ATS3965 · Unity and diversity in China and global Sinophone communities

Overview

In this unit, students explore the diversity of contemporary China and global Sinophone communities, reflecting on the meaning of “China,” “Chinese,” and “Chineseness” today. Beginning from an overview of theories of identity and a history of ethnic thought in China, we proceed to examine a series of case studies of ethnic diversity today, including the Miao, the Zhuang, Tibetans, Uyghurs, and the Han majority. Through these case studies, students explore not only China’s internal diversity, but also the complexity of ethnic relations in the reform era. In the second half of the unit, we examine emerging theories of Chineseness and Sinophone identity, before proceeding to case studies of a series of global Sinophone communities (including Hong Kong, Taiwan, Southeast Asia, and Sinophone communities in Australia) and their relationships with China today.

Areas of study: Chinese studies

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Within semester assessment: 100%

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. Critically analyse China and global Sinophone communities;
2. Recognise and explain the diversity of China and Sinophone communities, developing the ability to work across cultures with people of diverse backgrounds;
3. Recognise and apply a range of disciplinary approaches through which knowledge about China is developed, with specific reference to sociological, anthropological, and cultural studies perspectives and theories;
4. Communicate analytical and critical thinking, and research findings in written and oral form.

Workload

Minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per semester typically comprising a mixture of scheduled learning activities and independent study. Scheduled activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.