course selection guide book - fudan...
TRANSCRIPT
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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
H 6102 refers to Room 102,the 6th Teaching Build ing 第六教学楼 102 室
H 6302 refers to Room 302,the 6th Teaching Build ing 第六教学楼 302 室
HGX106 refers to Room 106,West Subbuilding of Guanghua Tower 光华楼西辅楼
106 室
HGX407 refers to Room 407,West Subbuilding of Guanghua Tower 光华楼西辅楼
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
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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
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Religion in Chinese Society
Sample syllabus
Subject to Change according to Course Instructor
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%).
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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]
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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.
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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
Transit directions: Metro Line 10
The Hudong Chapel
Transit directions: Bus Line 133 or 966
The Xiaotaoyuan Mosque (optional)
Transit directions: Metro Line 10
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 .
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[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
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78b9-569e-4944-a976-595c05a8abec%40sessionmgr4003&hid=41
04&bdata=Jmxhbmc9emgtY24mc2l0ZT1laG9zdC1saXZl#db=aph&A
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.
[Library Call No.: B928.2 /O96 /E]
2. Birnbaum, Raoul.2003. Buddhism China at the Century’s Turn. In
Religion in China Today. New York: Cambridge University Press.
[Library Call No.: B928.2 /R382R]
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
04&bdata=Jmxhbmc9emgtY24mc2l0ZT1laG9zdC1saXZl#db=aph&A
N=87441560]
Week 7
Christianity and Chinese Society
1. Madsen, Richard. 2003. Catholic Revival during the Reform Era. In
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Religion in China Today. New York: Cambridge University Press.
[Library Call No.: B928.2 /R382R]
2. Bays, Daniel H. 2003. Chinese Protestant Christianity Today. In
Religion in China Today. New York: Cambridge University Press.
[Library Call No.: B928.2 /R382R]
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.
[http://web.a.ebscohost.com/ehost/detail/detail?vid=7&sid=a77a
78b9-569e-4944-a976-595c05a8abec%40sessionmgr4003&hid=41
04&bdata=Jmxhbmc9emgtY24mc2l0ZT1laG9zdC1saXZl#db=aph&A
N=87441555]
2. Cao, Nanlai. 2012. Elite Christianity and Spiritual Nationalism.
Chinese Sociological Review 45 (2): 27-47.
[http://web.a.ebscohost.com/ehost/detail/detail?vid=9&sid=a77a
78b9-569e-4944-a976-595c05a8abec%40sessionmgr4003&hid=41
04&bdata=Jmxhbmc9emgtY24mc2l0ZT1laG9zdC1saXZl#db=aph&A
N=87441556]
Week 8
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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.
[Library Call No.: B928.2 /O96 /E]
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.
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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
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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.
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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.
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Transitional Chinese Society
(China’s Population and Development)
Sample syllabus
Subject to Change according to Course Instructor
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
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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
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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
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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
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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.
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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
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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)
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Shanghai in Comparative
Perspective
(Shanghai Studies)
Sample syllabus
Subject to Change according to Course Instructor
Staff of the Course
Course Coordinator
Prof. Yu Hai, Department of Sociology, Fudan University
Email: [email protected]
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
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– 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.
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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.
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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.
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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
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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
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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,
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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
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photocopy) or 打印. They also have fax machines (传真 chuan2zhen1:
to fax) and scanners (扫描 sao3miao2: to scan).
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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.
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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
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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.
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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.)
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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
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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.
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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
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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.
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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
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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)
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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
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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
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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.
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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,
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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
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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.
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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
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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
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Lecture 7: Yu Hai
Urban planning and urban social space
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
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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
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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
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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.
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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
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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
Urban planning and urban social space
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
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Psychology and Life
(Introduction to Psychology)
Sample syllabus
Subject to Change according to Course Instructor
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
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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.
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Instructor: Jun Gao Ph.D., Assistant professor, Department of Psychology, School of
Social Development and Public Policy, Fudan University.
Phone: 021-55665473
Email: [email protected]
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.
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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.
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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
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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
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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:
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.
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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
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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
Subject to Change according to Course Instructor
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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107
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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114
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
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.
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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?
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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
Subject to Change according to Course Instructor
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.
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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
Subject to Change according to Course Instructor
Professor Nathan Wang, Ph.D.
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
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(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.
Need to submit report or presentation files in writing or in electronic form
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(preferred) for grading.
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.
Need to submit report or presentation files in writing or in electronic form
(preferred) for grading.
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
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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.
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Marketing Placement in China
(The Chinese Marketplace: Globalization and Local
Transformations2)
Sample syllabus
Subject to Change according to Course Instructor
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。
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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