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"DeFrancis's book is first rate. It entertains. It teaches. It demystifies. It counteracts popular ignorance as well as sophisticated (cocktail party) ignorance. Who could ask for anything more? There is no other book like it. ... It is one of a kind, a first, and I would not only buy it but I would recommend it to friends and colleagues, many of whom are visiting China now and are adding 'two-week-expert' ignorance to the two kinds that existed before. This is a book for everyone." --Joshua A. Fishman, research professor of social sciences, Yeshiva University, New York "Professor De Francis has produced a work of great effectiveness that should appeal to a wide-ranging audience. It is at once instructive and entertaining. While being delighted by the flair of his novel approach, the reader will also be led to ponder on some of the most fundamental problems concerning the relations between written languages and spoken languages. Specifically, he will be served a variety of information on the languages of East Asia, not as dry pedantic facts, but as appealing tidbits that whet the intellectual appetite. The expert will find much to reflect on in this book, for Professor DeFrancis takes nothing for granted." --William S.Y. Wang, professor of linguistics, University of California at Berkeley
The 'ethical turn' in anthropology has been one of the most vibrant fields in the discipline in the past quarter-century. It has fostered new dialogue between anthropology and philosophy, psychology, and theology and seen a wealth of theoretical innovation and influential ethnographic studies. This book brings together a global team of established and emerging leaders in the field and makes the results of this fast-growing body of diverse research available in one volume. Topics covered include: the philosophical and other intellectual sources of the ethical turn; inter-disciplinary dialogues; emerging conceptualizations of core aspects of ethical agency such as freedom, responsibility, and affect; and the diverse ways in which ethical thought and practice are institutionalized in social life, both intimate and institutional. Authoritative and cutting-edge, it is essential reading for researchers and students in anthropology, philosophy, psychology and theology, and will set the agenda for future research in the field.
"At the genesis of the Republic of China in 1912, many political leaders, educators, and social reformers argued that republican education should transform China’s people into dynamic modern citizens—social and political agents whose public actions would rescue the national community. Over subsequent decades, however, they came to argue fiercely over the contents of citizenship and how it should be taught. Moreover, many of their carefully crafted policies and programs came to be transformed by textbook authors, teachers, administrators, and students. Furthermore, the idea of citizenship, once introduced, raised many troubling questions. Who belonged to the national community in China, and how was the nation constituted? What were the best modes of political action? How should modern people take responsibility for “public matters”? What morality was proper for the modern public? This book reconstructs civic education and citizenship training in secondary schools in the lower Yangzi region during the Republican era. It also analyzes how students used the tools of civic education introduced in their schools to make themselves into young citizens and explores the complex social and political effects of educated youths’ civic action."
Informed by the analytical practices of the interdisciplinary 'material turn' and social historical studies of childhood, Childhood By Design: Toys and the Material Culture of Childhood offers new approaches to the material world of childhood and design culture for children. This volume situates toys and design culture for children within broader narratives on history, art, design and the decorative arts, where toy design has traditionally been viewed as an aberration from more serious pursuits. The essays included treat toys not merely as unproblematic reflections of socio-cultural constructions of childhood but consider how design culture actively shaped, commodified and materialized shifting discursive constellations surrounding childhood and children. Focusing on the new array of material objects designed in response to the modern 'invention' of childhood-what we might refer to as objects for a childhood by design-Childhood by Design explores dynamic tensions between theory and practice, discursive constructions and lived experience as embodied in the material culture of childhood. Contributions from and between a variety of disciplinary perspectives (including history, art history, material cultural studies, decorative arts, design history, and childhood studies) are represented – critically linking historical discourses of childhood with close study of material objects and design culture. Chronologically, the volume spans the 18th century, which witnessed the invention of the toy as an educational plaything and a proliferation of new material artifacts designed expressly for children's use; through the 19th-century expansion of factory-based methods of toy production facilitating accuracy in miniaturization and a new vocabulary of design objects coinciding with the recognition of childhood innocence and physical separation within the household; towards the intersection of early 20th-century child-centered pedagogy and modernist approaches to nursery and furniture design; through the changing consumption and sales practices of the postwar period marketing directly to children through television, film and other digital media; and into the present, where the line between the material culture of childhood and adulthood is increasingly blurred.
In Tempered in the Revolutionary Furnace, Yihong Pan tells her personal story and the story of her generation of urban middle-school graduates sent to the countryside during China's Rustication Movement. Based on interviews, reminiscences, diaries, letters, and newspaper accounts, the work examines the varied, and often perplexing, experiences of the seventeen million Chinese students sent to work in the countryside between 1953 and 1980. Rich in human drama, Pan's book illustrates how life in the countryside transformed the children of Mao from innocent, ignorant, yet often passionate believers in the Communist Party into independent adults. Those same adults would go on to lead the nationwide protests in the winter of 1978-1979 that forced the government to abandon its policy of rustication. Richly textured, this work successfully blends biography with a wealth of historical insight to bring to life the trials of a generation, and to offer Chinese studies scholars a fascinating window into Mao Zedong's China. Book jacket.
Raised to be "flowers of the nation," the first generation born after the founding of the People's Republic of China was united in its political outlook and at first embraced the Cultural Revolution of 1966, but then split into warring factions. Investigating the causes of this fracture, Guobin Yang argues that Chinese youth engaged in an imaginary revolution from 1966 to 1968, enacting a political mythology that encouraged violence as a way to prove one's revolutionary credentials. This same competitive dynamic would later turn the Red Guard against the communist government. Throughout the 1970s, the majority of Red Guard youth were sent to work in rural villages, where they developed an appreciation for the values of ordinary life. From this experience, an underground cultural movement was born. Rejecting idolatry, these relocated revolutionaries developed a new form of resistance that signaled a new era of enlightenment, culminating in the Democracy Wall movement of the late 1970s and the Tiananmen protest of 1989. Yang's final chapter on the politics of history and memory argues that contemporary memories of the Cultural Revolution are factionalized along these lines of political division, formed fifty years before.
This book traces the history of English education in the People’s Republic of China from 1949 to the present day. It uses the junior secondary school curriculum as the means to examine how English curriculum developers and textbook writers have confronted the shifting ambiguities and dilemmas over five distinct historical periods. The study of the processes of curriculum development and the products such as syllabi and textbooks offers insights into the construction of an ‘official’ English, as well as what was considered as acceptable content in English. This book addresses fundamental and significant questions concerning the English promoted in China, namely its characteristics; its changes over time and explanations for such changes; and the kind of content that has been viewed as appropriate for textbooks. To investigate these issues, the analysis draws on qualitative and quantitative data, such as interviews with principal stakeholders and analysis of the syllabus and recommended textbooks. Specifically, it looks at the choice and organization of linguistic components, and the orientation and messages of the curriculum. “Language education in China during the second half of the twentieth century might arguably be called the world’s largest language engineering project. In this comprehensive study, Dr Adamson examines a part of that project by charting the twists and turns of English language education from the pre-revolutionary period to the present. He successfully illustrates how tensions in China’s massive educational system are negotiated from center to periphery, how textbook writers adapt to the socio-political mandates of their time to construct formal school curricula. Adamson also raises significant questions regarding the contradictions inherent in Chinese globalization.” —Heidi Ross, Professor, Department of Educational Leadership and Policy Studies, School of Education, Indiana University at Bloomington “Bob Adamson has provided in this book one of the first detailed studies published in English of the history of a school subject in the PRC. The study provides fascinating insights into the changing nature of the English curriculum, the shifting socio-political context of the PRC and their complex inter-relationships.” —Paul Morris, President, The Hong Kong Institute of Education “The learning of English is a crucial aspect of China’s opening up to the world and increasingly prominent global role. This welcome volume provides an in-depth historical perspective on this important subject, including the recent periods of modernization (1978–1993) and globalization (1993 to the present). It should be compelling reading for all those involved with contemporary China across a wide spectrum of areas.” —Ruth Hayhoe, University of Toronto; President Emerita, The Hong Kong Institute of Education