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HIST 163: Ethnic Identity and Conflict in China
PROFESSOR: E. Elena Songster
OFFICE: GALILEO 313
OFFICE HOURS: M 1:00-2:00 pm
W 2:45-3:45 pm
or by appointment
OFFICE PHONE: (925) 631-6279
COURSE: HIST 163
LOCATION: Dante 115
TIME: MWF 11:45 12:50
TERM: Fall 2013
E-MAIL: ees4@stmarys-ca.edu
COURSE DESCRIPTION:
Why is Tibet a favorite darling of Hollywood movie stars? Is Taiwan a country? Is it true
that al-Qaeda is trying to incite separatist activities among followers of Islam in China?
This course examines the ways that ethnicity has been perceived in China during ancient,
imperial, modern, and contemporary periods. Ethnicity is a modern concept, yet in
ancient China groups of people distinguished themselves from each other in ways that
both overlap our modern notions of ethnicity and seem contradictory to it. We will
explore related concepts of difference, race, ethnicity, and identity, as well as conflicts
and policies derived from these notions. By studying the struggles and successes of
specific groups of people as they tried either to become part of mainstream Chinese
society or to distinguish themselves from it, we will learn how ethnicity played a role in
the construction of empire and nation in Chinese history.
LEARNING OUTCOMES:
Question and critique categories and basic concepts of such normalized notions as
ethnicity and race.
Examine anthropological studies and concepts from an historical perspective and become
familiar with the different “ways of knowing” in these disciplines.
Study diachronic shifts in perceptions and policies centered on ethnic identity and
understand the historical contexts and forces that affected these shifts.
The reading selections and assignments all are designed to hone your skills in critical
reading, expository writing, and analytical thinking. The class also is designed to
give you opportunities to practice your skills in oral presentation and engage in
shared inquiry.
View history from multiple perspectives, including that of the center majority
and those of the many minority ethnic groups. Examine how our understanding of
history and society shifts with our change in perspective and what happens when
power holders do not represent the majority of the population.
Demonstrate and understanding of the world from the perspective of China and the
many contesting perspectives of historical figures and peripheral peoples in the
regions in and around China.
REQUIRED READING:
BOOKS:
Harrell, Stevan, ed. Cultural Encounters on China’s Ethnic Frontiers. Seattle: University
of Washington Press, 1995.
Rossabi, Morris, ed. China Among Equals: The Middle Kingdom and its Neighbors, 10th14th Centuries. Berkeley: University of California Press, 1983.
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Mullaney, Thomas. Coming to Terms with the Nation: Ethnic Classification in Modern
China. Berkeley: University of California Press, 2010.
Dalai Lama. Freedom in Exile: The Autobiography of The Dalai Lama. New York:
HarperCollins, 1990.
ELECTRONIC READINGS ON MOODLE:
Dikötter, Frank. “Race as Culture: Historical Background.” In The Discourse of Race in
Modern China, 1-30. Stanford: Stanford University Press, 1992.
Sinor, Denis. “Introduction.” In Cambridge History of Early Inner Asia, (1-18) Edited by
Denis Sinor. Taipei: SMC Publishing, Inc., 1991.
Yü Ying-shih. “The Hsiung-nu.” In Cambridge History of Early Inner Asia, (1-18) Edited
by Denis Sinor. Taipei: SMC Publishing, Inc., 1991.
Di Cosmo, Nicola. “Ancient Inner Asian Nomads: Their Economic Basis and Its
Significance in Chinese History.” The Journal of Asian Studies 53.4 (November
1994): 1092-1126.
Crossley, Pamela Kyle. “The Paradox of the Manchus.” In The Manchus, 1-13. Oxford:
Blackwell Publishers, 2002 [1997].
Elliot, Mark C. “The Eight Banners and the Origins of the Manchus.” In The Manchu Way:
The Eight Banners and Ethnic Identity in Late Imperial China, 39-88. Stanford:
Stanford University Press, 2001.
Spence, Jonathan D. “In Motion.” In Emperor of China: Self-Portrait of K’ang-hsi, 3-23.
New York: Viking Books, 1974.
ZOU Rong, “On Revolution.” In The Search for Modern China: A Documentary Collection,
edited by Pei-kai Cheng and Michael Lestz, 197-202. New York: W. W. Norton &
Co., Inc., 1999.
Dikötter, Frank. “Race as Nation (1903-1915).” In The Discourse of Race in Modern
China, 97-125. Stanford: Stanford University Press, 1992.
Atwill, David, G. “Blinkered Visions: Islamic Identity, Hui Ethnicity, and the Panthay
Rebellion in Southwest China, 1856-1873,” The Journal of Asian Studies 62.4
(November 2003): 1079-1108.
Li, Shujiang and Karl W. Luckert, eds. “Origin of the Jujube Dates,” 83-85; “The Story of
the Winding River,” 201-203; “Du Wenxiu Becomes Commander,” 265-268; “A
Magistrate Judges a Case,” 388-390; “Why People Do Not Understand Animals,”
441-445. In Mythology and Folklore of the Hui, A Muslim Chinese People. Albany,
NY: State University of New York Press, 1994.
Gladney, Dru C. “Muslim Nationalism in China: A Fourth Tide.” In Muslim Chinese: Ethnic
Nationalism in the People’s Republic of China, 1-63. Cambridge, Mass.: Council
on East Asian Studies, Harvard University Press, 1996 [1991].
Copper, John F. “History.” In Taiwan: Nation-State or Province?, 29-65. Boulder:
Westview Press, 2001.
Brown, Melissa J. “What’s in a Name? Culture, Identity, and the ‘Taiwan Problem’.” In Is
Taiwan Chinese?, 1-34. Berkeley: University of California Press, 2004.
Selected Newspaper Articles on Taiwan and the Great Panda Debate
MOODLE: : I will be using MOODLE: to post your additional required readings, make
announcements, post documents, accept assignments, etc. This will offer you a
tremendous amount of enhanced convenience and enable you access to additional
resources.
ASSIGNMENTS, EXAMS, PAPERS, AND EXPECTATIONS:
Attendance and Participation: I will take attendance and incorporate it into your
participation grade. I will forgive three absences—no questions asked—but use
them wisely because subsequent absences will count even if your reason is good.
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If you also attend class during allowed absences, those points will be added into
your grade as extra credit. Attendance is an important component of
participation, but is not enough by itself; be prepared to thoughtfully and actively
participate in each class you attend.
Moodle Forum QQCCs:
I will also use MOODLE to create a forum for students to record interesting
quotes from the reading, pose questions about the reading, post comments on
the reading, and converse with your classmates by commenting on at least one
of their posts each week (QQCCs Quote, Question, Comment, Converse). These
will be due before each discussion. Your participation in the forum will be an
important part of your participation grade.
Discussion: Each week three or more students will lead discussion on the readings due
that day. I am happy to meet with discussion leaders to prepare for the next
week. ALL students, whether discussion leaders or not, must bring at least two
questions about the reading or topic of the week to discuss in class. It is also
helpful for discussion leaders to integrate questions and issues posted on Moodle
Forum QQCCs into the discussion.
Learning Outcomes: Participation in class discussion of the material gives you
access to enhanced explanation, additional information, shared inquiry, and
learning from your peers. The QQCC Forum enables you to draw each other’s
attention to quotes and questions about the readings that you find personally
interesting, confusing, or challenging. This is an important way of expanding our
shared inquiry and allows you to participate equally if are uncomfortable about
speaking out or if there simply is not enough time to get to your questions on a
given day. Leading discussion gives you direct ownership of the class, offers you
a leadership opportunity, and enables you to hone your skills of inquiry and oral
expression.
Papers: PAPER 1: This paper will be 2-3 pages and will be based on the concept of
ethnicity. PAPER 2: This paper will be a 4-5 page paper based on assigned
readings. PAPER 3: This 6-7 page paper will require you to incorporate some of
the assigned reading with outside sources that you find independently. I will
discuss all papers in more detail closer to their due dates and distribute prompts
in class. Papers must be typed, double-spaced, 12-point font, with 1-inch
margins. Note: Your grade will drop if your paper is more than half a page
shorter than the minimum or half a page longer than the maximum page limit on
any of the papers.
Plagiarism, or using other people’s words or ideas without properly
acknowledging them, is not tolerated. Know what plagiarism is and how to avoid
it. Refer to the section in the SMC Student Handbook that addresses “Forms of
violations of the Academic Honor Code” and understand procedures for dealing
with academic dishonesty and other forms of academic misconduct. The
consequences can range from a grade of F on an assignment to expulsion from
the college. If you have any questions about what constitutes plagiarism or other
forms of academic misconduct, come see me during office hours.
Learning Outcomes: Few things are as important as improving your ability to
express yourself in writing. Writing also enhances your analytical thinking and
synthesizing skills. Regardless of your future plans—the ability formulate an
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argument, support the argument with evidence, and to write well will make you
more successful.
Midterm Exam: The midterm exam will take place in class on FRIDAY, OCTOBER 18.
This will be largely based on an essay format. I will distribute study guides and
discuss the format in more detail closer to the exam date.
Final Exam: This will be an in-class exam on WEDNESDAY, DECEMBER 11 AT 10:30
am -12:30 pm. This exam will be very similar in format to the midterm exam.
Again, more details on the format will be offered in closer proximity to the exam.
Learning Outcomes: Many students learn best through preparation for exams;
exams are not simply assessment tools. When studying for exams students are
able to synthesize content, expand knowledge, and think analytically through a
surprisingly different process from that of writing essays at home.
Co-curricular Events: During the course of the semester, the History Department and
the College at large will sponsor several talks and activities. Many of these are
relevant to topics and issues we study about China, history, or ethnicity. I will
offer more details on Moodle for the format and questions I would like you to
address. You are also allowed to do two write-ups on two events for extra credit
(worth a total of up to 2% of your grade). I will announce these as I hear of
them. You also can propose an event for consideration to be added to the list.
Learning Outcomes: Co-curricular events enable students to apply knowledge
and a critical perspective that they are gaining in the class to external sources of
information and conversely analyze how information that is not specifically
designed for the class is applicable to the topics and issues we are studying.
Attending such events also builds community across the college and expands
your ways of knowing.
Academic Support, Disabilities, and Special Circumstances:
Student Disability Services extends reasonable and appropriate accommodations
that take into account the context of the course and its essential elements for
individuals with qualifying disabilities. Students with disabilities are encouraged to
contact the Student Disability Services Office at (925) 631-4358 or sds@stmarysca.edu to arrange a confidential appointment to discuss accommodation guidelines
and available services. Additional information regarding the services available may
be found at the following address on the Saint Mary’s website: http://www.stmarysca.edu/sds
Grading: You are graded on a straight scale in which 90-100% (358-400 points) is an
A-range grade, 80-89% (320-357 points) is a B-range grade, etc.
Attendance and Participation 40 points
Discussion Leadership
10 points
Short Writing Assignments
10 points
Paper 1
40 points
Paper 2
70 points
Midterm Exam
40 points
Paper 3
90 points
Final Exam
100 points
Total Points
400 points
Throughout Semester
Choice of Date
Various Dates
Friday, September 13
Monday, September 30
Friday, October 18
Monday, November 18
Wednesday, December 11
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SCHEDULE
(Note: Reading listed under a specific date is due on THAT day. So Dikötter
“Race as Culture,”1-30 should be completed before you enter the classroom on
Friday 9/6).
WEEK 1
W 9/4:
INTRODUCTION TO COURSE
F 9/6:
Reading:
CONTEXTUALIZING ETHNICITY IN CHINA
MOODLE: Dikötter, “Race as Culture.” (1-30).
WEEK 2
M 9/9:
Reading:
PLACING “CIVILIZING PROJECTS” HISTORICALLY
Cultural Encounters, Harrell, “Introduction” (3-36)
W 9/11:
DISCUSSION OF ETHNICITY AND VARIOUS NOTIONS OF DIFFERENCE
F
9/13:
Reading:
WEEK 3
M 9/16:
Reading:
INTRODUCTION TO CHINA’S GEOGRAPHY AND PEOPLES OF THE NORTH
PAPER 1 DUE AT THE BEGINNING OF CLASS
MOODLE: Cambridge History of Early Inner Asia, “Introduction,” (1-18)
MOODLE: Cambridge History of Early Inner Asia, “Hsiung-nu,” (118-149).
CULTURAL REPRESENTATIONS OF NORTHERN GROUPS
MOODLE: Di Cosmo, “Ancient Inner Asian Nomads” (1092-1126).
TOPIC FOR PAPER 2 DUE
W 9/18:
DISCUSSION OF “THE HSIUNG-NU (XIONGNU)”
F 9/20:
Reading:
INTRO TO THE SONG DYNASTY/ LIAO, CHIN (JIN), HSI HSIA (XI XIA), ETC.
China Among Equals, (1-44; 89-115).
WEEK 4
M 9/23:
Reading:
SONG CULTURE
China Among Equals, (47-86; 151-172).
W 9/25:
DISCUSSION OF THE SONG DYNASTY AND ETHNIC DOMINANCE
F 9/27:
Reading:
INTRO TO THE MONGOLIAN CONQUEST
China Among Equals, (243-280).
WEEK 5
M 9/30:
Reading:
MONGOL CULTURE AND THE YUAN DYNASTY
PAPER 2 DUE AT THE BEGINNING OF CLASS
China Among Equals, (281-310).
W 10/2
DISCUSSION OF MONGOL DOMINANCE AND IDENTITY
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F 10/4:
Reading:
INTRO TO MODERN MONGOLIANS
In Cultural Encounters: Khan, “Chinggis Khan,” (248-277), and
Borchigud, “The Impact of Urban Ethnic Education on Modern Mongolian
Ethnic Identity,”(278-300).
WEEK 6
M 10/7:
MODERN MONGOLIAN CULTURE
W 10/9:
DISCUSSION OF MONGOL RULE AND CULTURE
F 10/11:
Reading:
INTRO TO THE MANCHUS AND THE QING
MOODLE: Elliot, “The Eight Banners and the Origins of the Manchus,” (3988).
WEEK 7
M 10/14:
MANCHU CULTURE
MOODLE: Crossley, “The Paradox of the Manchus,”(1-13); Excerpt from
Emperor of China: Self-Portrait of K’ang-hsi.
W 10/16
DISCUSSION OF THE MANCHUS AND MIDTERM REVIEW
F
MIDTERM EXAM
10/18:
WEEK 8
M 10/21:
Reading:
W 10/23:
F
10/25:
INTRO TO MISSIONARY HISTORY
In Cultural Encounters: Swain, “Père Vial and Gni-p’a” (140185); “Millenarianism, Christian Movements, and Ethnic Change among the
Miao,” (217-247).
DISCUSSION OF MISSIONARIES AND MINORITIES
Fall Break – Classes Do Not Meet
WEEK 9
M 10/28: MODERN MANCHUS
TOPIC FOR PAPER 3 DUE
Reading:
MOODLE: Zou Rong, “The Revolutionary Army”.
In Cultural Encounters: Rigger, “Voices of Manchu Identity” (186-214).
W 10/30:
Reading:
INTRO TO SOUTHERN MINORITIES
ALL IN Cultural Encounters: McKhann, “The Naxi” (3962)/Harrell, “The History of the Yi”(63-91)/ Litzinger, “Making Histories”
(117-139).
F 11/1:
Reading:
DISCUSSION OF SOUTHERN MINORITY CULTURES IN CHINA
Diamond, “Defining the Miao”(92-116)/ Hsieh, “On the Dynamics of the
Tai/Dai-Lue,” (301-328).
WEEK 10
M 11/4:
Reading:
INTRO TO THE ETHNIC IDENTIFICATION PROJECT
PRELIMINARY BIBLIOGRAPHY FOR PAPER 3 DUE
Coming to Terms with the Nation (Introduction, 1-17)
MOODLE: Dikötter, Frank. “Race as Nation (1903-1915).”
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Coming to Terms with the Nation (Ch. 1,2)
W 11/6:
Reading:
F 11/8:
Reading:
WEEK 11
M 11/11:
Reading:
DISCUSSION OF ETHNIC AND OTHER CLASSIFICATION
Coming to Terms with the Nation (Finish Book)
INTRO TO ISLAM IN CHINA
Atwill, “Blinkered Visions.”(1079-1108)
THE CULTURE(S) OF ISLAM IN CHINA
MOODLE: Li and Luckert, “Origin of the Jujube Dates,” (83-85); “The Story
of the Winding River,” (201-203); “Du Wenxiu Becomes Commander,”
(265-268); “A Magistrate Judges a Case,” (388-390); “Why People Do Not
Understand Animals,” (441-445)
W 11/13:
Reading:
DISCUSSION OF ISLAM PAST AND PRESENT IN CHINA
MOODLE: Gladney, “Muslim Nationalism in China: a Fourth Tide,” (1-63).
F 11/15:
Reading:
INTRODUCTION TO HISTORICAL TIBET
Freedom in Exile, (Chs. 1,2)
WEEK 12
M 11/18:
Reading:
TIBETAN CUTLTURE
PAPER 3 DUE AT THE BEGINNING OF CLASS
Freedom in Exile, (Chs. 3-8)
W 11/20:
Reading:
TIBET AND THE PRC
Freedom in Exile, (Chs. 9-13)
F 11/22:
Reading:
DISCUSSION OF THE TIBETAN ISSUE
Freedom in Exile, (Chs. 14-15)
WEEK 13
M 11/25:
Reading:
INTRODUCTION TO HISTORICAL TAIWAN
MOODLE: Copper, Ch. 2 “History,” (29-65); Brown, “What’s in a Name?
Culture, Identity, and the ‘Taiwan Problem’” (1-34)
W 11/27:
Thanksgiving Holiday Classes Do Not Meet
F
Thanksgiving Holiday Classes Do Not Meet
11/29:
Week 14
M 12/2:
Reading:
CONTEMPORARY TAIWAN CULTURE
Panda Diplomacy News Articles
W 12/4:
DISCUSSION OF THE TAIWAN CONUNDRUM
F 12/6:
Reading:
ETHNIC IDENTITY AND CONFLICT IN CHINA TODAY
Study for Exam
FINAL EXAM: WEDNESDAY, 12/11, 10:30 am – 12:30 pm. Meet in our regular
classroom no later than 10:25 am. Bring writing utensils, your memory, your analytical
brain, and your stamina.