******************************************************************

The Course

The focus of this class is the dominant and contesting moralities, discourses, and subjectivities of twentieth-century China. A good case can be made that the dominant versions of each of these three (moralities, discourses, subjectivities) can be called "revolutionary" and so we will use these versions to help give focus and organization to the course.

Although too simple, one could think in terms of "pre-revolutionary," "revolutionary," and "post-revolutionary" moralities/discourses/subjectivities across this century in China and come away with an accurate understanding of the endless changes and movements that have taken place in China. Still, those would only be some of the stories we would want to consider. Along with, against, and sometimes supporting these revolutionary figures (images, ways of speaking, being, acting), one also could see what could be called--again, too simply--"traditional" as well as "modern" and/or "global" versions of each. We will try to get a clearer sense of this complexity across the century, while remaining mostly in an "overview" mode. The experience surely will leave you with more questions than answers, but since the course does not assume any particular knowledge of "China," that seems not a small accomplishment.

The course seeks to be interdisciplinary in that the materials we will consider and the issues that will stand forth for us are not just "sociological," but are of wide interest to people who look at and think about China and Asia from all sorts of viewpoints. There is also something of a feminist/gender theme in the materials and perspectives we will consider. The idea here is that we might gain insight into "China" as a social/cultural (rather than exclusively a geographical) space by considering the circumstances of women/men as particular ways of being (consider how it sometimes is possible to get a rich sense of a place by being immersed in the personal details of individuals who live there, of individual lives).

I first began to think about "morality in modern China" as I read a bit about the "Great Proletarian Cultural Revolution," dating most inclusively from the late spring/summer of 1966 until the fall of 1976, when Mao Zedong died. For me, it seemed to be a prime space through which to consider:

(1) the nature of morality as a dynamic social process;

(2) how morality in China during this period was shaped into some very clear and sharp portraits/images and practices that then were put to particular uses by all sorts of people;

(3) how language and discourse shapes social conduct and social structure;

(4) ways to think about connections between political ideology, moral conduct (morality as action), and personal character or self/"subjectivity";

(5) the connections between searching out and criticizing what is seen as a "moral failure," on the one hand, and the very production of such a category of persons and objects in the world, on the other; and, finally,

(6) some consequences of such moral phenomena for the people involved and for the society in which they lived and still live.

It also struck me that one could focus on morality as a general sort of process or phenomenon, across quite different cultural spaces/practices--from "here" in the United States, Iowa, Des Moines, Drake, your family, residence, persona, and so on, to seemingly (or not) similar sorts of things "there," "in China." We would want certainly not to deny differences, but we also might search for how the "different" and the "same" are recognized and perhaps in ways that we hadn't quite imagined before.

The course is one much more "about culture"--for instance, about language and representations; symbols, postures, faces, songs, stories, practices, and so on--than it is about the details of the historical moment, although I cannot imagine disconnecting the two. Please keep this last point in mind as you work through the materials. It will help us guard against the search for "universals" and against making too easy generalizations about how "all people are alike everywhere."

We begin our study in the 20 to 30 years prior to the Communist revolution of 1949, and, even before then, in considering some fundamental cultural and social themes of traditional Chinese life. Many of these themes reappear with a vengeance, while others are explicitly attacked, during the Cultural Revolution decade. We will be interested to see how this seems to happen and also to look at the consequences for people's lives, both in the cities of China but also in the countryside, where the majority (about 60-70%) of the population still lives. Toward the end of the semester, we will ask questions about the effects and implications of the moral campaigns and moral "mountains and valleys" created during that time for the shapes of social and cultural practice in China in the reform period, beginning in the early 1980s and continuing now. This period has been named one of "postsocialism" by one of the writers we will read (Rofel). It, clearly, also is a moment of "global" involvement in China, as we can read about in the daily news (one of the "best" examples of this is The New York Times, which you can get at a reduced rate in hardcopy at the D-Shoppe in Olmsted Center).

Finally, in learning about "China" and some Chinese people whose stories we will read and talk about, we also seek to learn about ourselves. While we search for this or that "truth" about China, we also search for and secure ourselves as people from a Western, highly industrialized, world-capitalist, and "democratic" ("morally superior"?) country, usually with a great deal of confidence about what is the "right" or "obvious" way things should be done and understood. We also should at least be aware that any effort to "know about" China and "the Chinese" is also in some sense an effort to get control over, to master it/them (as in, how are knowledge and power related?). In short, we will try to remain alive to questions about ourselves and our reactions to the issues that we frame in the very process of study.

The Reading

There are 6 books at the University Bookstore that you should purchase:

Chang, Jung. Wild Swans. Three Daughters of China. New York: Anchor. 1991.

[This is a quite readable personal narrative of a young woman who now has left China but who grew up there and lived as a young person through the Cultural Revolution. She tells her personal story of her family at the same time that she tells an historical story of China from the end of the imperial period (1912) to the present. It serves us here primarily as "background," although it can be a resource of choice for many students due to its accessibility and novel-like quality.]

Dutton, Michael. Streetlife China. Cambridge: Cambridge University Press. 1998.

[This is a new-ish book that strives to effect a critical view of routine life in today's China and the presence of "tradition" by drawing on diverse local sources and documents at the same time that Dutton offers up his own theoretical insights using concepts currently popular in cultural studies scholarship.]

Fei, Xiaotong. From the Soil: The Foundations of Chinese Society (Xiangtu Zhongguo). Translated by Gary G. Hamilton and Wang Zheng. Berkeley: University of California Press. 1992.

[The translation of a "modern classic" of Chinese social science, written by the pre-eminent social scientist of twentieth century China. Translators Hamilton and Wang offer a useful introduction followed by Fei's own text. This book gives one an accessible introduction to conventional understandings of rural or traditional Chinese social life. Its insights can prove useful in your developing understandings of much contemporary life in China.]

Madsen, Richard. Morality and Power in a Chinese Village. Berkeley: University of California Press. 1984. [Out of print; bookstore issues copied versions w/permission.]

[Until the early 1980s, "Western" social scientists were not allowed to do field research in China. Madsen's book is a good example of social science research done based on refugee interviews conducted in Hong Kong, where hundreds of Chinese people fled, illegally, during the time of the Cultural Revolution. This book gives us a detailed picture of life in one southern small rural village before and during the Cultural Revolution. Madsen is concerned with the moral consequences of the time as well as its effects on the nature of local politics.]

Rofel, Lisa. Other Modernities: Gendered Yearnings in China after Socialism. Berkeley: University of California Press. 1999.

[Another new book for the course this semester. This is a fine study done in Hangzhou, one of China's medium-sized cities along the east central coastal area. Rofel spent at least two years studying silk production in a factory there and she writes a fascinating and very insightful analysis of "modernization" and what it has meant in China, from the 1949 revolution to the present, as she calls it, "postsocialist" period. She focuses our attention especially on three cohorts of women silk workers and their stories over the course of this time.]

Schoenhals, Michael, ed. China's Cultural Revolution, 1966-1969: Not a Dinner Party. Armonk, NY: Sharpe. 1996.

[This is a collection of documents and local writing from and about the Cultural Revolution period in China, 1966-1976. It, like Dutton's collection, provides us access to translations of actual materials from the period, written from diverse points of view.]

This is a sizable amount of reading. I have noted the weekly page counts in brackets in the outline, below.

We also will view some videos and films throughout the course (specified in the outline below). In some cases, I may ask you to see the films outside of class time at a pre-arranged venue.

Class Meetings and Work

I hope we spend most of our time in class in focused discussion that involves most of us. I proceed on the assumption that when you come to class you are prepared to raise questions from and comment on the readings and materials of the course. Occasionally, of course, one might be less than fully prepared, but on average, I expect you to come ready to talk about the readings. The difficult part is that there are so many things in the readings for a week that we will need some focus. I will try to provide that, but you must work at this, too.

Please remember that each meeting for our class represents one week; missing one class is equivalent then to missing a week of day classes. If you miss class, you are of course responsible for knowing what happened and what will happen next time. Missing class when things are due to be handed in means that you forfeit the chance to hand those items in.

More than two (2) missed classes will make it difficult for you to earn a C grade or higher, no matter what your grades are on the written work. Please remember this.

(1) Discussion/participation grade (25 percent). I put great stock by the readings chosen for the course and evidence of your engagement with and response to them. Hence, the discussion/participation segment of the grade is significant. Although I know that actually talking in a group and writing notes in preparation for talking are not the same, the former is quite difficult to evaluate fairly and so I rely more on the written preparation you do. Of course, often you will not be able to say all or sometimes even any of what you prepared to say, but you still will be credited with this preparation.

For each class meeting I ask that you prepare and bring a discussion preparation memo that focuses on 4-5 issues, puzzles, questions, problems, confusions, etc., from your reading. These, as much as possible, should "fit" the shaping suggestions I provide for you for the week's reading, although some flexibility here is of course possible. I will collect this memo for each class and it will become part of your evaluated work under the discussion/participation segment of the work.

They should not be "reading notes" that only reiterate what you find in the text. Rather, they are intended to be a collection of 4-5 focused commentaries (about 2 pages, single-spaced with 1.5 inch margins [so I can write in them]) in which you shape a response or reflection to specific parts of the reading. If you check out the definition of "memorandum," you see that it is understood as "a note designating something to be remembered, esp. something to be done or acted upon in the future; reminder" (in my dictionary, anyway). That "something to be remembered" is the insight, puzzle, confusion, question, comment that emerged as you read and that you pursue in writing the memo. The "future" part is a sense that this is something that you might want to look into in more detail, both in the readings and perhaps elsewhere, later.

When I say that these memos must be "specific," I mean that you will want to cite page numbers from the readings assigned that link each of your comments to a particular place/s in the text, the place where you read and from which you then thought and wrote.

I will collect your discussion preparation memo at the end of each class. I won't accept discussion memos after the end of the class meeting for which they were prepared and in which we have had the discussion. Be sure to keep a copy of these for yourself.

(2) End of term exam (20 percent). There will be a comprehensive aural final examination at the end of the course, held during final exam week, in small groups of 4-5 students that I will form at that time. Details of this exam will follow as the time nears, but you should make your post-semester travel plans accordingly. Inform those who might be making your travel plans that you cannot leave campus before 20 December at 9 pm. Please do not ask to take this exam early.

Absences from this exam will not be excused. Early or late exams are not given. Bona fide "emergencies" are considered only if they are offered up to me personally in advance of the exam.

(3) Two essays (27.5 percent each). In addition, I ask you to write two essays on topics of your choice but that must be negotiated with me and that are due at specified points during the semester--on October 5 and December 14.

These each may not exceed 5 double-spaced pages. I expect the papers to be carefully thought-out, multi-draft, edited pieces of work. Check the meaning of "essay" before you plan your writing strategies (an essay is not the same as "a research paper"; I do not expect you to read anything in addition to the course readings in order to write these papers). The final draft should be as free of mechanical errors as possible.

These papers must draw directly and in detail from the texts we use in class. Although they may draw on the films we see, they must draw primarily on readings assigned. They have to be focused sufficiently well to allow you to write a well-organized, clear, and thoughtful discussion in five pages. This is a big challenge

The most difficult thing here for students usually is selecting an appropriately focused, narrowed topic. I will review and approve your proposed writing strategies according to the following schedule:

FIRST PAPER SECOND PAPER

Proposal due for paper 1 by September 20; Proposal is due by November 16;

Rough draft due by September 28; Rough draft is due by November 26;

Final paper due October 5. Final paper is due December 14.

The sooner you can begin talking to me about ideas and strategies, the better. More importantly, you should start talking to yourself as you write your discussion preparation memos. Use email to pass your ideas by me, NOT a piece of paper since we see each other only once a week (my email address: joseph.schneider@drake.edu). Notice that some of these due dates are NOT at the time of our class meetings.

Let me see what you are planning far enough in advance to enable me to respond in a way that might be helpful. Although only the final version of each paper is graded, the first two parts are required in order to avoid a lowered grade on the final paper (half a grade deducted for a missed rough draft and 1 grade point for a missed proposal). I will keep copies of the proposals and drafts you submit, with my responses.

Finally, I assume that you will get ideas for your writing from your reading, thought, and discussions about the materials of the course. If you have moved from your reading and discussion preparation memos to a topic for writing, you should point that out to me in detail in your proposal. Don't hesitate to use segments of your reading and memo writing as parts of the developing draft of the paper (this is what writing as a "process" means).

When thinking about what you might want to write about, remember the theme of the course has to do with links between morality, discourse, and subjectivity in terms of the historical, cultural, and social details about which we read. Aim to make explicit just how your proposals and final papers are connected to that theme.

Recommended Future Reading

I want just to note here a few books that you could consider for future reading, in addition, of course, to those noted in the reference section of the books you have for the course.

Anagnost, Ann. 1997. National Past-Times: Narrative, Representation, and Power in Modern China. Durham, NC: Duke University Press.

Arkush, R. David, and Leo O. Lee. 1989. Land Without Ghosts: Chinese Impressions of America from the Mid-Nineteenth Century to the Present. Berkeley: University of California Press.

Calhoun, Craig. 1994. Neither Gods Nor Emperors: Students and the Struggle for Democracy in China. Berkeley: University of California Press.

Chow, Rey. 1993. Writing Diaspora: Tactics of Intervention in Contemporary Cultural Studies. Bloomington, IN: Indiana University Press.

_____. 1998. Ethics After Idealism: Theory-Culture-Ethnicity-Reading. Bloomington, IN: Indiana University Press.

Croll, Elisabeth. 1995. Changing Identities of Chinese Women: Rhetoric, Experience and Self-Perception in Twentieth-Century China. Hong Kong: Hong Kong University Press.

Davis, Deborah S., et al., ed. 1995. Urban Spaces in Contemporary China: The Potential for Autonomy and Community in Post-Mao China. Cambridge: Cambridge University Press.

Duara, Prasenjit. Rescuing History from the Nation: Questioning Narratives of Modern China. Chicago: University of Chicago Press.

Gilmartin, Christina K. et al., ed. 1994. Engendering China: Women, Culture, and the State. Cambridge: Harvard University Press.

Hershatter, Gail. 1997. Dangerous Pleasures: Prostitution and Modernity in Twentieth-Century Shanghai. Berkeley: University of California Press.

Kipnis, Andrew B. 1997. Producing Guanxi: Sentiment, Self, and Subculture in a North China Village. Durham, NC: Duke University Press.

Liu, Xin. 2000. In One's Own Shadow: An Ethnographic Account of the Condition of post-Reform Rural China. Berkeley: University of California Press.

Wolf, Margery. 1992. A Thrice Told Tale: Feminism, Postmodernism & Ethnographic Responsibility. Palo Alto, CA: Stanford University Press.

Yue, Gang. 1999. The Mouth that Begs: Hunger, Cannibalism, and the Politics of Eating in Modern China. Durham: Duke University Press.

Topic and Reading Outline

In the outline below I have marked the dates for your reading and discussion. I also have noted the various deadlines for the two papers.

You may hand in only one paper at a final deadline. The topic for your first essay should be taken from the materials that have come in the first part of the course; that of the second should be on materials after the first paper deadline.

I. Historical Context: "Tradition" as a Cultural Resource

Readings:

(1) Video: "China in Revolution, 1911-1949," in class 8/30.

8/30 (2) Narrative film: Ju Dou, 1990, directed by Zhang Yimou. Viewed in two parts in class 8/30 and 9/6.

(3) Chronology of relevant events (distr. in class 8/30), and see end of the Schoenhals book for a more detailed chronology and set of biographical sketches; and the front of Dutton for another brief time line.

9/6 (4) Chang, White Swans, Chs. 1-6, pp. 21-139 (for discussion 9/6) [118pp.]

(5) Narrative film: Ju Dou, 1990, directed by Zhang Yimou. Segment 2.

9/13 (6) Fei Xiaotong, From the Soil ; Hamilton and Wang, "Introduction: Fei Xiaotong and the beginnings of a Chinese Sociology," pp. 1-34 (esp. 15-34); Fei, Chapters 1-14, pp. 37-140. (for discussion 9/13). [137pp.]

(7) Mao Zedong. "On Practice: On the Relation between Knowledge and Practice, between knowing and doing" [speech from 1937]. Pp. 295-309 in Selected Works of Mao Tse-Tung. People's Publishing House. Peking [1960] 1965, 1977. Foreign Languages Press. Translation dist. by Pergamon Press, Oxford. (Dist. in class) (for discussion 9/20)

(8) Dutton, "Streetlife Subaltern," pp. 1-14. (all below for discussion 9/20)

(9) Rofel, "Introduction: Modernity and Its Discrepant Desires," pp. 1-40.

(10) -Dutton, "Rights, Traditions, Daily Life and Deviance," pp. 17-22;

-Xia Yong, "Human Rights and Chinese Traditions," pp. 23-31;

9/20 -Li YiYuan, "The Traditional Chinese View of the Cosmos and the Problems of Daily Life," pp. 31-39;

-"The Gift of Self," pp. 39-40;

-Xu Ping, "The 'Gift' and the Confucian Notion of Propriety, Li," pp. 40-41;

-"The Architecture of Life," pp. 193-195;

-Zhao Dong, "Traditional Chinese Architecture and Hierarchy," pp. 196-97;

-Wang Sheren, "Traditional Chinese Architecture as Symbolic Hierarchy," pp. 201-208;

-Yang Dongping, "Changing Compounds: From Compound Household to Work Unit," pp. 208-213. [98pp.]

(11) Film, Yellow Earth, 1984, directed by Chen Kaige, in or out of class.

II. The Emergence of Chinese Communism, Revolution, and "Liberation"

Readings:

(1) Video: "Liberation to the Cultural Revolution," segment from The Mao Years, in class.

9/27 (2) Rofel, Ch. 1 "Liberation Stories," pp. 41-95; Ch. 2 "The Poetics of Productivity," pp. 96-127; and Ch. 3 "Socialist Nostalgia," pp. 128-149. (for discussion 9/27) [106pp.]

 

III. "New China" and "Maoism": Consolidating Moral Orthodoxy in the Countryside.

Readings:

(1) Madsen, "Preface," pp.vii-xvi and Chs.1-5.

-Ch. 1 "Introduction: Discourse, Ritual, Predicaments, and Character," pp.1-30;

-Ch. 2 "Tensions Within a Moral Tradition," pp. 33-66;

10/4 -Ch. 3 "Making Moral Revolution: The Socialist Education Movement,"

pp. 67-101;

-Ch.4 "Maoist Moralists and Their Predicaments," pp. 105-129

-Ch.5 "Maoist Rituals: Worship of an Idol with Feet of Clay," pp. 130- 150. (for discussion 10/4) [154pp.]

IV. Aspects of Mundane Life in A Revolutionary Society

Readings:

(1) Video, segment 2, The Mao Years, in class 10/11.

(2) Selections from Dutton (for discussion 10/11)

-"Daily Life in the Work Unit," p. 42: He Xinghan, "People of the Work Unit," pp.42-53;

-Lu Feng, "The Work Unit: A Unique Form of Social Organization," pp. 53-58;

-Yi Zhongtian, "The Work Unit: 'Face' and Place," pp.58-61.

10/11 -Gong Xikui, "Household Registration and the Caste-Like Quality of Peasant Life," pp. 81-85.

-"Government Strategies," p. 93.

-Zhang Qingwu, "The Resident Identity Card and the Household Register," pp. 94-97.

-"Naming, Framing, and Marking," pp. 160-165;

-Yang Dongping, "Revolutionary Culture," pp. 165-169; and "What's in a Name: Revolutionary China and the New Cosmology of the Name," pp. 169-171.

(3) Chang, Chs. 7-11, pp. 140-219. (for discussion 10/11) [121pp.]

 

V. What Is the "Cultural Revolution"?: Official Documents

(2) Selections from Schoenhals (for discussion 10/18)

-"Pronouncements by Members of the CCP Leadership," pp. 3-4;

-Mao Zedong, "Just a Few Words," pp. 5-9;

-Lin Biao, "Why a Cultural Revolution?," pp. 9-26;

-Zhou Enlai, "Mao Zedong Thought Is the Sole Criterion of Truth," p. 27.

-"Official Policy," pp. 29-31;

-"Decision Concerning the Great Proletarian Cultural Revolution," pp. 33-43;

-"In Praise of the Red Guards," pp.43-47;

10/18 -"Regulations Forbidding the Use of Military Force . . . ," pp. 48-49;

-"Public Notice Banning Nationwide Organizations," p. 54;

-"Public Notice Concerning Workers' Organizations," pp. 55-56;

-"No Ethnic Mass Organizations," pp. 56-57;

-"Learning from the Liberation Army in Political Work," pp. 65-75;

-"Notification Concerning the Resumption of Classes . . . ," pp. 75-76;

-"Notification Concerning Work Assignments . . . ," pp.77-81;

-"Opinions and Questions . . . ," pp. 81-85;

-"Instructions on Cracking Down on Counter-Revolutionary Destructive Activities," pp. 85-89. [86pp.]

VI. Beyond "Rhetoric": Doing Violence with "Words"

Readings:

10/25 (1) Madsen Ch. 6 "Cultural Revolution and Moral Conflict," pp. 153- 176; Ch. 7 "The Cleansing of the Class Ranks Campaign: Moral Explosion and Moral Disintegration," pp.177-198. (for discussion 10/25)

(2) Chang, Chs. 12-13, pp. 191-255 (for discussion 10/25) [110pp.]

(3) Selections from Schoenhals (for discussion 11/1)

-"Purging the Party," pp. 93-94;

-Nankai Red Guards, "Annihilate Every Renegade," pp. 95-101;

-Qinghua Red Guards, "Interrogation Record: Wang Guangmei," pp. 101-116;

-Kang Sheng, "On Case Examination Work," pp. 116-122;

-"'Bo Yibo Has an Attitude Problem,'" pp. 122-135;

-"Making Rebellion," pp. 137-149;

-"Rebels in Shanghai," pp. 141-146;

-"As I Watched Zhou . . .," pp. 146-147;

-"'I Saw Chairman Mao!!!'," pp. 148-149;

11/1 -"'Dearest Chairman Mao: What Are You Doing?,'" pp. 149-150;

-"An Open Letter to Comrade Lin Biao," pp. 155-162;

-"'As We Watched Them Beat Him . . .,'" pp. 166-169

-"Chinese Molestation of Diplomats," pp.169-173;

-"'Dear Parents, . . . Don't Worry About Me!'," pp.173-176;

-"After School Activities . . . . ," pp. 176-181

-"Revolutionary Culture," pp. 185-186;

-Lü Yulan, "Why Do Some People Call Me Foolish?," pp. 192-197;

-Jiang Qing, "Reforming the Fine Arts," pp. 197-202;

-"Gardens and Parks . . . ," pp. 202-207;

-"Vigorously and Speedily . . . ," pp.210-212;

-"One Hundred Items . . .," pp. 212-222;

-"On 'The Red Lantern'," pp.228-233;

-"Unveiling the Dark Side . . .," pp.233-242;

-"The Economy," pp. 243-44;

-"Concerning the Speed . . . ," pp.262-266. [128pp.]

VII. Displaying and Selling Chairman Mao Today

Readings:

(1) Selections from Dutton (for discussion 11/8)

-"Stories of the Fetish: Tales of Chairman Mao," pp. 238-241;

-"The Badge as Biography," pp. 242-243;

-Wang Anting, "Introduction to the Mao Badge," pp.243-244;

-Zhou Jihou, "Introduction to the Mao badge (2)," pp.244-245;

11/8 -Zhou Jihou, "Stories of 'Excess': Mao as Gift, Mao as Curse," pp. 245-248;

-Liu Xin and Zhou Jihou, "Buying Mao: Then and Now," 249-252;

-Zhou Jihou, "My Story," pp. 260-261;

-Da Yang, "Chinese Culture Drawn into the Market," pp. 265-269;

-"Mao and the Revolution Enter the Market," pp. 269-271.

(2) Chang, Ch. 14-19, pp. 240-340 (for discussion 11/9) [122pp.]

VIII. Looking Back and Forward: Inheritance and Legacy

Readings:

(1) Madsen, Ch. 8 "Liuist Morality: A Cure for Moral Disintegration," pp. 201- 243; and Ch. 9 "Conclusion: Moral Character and China's Fate," pp. 244-264. 11/15 (for discussion 11/15).

(2) Rofel, "Interlude," pp. 153-158; "She," pp. 159-165; "The Politics of Authority," pp. 166-187; and "Yearnings," pp. 188-216. (for discussion 11/15) [112pp.]

(3) To Live!, narrative film directed by Zhang Yimou, c. 1992, shown in two segments, class 11/15 and 11/29.

(3) Selections from Schoenhals (for discussion 11/29)

-"The Trouble with History," pp. 291-292;

-Mao Zedong, "Seal the Coffin . . . ," p.293;

-"The Cultural Revolution . . .," pp.296-303;

-"On the Appropriate Handling . . .," pp. 304-305;

-"Regulations Governing . . .," pp. 310-312;

11/29 -Ordinary People Remember," pp. 313-314;

-"The 'Cultural Revolution' Has . . .," pp.315-326;

-"Childhood without Toys," pp.326-327;

-"Burning Books," pp. 327-329;

-"Comrade Wu Han . . .," pp.329-331;

-"Go on Red! Stop on Green!," pp.331-333;

-"All Because of 'On Practice,'" pp. 333-336.

(4) Chang, Chs. 20-22, pp.341-405. (for discussion 11/29). [95pp.]

(5) To Live!, narrative film directed by Zhang Yimou, c. 1992, segment 2.

IX. "Postsocialism," Post-Tiananmen, The "Return" of Hong Kong,

and the Global Market

Readings:

(1) Rofel, Ch. 7 "Allegories of Postsocialism," pp. 217-256 (for discussion on 12/6);

12/6 (2) Chang, Chs. 23-28 and Epilogue, pp. 406-505. (for discussion 12/6); [138pp.]

(3) Film, Carma Hinton and Richard Gordon, The Gate of Heavenly Peace, 1995.

(4) Rofel, Ch.8 "Rethinking Modernity: Space and Factory Discipline," pp. 12/13 257-276; and "Coda," pp. 277-284. (for discussion 12/13).

(5) Selections from Dutton: "Tales of the market, Tales of the Fetish: Stories from the Market," pp. 273-284. (for discussion 12/13) [76pp.]