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GEOGRAPHY 3822 GEOGRAPHY OF CHINA Fall 2011 http://www.colorado.edu/geography/class_homepages/geog_3822_f11/ Meeting Time: TR 12:30-1:45

Meeting Place: ATLAS 100

Instructor: Tim Oakes Office: Guggenheim 201c Phone: 303-492-5887

Office Hours: Thursdays 10:00 – 12:00 E-Mail: [email protected]

TA: Jennifer Dinaburg Office: Guggenheim 314

Office Hours: TR 2:00-3:00 E-Mail: [email protected]

Course objectives This course aims to provide an introduction to China’s diverse human geography. After taking this course, you should be able to: • account for China’s regional geography in terms of both environmental and cultural diversity • articulate geography’s role in different interpretations of the origins of Chinese civilization and explanations for Chinese civilization’s remarkable historical durability • understand the various ways the Chinese state produces different spaces in order to facilitate governance and social order in contemporary China • and understand the different ways Chinese people create their own social spaces as they go about their daily lives in contemporary China Ultimately, our most significant objective with this course is to demonstrate the usefulness of geography as a tool in dispelling many common myths about contemporary China. While we do introduce some environmental and physical geography features important to a basic Chinese geographical literacy, our focus is on the human and cultural geographies of China. Please see the “Key Concepts and Themes” section of this syllabus below for more information on the ideas around which this course is organized. Required texts All readings are accessible via either Chinook or on e-reserve at http://libraries.colorado.edu/. The password for e-reserve readings is ‘renwendili’ (that’s pinyin for ‘human geography’ in Chinese).

Exams, assignments, late policies, requirements and expectations Grade components • There will be two non-cumulative exams and one final exam. Exams typically consist of multiple-choice, definition, short-answer, and essay questions. The final exam is mostly non-cumulative, but includes essay questions that ask you to recall material from the entire semester. • Two map quizzes on China’s provinces, key cities, and geographical features. • News commentaries: Three news commentaries are due during the semester. A news commentary includes a reprint of a news item (with full citation) and your own one

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paragraph commentary on that news item. Your commentary should explicitly link the news item with themes and topics discussed in class, and include your own view of why the news is significant or important from a geographical perspective. • Answers to three sets of reading questions. Reading questions for most of the readings will be posted on the course web site one week prior to the date on which a particular reading is discussed in class. You are required to write brief answers to and turn in any three of these reading questions during the semester. Answers should be printed out and turned in at the beginning of the class for which the relevant reading was due. You must be present in class to submit your reading question answers. Because you are free to choose which reading questions to turn in, no late answers will be accepted for any reason. • Two essays. See below for questions and guidelines. The fine print… • Missed exams, assignments, and late course work: See department and university policy statements at the end of this syllabus. Exams missed with a valid excuse will be made up at a later date with a different essay exam. A valid excuse must be approved prior to the missed exam unless a medical emergency prevents you from coming to class on the day of the exam. There will be no make-up for the final exam. The map quizzes may be made up outside of class if missed with a valid excuse (again, approved prior to the quiz). Late reading questions will not be accepted. Essays will be deducted one full grade for each day they’re late. If you experience a temporary medical condition or injury that will impact your ability to meet deadlines, attend class regularly, or take exams, please see either the professor or TA as early as possible to work out a plan for completing the course. If you anticipate missing exams, classes, or assignments due to religious observances, you must inform the professor in writing no later than September 15th so that alternative arrangements may be made. • Attendance is required but does not figure into your grade. Lecture notes or ppt files will not be posted. • Use of laptops during class is allowed in the front third of the classroom only. This policy will be enforced. Anyone caught using a laptop in the back of the class will be sent to China on a one-way ticket with a suitcase full of the complete works of Liu Xiaobo. • Phones must be turned off. Anyone caught with a ringing phone in class will be sent to China on a one-way ticket with a suitcase full of Falun Gong brochures. • Late arrivals are tolerated; early departures are not. Anyone departing class early will be forced to join a busload of tourists from China on a weeklong excursion through Florida’s Disney and Harry Potter theme parks. • Please refer to more fine print on the last page of the syllabus: Geography Department Code of Conduct, Policy on Academic Honesty, Policy on Persons with Disabilities, etc. etc.

Deadlines and Grading News Commentaries Reading Questions Map Quizzes Exams Essays Final Exam

3x 2.5% = 3x 2.5% = 2x 2.5% = 2x 15% = 2x 15% =

7.5% 7.5% 5% 30% 30% 20%

Due 9/27, 11/3, and 12/8 Due on the assigned reading day 9/8 and 10/11 9/29 and 11/8 Due 10/18 and 11/29 12/13

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Outline of topics Date Topic Introduction

Reading

8/23

Course syllabus

Course introduction, basic terms, concepts, and language

Environment 8/25

China’s Population & History

8/30 9/1

China’s Environment I China’s Environment II

http://depts.washington.edu/chinaciv/timeline.htm Veeck, G. et al. 2011. Ancient roots and binding traditions. In Veeck, G. et al. (eds.), China’s Geography: Globalization and the Dynamics of Political, Economic, and Social Change 2nd Edition (Lanham, MD: Rowman & Littlefield), pp. 48-82. Available on Norlin e-reserves. http://depts.washington.edu/chinaciv/geo/land.htm Veeck, G. et al. 2011. China’s natural environments. In Veeck, G. et al. (eds.), China’s Geography: Globalization and the Dynamics of Political, Economic, and Social Change 2nd Edition (Lanham, MD: Rowman & Littlefield), pp. 16-47. Available on Norlin e-reserves

Regional China 9/6

North & South

9/8

Agriculture & Food Map Quiz 1 – China’s Environment Native Place & Regional Stereotypes Minzu Classification & Ethnicity

9/13 9/15

9/20

The spatial approach to Chinese history

9/22

The frontier – China from the outside in

9/27

Discussion / Review / Clips from “Shower” News Commentary 1 Due EXAM 1

9/29

Friedman, E. 2002. Symbols of southern identity: rivaling unitary nationalism." In China Off Center: Mapping the Margins of the Middle Kingdom. S. Blum and L. Jensen, eds., (Honolulu: University of Hawaii Press), pp. 31-44. Available online via Chinook and on Norlin e-reserve. Anderson, E.N. 1988. Regions and Locales. In The Food of China (New Haven, Yale University Press), 159-186. Available on Norlin e-reserve http://depts.washington.edu/chinaciv/geo/people.htm Blum, S. 2000. China’s many faces: ethnic, cultural, and religious pluralism. In China Beyond the Headlines, eds. T. Weston and L. Jensen (Lanham, MD: Rowman & Littlefield), 69-95. Available on Norlin e-reserve. Skinner, G. W. 1985. The structure of Chinese history. Journal of Asian Studies 44(2): 271-292. Available online via Chinook Millward, J. 2011. The pipa: how a barbarian lute became a national symbol. Danwei.com (10 June). Available at http://www.danwei.com/the-pipa-how-a-barbarian-lutebecame-a-national-symbol/ Lawler, A. 2009. Beyond the Yellow River: how China became China. Science 325 (21 August), pp. 930-943. Available online via Chinook and on Norlin e-reserve.

State Space 10/4

Territorial Administration – counties & provinces

Fitzgerald, J. 2002. The province in history. In Rethinking China's Provinces, ed. J. Fitzgerald (London and New York: Routledge): 11-39. Available on Norlin e-reserve.

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10/6

Village 1 – Collectivization & Communes

10/11

Household Registration (Hukou) Map Quiz 2 – Cities and Provinces Village 2 – Rural Reforms

10/13

10/18

Village 3 – The New Socialist Countryside Essay 1 Due

10/20

Village 4 – Consumable Villages

10/25

City 1 – Walled Space

10/27

City 2 – Socialist Urbanization & Industrialization

11/1

City 3 – Post-Socialist Urban Transformations

11/3

Discussion / Review News Commentary 2 Due EXAM 2 Manufactured Landscapes

11/8 11/10

Howard, P. 1987. Communication, cooperation, and conflict in the Mao era: a legacy of theory and practice. In Breaking the Iron Rice Bowl: Prospects for Socialism in China’s Countryside (Armonk, NY: M.E. Sharpe), 17-44. Available on Norlin e-reserve Chan, KW. 2009. The Chinese Hukou System at 50. Eurasian Geography and Economics 50(2): 197-221 – available online via Chinook Gao, M.B. 1999. Reforms since the late 1970s. In Gao Village: Rural Life in Modern China (Honolulu: University of Hawaii), pp. 171-199. Available on Norlin e-reserve. Perry, E.J. 2011. From mass campaigns to managed campaigns: ‘Constructing a New Socialist Countryside.’ In Heilmann, S. and E.J. Perry (eds.), Mao’s Invisible Hand: Political Foundations of Adaptive Governance in China (Cambridge, MA: Harvard University Press), pp. 30-61. Available on Norlin e-reserve. Bellocq, M. 2006. The cultural heritage industry in the PRC: What memories are being passed on? China Perspectives 67 (September-October), 22-32. Available on Norlin e-reserve. Bray, D. 2005. Walls and compounds. In Social Space and Governance in Urban China: The danwei system from origins to reform (Stanford: Stanford University Press), pp. 16-36. Available on Norlin e-reserve. Naughton, B. 1995. Cities in the Chinese economic system: changing roles and conditions for autonomy. In Urban Spaces in Contemporary China: The Potential for Autonomy and Community in Post-Mao China, eds. D. S. Davis, R. Kraus, B. Naughton and E. J. Perry (Cambridge: Cambridge University Press): 61-89 – available on Norlin e-reserve Hsing, Y.T. 2010. The Great Urban Transformation: Politics of Land and Property in China (Oxford: Oxford University Press), pp. 1-19 and 33-59. Available on Norlin e-reserve.

http://www.edwardburtynsky.com/index.html Go to ‘China’, under ‘Works’ in the left-hand links column.

Social Space 11/15

Mobility 1 – Labor Migration

11/17

Mobility 2 – Tourism and Leisure Culture

Pun, N. 2006. Marching from the village: women’s struggles between work and family. In Made in China: Women Factory Workers in a Global Workplace (Durham: Duke University Press), pp. 49-75 – available on Norlin ereserve. Klingberg, T. and T. Oakes. In Press. Producing Exemplary Consumers: Tourism and Leisure Culture in China’s Nation-Building Project. In L. Jensen and T. Weston (eds.) China In and Beyond the Headlines (Lanham, MD: Rowman & Littlefield). Available on Norlin e-reserve.

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11/29

Middle Class Utopias - Gated Suburbia Essay 2 Due

12/1

People’s Parks – China’s Public Space?

12/6

Sacred Space – Religious Revival in China

12/8

Virtual Space – Behind the Great Firewall News Commentary 3 Due

12/13

FINAL EXAM 4:30 – 7:00 PM

Pow, C.P. 2009. Urban reform, the new middle class and the emergence of gated communities in Shanghai. In Gated Communities in China: Class, Privilege and the Moral Politics of the Good Life (London & New York: Routledge), pp. 34-52. Available on Norlin e-reserve. Farquhar, J. 2009. The park pass: peopling and civilizing a new old Beijing. Public Culture 21(3): 551-576. Available online via Chinook. Chau, A. Y. 2005. The politics of legitimation and the revival of popular religion in Shaanbei, North-Central China. Modern China 31(2): 236-278. Available online via Chinook. Merkel-Hess, K. and J. Wasserstrom. 2009. Digital China: ten things worth knowing about the Chinese internet. In Merkel-Hess, K. et al. (eds.), China in 2008: A Year of Great Significance (Lanham, MD: Rowman & Littlefield), pp. 228-230. Available on Norlin e-reserve. China Digital Times’ “Grass-Mud Horse Lexicon”: http://chinadigitaltimes.net/space/Introduction_to _the_Grass-Mud_Horse_Lexicon

Essay Assignments Essays should be roughly five pages in length, typed and double-spaced. Save paper by printing on two sides. All ideas, terms, and quotes that are not your own should be thoroughly referenced in the text (either parenthetically [author, date] or with footnotes/endnotes), with a bibliography following the essay. Essay evaluation will be equally weighted between the content of the essay and the essay’s presentation, including spelling, grammar, referencing, and clarity of writing. You are encouraged to visit Jenn or myself whenever you want to discuss any aspect of these assignments.

Essay #1 Due October 18th One of the central themes of this course is the idea that there are “many Chinas” – that is, China’s geography is so diverse that it is difficult to speak of a single Chinese culture and society. Yet, China’s geography demonstrates remarkable continuities across all of that diversity. Understanding China’s geography, therefore, seems to involve explaining both of these contrasting facts – diversity and continuity – simultaneously. Discuss this ‘paradox’ of China’s geography with reference to three examples from class discussion and/or readings.

Essay #2 Due November 29th ‘Space’ is a key feature in the organization and ordering of Chinese society. Discuss the ways social ordering is pursued through the state’s organization of space with reference to three examples from class discussion and/or readings.

Basic course terminology, concepts, and a quick lesson in Chinese language LANGUAGE For those unfamiliar with the Chinese language, recalling and pronouncing correctly the names of places, people, and Chinese ideas, concepts, and institutions can be quite a challenge. While this is not a language course, a basic familiarity with how Chinese works as a language will make mastering course materials much easier. Here are a few very basic guidelines to keep in mind:

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Characters Each Chinese character is a single sound (one syllable), with an associated meaning or set of meanings. There are many different kinds of characters. Some are wen (simple characters) and some are zi (compound characters). The character for “water” (水) is a wen in that it is a whole unit and cannot be broken down into parts (even though it is made of several distinct strokes). The character for “river” (河) is a zi: it has two separate parts on the right and left. There are basically two types of compound characters. One is a huiyi or “logical aggregate” in which the meaning of the character derives from the association of its parts. Thus, the character for “bright” (明) consists of two parts meaning “sun” and “moon.” The character for “good” (好) consists of two parts meaning “woman” and “child.” The character for “busy” (忙) consists of two parts meaning “heart” and “death.” The other, more common, kind of compound character is a xingsheng or “radical-phonetic” compound. In these, one part of the character (the radical) indicates what the character’s meaning might be, while the other part (the phonetic) indicates what the character might sound like. Thus, the character for “river” (河) contains a left side radical meaning “water” and a right side phonetic which, by itself, sounds like “kuh.” Similarly, the character for river is pronounced “huh.” As if all this weren’t complicated enough, there are also simplified and complex (traditional) versions of many Chinese characters. Simplified characters were developed in the PRC to aid in the literacy campaign after the 1949 Revolution. It was felt that making characters simpler would make them easier to learn. There was even a time when the Chinese government under Mao planned to do away with characters altogether and use only pinyin (see the “Romanization” section below). Chinese communities outside of the PRC (including Taiwan, Hong Kong, and most overseas communities) continue to use the non-simplified “traditional” forms, and since the post-Mao reforms, complex traditional characters are being seen more and more often within the PRC itself. Here’s an example of the difference between traditional and simplified in the character ‘tai’ (meaning ‘very large’ or ‘excessively’):

traditional, simplified. (This one makes you realize why PRC officials thought simplification might aid literacy.) Romanization Since Chinese is not an alphabetic language, one of the most difficult challenges of learning Chinese is remembering what each character sounds like. The phonetics provide some help, but generally not much. “Romanization” is the process whereby the character’s sound is written with the Roman alphabet. This both facilitates learning and makes it possible for non-Chinese speakers to approximate the sounds of characters. The most commonly used Romanization system today is Pinyin, developed in China. Pinyin is the official Romanization system for Geography of China – you are expected to use it for all Chinese terminology. There are, however, other systems out there, the most common (after pinyin) of which is WadeGiles. Below is a table comparing pinyin and Wade-Giles Romanizations for some common Chinese characters:

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Character (simplified) 十 百 千 东 南 西 北 中 大 小 天 地 河 江 湖 国 县 京 红 戈壁

pinyin shi bai qian dong nan xi bei zhong da xiao tian di he jiang hu guo xian jing hong gebi

Wade-Giles shih pai ch’ien tung nan hsi pei chung ta hsiao tien ti ho chiang ho kuo hsien ching hung gobi

English ten hundred thousand east south west north middle big small heaven earth river river lake country county capital red stone desert

Pronounciation Here are just a few basics Initials: c is like the ts in its q is like the ch in cheese x has no English equivalent, but is somewhere between sh and s z is like the ds in fads j is like the j in jug zh is also like the j in jug, but said with full lips! Finals: a sounds like “ah” e sounds like the e in her i usually sounds like the i in ski, but sometimes sounds like “er” o sounds like the aw in law u sounds like the oo in ooze ü sounds like the German ü Names of Places and People Because the Wade-Giles system was more common before the establishment of the PRC, some of China’s place names are familiar to us in their Wade-Giles versions. And some Chinese place names are the result of other, more obscure Romanizations. Yangtse is the Wade-Giles version of Yangzi (pinyin) which is actually the name of only one small section of China’s longest river, which is more properly known in China as the Changjiang, or “long river.” Peking is an old version of what should be Beijing. The Gobi desert should be the Gebi desert, Mao Tsetung should be Mao Zedong. And Hong Kong should be Xianggang, but this also raises the issue of different regional pronunciations, for Xianggang in Cantonese pronunciation sounds much more like “Hong Kong” than Xianggang. So, it’s complicated.

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Chinese names always put the surname first, followed by the given name. This is very important to remember, for the purposes of your bibliographies. Chinese given names can be one or two characters, while surnames are almost always a single character. Chinese holidays during the 2011 Fall Semester

Teacher’s Day – September 10th Mid-Autumn Festival – September 12th National Day – October 1st Double Ninth (Chung Yeung) – October 5th Journalist’s Day – November 8th KEY CONCEPTS AND THEMES Basic Historical Periods – ancient (pre-Qin), early-imperial (Qin-Yuan), late-imperial (MingQing), Republican (1911-1949), Maoist (1949-1978), post-Mao or reform-era (1978-1992), postreform or contemporary (1992-present). These labels will be regularly used in lectures and discussions to identify certain historical periods in China. Basic Geography Concepts – space, scale, place, region, landscape. These serve as fundamental concepts for the course. Their meaning will be discussed in various ways throughout the semester. Many Chinas – One focus of the course is China’s vast regional diversity. This diversity is expressed both geographically and socially. Geographical expressions include large-scale regionalisms (North and South, coast and interior, urban and rural, agricultural and pastoral), provinces, and counties. Social expressions include religion, ethnicity, language, and even occupation. Central-Local Relations – A related theme to “many Chinas” is to consider the nature of relationships across scale in China. How has nationalism, nation-building and the construction of a modern national identity had to negotiate all the local and regional identities in China? How does native-place identity contribute to and/or detract from national identity? Urbanization – what has been the nature of urban development in this predominantly agricultural and rural civilization? How has modern industrialization altered patterns of urbanization and urban geography? State socialism – several key institutions were established during the decades of “high socialism” under Mao. These include: gongshe (people’s communes), hukou (household registration), danwei (work unit). The post-Mao era of state-socialism also introduced key institutions such as bao gan dao hu (household responsibility systems), and jingji tequ (special economic zones). We consider the spatial implications of these institutions and the broader issue of the role of the state in shaping the spatial aspects of Chinese culture, society, and political-economy. Modernization, Globalization, and Cultural Change – change is a key focus throughout the semester. Contemporary China is currently undergoing explosive change, but it is also important to recognize change as an on-going condition throughout history. China’s cultural geography has never been static.

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Department of Geography Code of Conduct In the Department of Geography, instructors strive to create an atmosphere of mutual trust and respect in which learning, and intellectual growth can thrive. Creating this atmosphere, however, requires that instructors and students work to achieve a classroom in which learning is not disrupted. At the most basic level, this means that everyone attend class, be prepared with readings and assignments completed, and that students pay attention. This means no conversations with friends, reading the newspaper, coming late, or leaving early. Please refrain from bringing your dog to class. Turn off all phones (do not switch to vibrate – turn it off). Those using laptops are asked to exit all internet browsers – Please use word processing software only. These basics of classroom etiquette are an important means of building and showing mutual respect. Inevitably, however, disagreements will arise. Sometimes these disagreements will be about content, sometimes about grades or course procedures, and sometimes they will be about the treatment of the participants in the class. In order to facilitate the resolution of these disagreements, the following guidelines should be followed by everyone: • • • •

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All interactions must be guided by mutual respect and trust. If you are bothered by some aspect of the class, identify what it is that is bothering you and center the discussion on that issue. Address issues that concern you early. Problems are easier to resolve before they fester. Consider whether it is best to address your concerns in class or in a separate appointment with the instructor. Remember, behavior that disrupts your fellow classmates is not acceptable. Abusive speech or behavior will not be tolerated in any interaction between students or between student and instructor. If an instructor feels that your speech or behavior is abusive, you will be asked to leave the room. If you believe an instructor has become abusive, you may leave the room and talk to the department chairperson. Debate and discussion can continue after all parties can proceed with mutual respect. If mutual respect cannot be restored, either you or the instructor may take the issue to the department chairperson or the campus Ombuds Office.

Discrimination and harassment The University of Colorado at Boulder Discrimination and Harassment Policy and Procedures, the University of Colorado Sexual Harassment Policy and Procedures, and the University of Colorado Conflict of Interest in Cases of Amorous Relationships policy apply to all students, staff, and faculty. Any student, staff, or faculty member who believes s/he has been the subject of sexual harassment or discrimination or harassment based upon race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://www.colorado.edu/odh

Persons with disabilities Any student eligible for and needing academic adjustments or accommodations because of a disability is requested to speak with the professor no later than September 15th. This includes chronic illnesses that may impair one’s normal academic abilities. For more information on the University’s disability services see: http://www.colorado.edu/disabilityservices/

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Temporary medical conditions If you have a temporary medical condition or injury, see guidelines at http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html Religious observances Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. See full details at http://www.colorado.edu/policies/fac_relig.html

Academic integrity All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-735-2273). Please refer to the university’s policies on academic integrity for definitions of cheating, plagiarism, and other breaches of academic honesty: http://www.colorado.edu/policies/acadinteg.html. This document also details possible sanctions and procedures for such breaches. Sanctions for breaches of academic honesty will depend on the severity of the case and may range from a zero for the assignment concerned to dismissal from the class.