit (if

available).

Learning Outcomes

After completing the course, students should:

- be able to identify and describe important features and concepts of supply chain

management,

- be knowledgeable about specific market players of supply chain management and

global sourcing in China,

- have a command of the particular features of supply chain management in China, and

- be able to conduct a detailed analysis of a business sourcing problem set in China that

involves identifying challenges and their possible solutions.

Required Work and Form of Assessment:

Students are required:

To attend all course hours, and to participate class discussion

To submit reports & to give presentations (on individual topics and group

presentation)

To take quizzes/exams

To read textbook(s) and assigned reading materials

Final grades are determined by the total points accumulated on the following

assignments:

Method Content Individual/Group Score

133

(Individual)

In-class Quizzes/Exams In-class

Quiz/Exams Individual 33%

Topic Presentation & Class

Interaction

Presentation and

in-class Discussion Individual/Group 33%

Group Project Presentation Presentation and

Report Group 34%

Total 100%

Grading:

In-class quizzes/exams 33%

Multiple In-class quizzes/exams. The quizzes/exams will be based on

textbooks, assigned readings, and class lectures.

Topic Presentation and in-class Discussion 33%

Attendance and the interaction discussion during classes

Each person will do one “topic” presentation to the whole class. Each topic is

based on one chapter of the textbook.

Each presentation is about 5-7 minutes, including Q & A.

Only need to present the most important items on the topic.

Others will participate discussion and will ask questions. The presenter needs

to answer based on his/her best knowledge.

The goals of topic presentation are:

To understand the specific topic and its application in global supply chain

management

To summarize chapter contents and share with others

To practice public presentation and discussion

For Each Topic Presentation:

Summarizing and presenting the contents within given time slot.

Searching on the web to find more information and real case study about

the topic.

Providing what you learn and how to improve for future business

Use presentation tool, such as PPT, for presentation.


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Group Project Presentation 34%

~3 persons as a team.

Each team will choose one group project topic.

Each person should take one section during the presentation.

The goals are:

To learn real case study

To learn how to analyze/solve problems

To learn teamwork

Need to do a ~30 minutes presentation for the whole group. Each person has

about 8 minutes.



Some Example Topics for Group Project

Select one or more companies and study their supply chain management

systems

Study one or more tools for supply chain management

What are the challenges of Global Supply Chain and how to overcome

those challenges? Please find and present some real cases.

How does E-commerce change the supply chain? What are the new

challenges and how to overcome them?

How to use new technologies, such as “Clouds system”, or “mobile

devices”, …, etc. to enhance supply chain system?

Course Contents and Schedule

Date Topics Optional Topics

1 Lecture 1 01 Introduction · Supply Chain introduction

2 Lecture 2 02 Logistics · Transportation in China

3 Lecture 3 03 Customer Accommodation

04 Procurement and Manufacturing · China Logistics Status

4 Lecture 4 05 Information Technology

06 Integrated Operations Planning · City Logistics

5 Lecture 5 07 Inventory

08 Transportation Infrastructure · Doing Business in China

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Required Readings:

Textbook “Supply Chain Logistics Management (3rd Ed.). Bowersox, Closs,

and Cooper, eds. McGraw-Hill/Irwin, 2009”

World Trade Organization, “World Trade Report 2013 – Factors shaping

the future of world trade”, (340 pages),

http://www.wto.org/english/res_e/publications_e/wtr13_e.htm .

Case studies: such as Walmart, Amazon, DHL, Fedex, UPS, IBM, Starbucks,

Costco, Oracle, SAP, …, etc.

About the Instructor:

Nathan Wang, Ph.D 王乃贤博士

Dr. Nathan Wang is Managing Director of White Factor International. He has more

than twenty years experience in product development and business management,

including turning multiple troubled businesses into profits. Wang obtained his M.Sc.

and Ph.D. in Electrical Engineering from Michigan State University, USA. He has

7 Lecture 6 09 Transportation Operations

10 Warehousing · Supply Chain Security

8 Lecture 7 11 Packaging and Materials Handling

12 Global Supply Chains · Future Value Chain

9 Lecture 8 13 Network design

14 Network and Operational Planning · Future Logistics

10 Lecture 9 15 Relationship Development and Management

16 Operational and financial Performance Measure. · Small commodities in China

11 Lecture 10 17 Supply Chain Risk · E-commerce in China

12 Lecture 11 Group Project Presentation I

13 Lecture 12 Group Project Presentation 2

14 Lecture 13 Group Project Presentation 3

15 Lecture 14 Special Case Study · Supply Chain Visibility

http://www.wto.org/english/res_e/publications_e/wtr13_e.htm

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taught on Global Supply Chain Management, Doing Business in China, and

Management & Strategy at Fudan University and other organizations for years.

Dr. Wang was Asia General Manager of End-to-End Solutions in Motorola;

Senior VP of Inventec Corp.; and VP of Hybrid Networks. Besides, Wang served as

vice chairman of InfoComm committee, American Chamber of Commerce in

Shanghai (2004).

Dr. Wang led the teams to design and to launch the world's first smart phone (1999), the

world's first wireless application download service (2002), and the world's first Linux

smart phone (2003). Dr. Wang was also named as the “Father of Smart Phones” when he

worked in Motorola.

137

Marketing Placement in China

(The Chinese Marketplace: Globalization and Local

Transformations2)

Sample syllabus


Instructor: Jianfeng Zhu

Course Objectives

This course addresses several major themes focusing on the dynamics o f China’s

unprecedented socioeconomic transformations. Topics covered will include the

implications of globalization for everyday life in the local contexts, the rise of

consumerism in contemporary China, important policies and various emerging

markets etc. One important goal of this course is to provide a set of conceptual tools and

a new perspective that will hopefully help you better describe and understand the social

world around you. In learning this new perspective, I hope that you develop a critic al,

even “skeptical” view toward superficial explanations of take- for-granted practices by

replacing your common sense understandings of interpersonal interactions with an

uncommon sense about the links between individual experiences, structural forces and

particular marketplaces.

It is my hope that we can work together as a learning community to explore issues of

general interests. Well-documented case studies and business ethnographies will be

woven into in-class discussions of these major themes as a way of grounding theory in 2 The Chinese course title is 中国文化与商业实践。

138

marketing practices. Course reading is arranged in weekly units around specific thematic

issues. Discussions of the case study materials will be accompanied by presentations of

the instructor’s research on a range of topics related to the application of

anthropological/sociological methods of inquiry to business practices in different field

settings.

Course Requirements

Students are expected to read all the listed materials and to be prepared to discuss them

during the weekly meetings. The instructor is available by appointment. Details on the

content and grading standards for the writing assignments will be distributed and

discussed in class.

The THREE components of the grade are combined as follows:

Participation (attendance and in-class discussion) 20%:

First Fieldwork assignment: in-Class Presentation and final report 40%

Second fieldwork assignment: in-class presentation and final report 40%

You will be provided several topics and your final report and in-class presentation

will be based on the one you choose. You are required to use a variety of ethnographic

research methods, in-depth interviews, on-site observations, participant observations,

shadowing for instances, in order to finish a complete project, form an appealing

presentation and a final report.

Lecture Outline and Reading Schedule

I. Introduction: Historical Background, Methods

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Week 1 Course Overview Understanding the Chinese Marketplace: The Validity of

“Soft Data”

1. Ken Anderson, Ethnographic Research: A Key to Strategy, Harvard Business Review

(March 2009)

2. Skim Chapters 1 & 2, The Cultural Dimension of International Business.

Week 2 Consumer Revolution: Historical Transformation

1. Deborah Davis “Introduction: A Revolution in Consumption”;

2. K. Lieberthal and G. Lieberthal. The Great Transition, HBR on Doing Business in

China

3. Marx, Patricia. “Buy Shanghai! A City for Sale. The New Yorker July 21st 2008

(http://www.newyorker.com/reporting/2008/07/21/080721fa_fact_marx?currentP

age=all)

4. Skim: Introduction and Chapter 1, Doing Business in China.

5. II. Globalization, Localization, Tradition and Modernity

Week 3 Glocalization

1. Yan, Yunxiang. 2000. Of hamburger and social space: Consuming McDonalds in

Beijing. In The Consumer Revolution in Urban China, Edited by Deborah S. Davis,

University of California. 201-225

2. Zhan, Mei. 2009 Other worldly: Making Chinese Medicine through Transnational

Frames Chapter 1

Week4 Tradition and Modernity: Challenge of Local market

1. Lu, Hanchao. 1995. Away from Nanking Road: Small Stores and Neighborhood Life

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in Modern Shanghai. In Journal of Asian Studies, Volume 54 Issue 1 93-123

2. Veeck, Ann 2000. “The Revitalization of the Marketplace: Food Markets of Nanjing,”

in The Consumer Revolution in Urban China. “

Week5 Guanxi and Gifts: Cultural perspectives

1. Kipnis, Andrew 1997. Producing Guanxi: Sentiment, Self and Subculture in a North

China Village. Chapter 1,3. Durham and London: Duke University Press

Week 6 Values and Morals

2. Thomas Donaldson, Values in Tension: Ethics Away from Home, Harvard Business

Review (Sept-Oct 1996)

3. Laura Nash, Ethics Without the Sermon, Harvard Business Review (Nov-Dec 1981).

4. Katherine Xin and Vladimir Pucik, Trouble in Paradise, HBR Review on Doing

Business in Chin

5. Film: Killing Us Softly 4

6. III. Policies and Market: Case studies of marketing and consumer behaviors

Week7 Consuming Motherhood and Childhood

1. Gottschang, Suzanne. 2001. "The consuming Mother: Infant feeding and the

Feminine Body in Urban China."

2. Davis and Sensenbrenner 2000. “Commercializing Childhood: Parental Purchases for

Shanghai’s Only Child,” in The Consumer Revolution in Urban China.

Week 8 Commodification of beauty, love and intimacy

1. Brownell, Susan, 2001, “Making dream bodies in Beijing: athletes, fashion Models,

and Urban mystique in China.” In Nancy N. Chen, Constance D. Clark, Suzanne Z.

Gottschang, and Lyn Jeffery, eds., China Urban: Ethnographies of Contemporary

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Culture. 123-142. Durham & London: Duke University Press.

2. Zheng, Tiantian. 2009. Red Lights: The Lives of Sex Workers in Postsocialist China.

Chapter 6,7

Week9 Entrepreneuralism

1. Ming Zeng and Peter Williamson, The Hidden Dragons, HBR on Doing Business in

China

2. Arindam K. Bhattacharya and David C. Michael, How Local Companies Keep

Multinationals at Bay, HBR on Thriving in Emerging Markets.

3. David L Davies, Corporate Cadres: Management and Corporate Culture at Chinese

Wal-Mart Stores

Week 10-12 Course Reviews and Presentations

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