中国社会变迁 Social Change in China

Summer School

June 30-July 28 2018

中国研究系

Department of China Studies

David S. G. Goodman

Yu Song

Pawel Zygadlo

Program Coordinator:

Miguel Hidalgo Martinez

2

The course will be taught over four weeks, classes (almost) every day in Suzhou, Xi’an ad Chengdu

This course is concerned with the major changes undergone by Chinese society in the last forty years since the beginning of reform and openness. Placing these changes in historical perspective it focuses on three broad topics, each of which is considered in depth: regional development, interpersonal relations and social inequality. Work on the three broad topics will follow a similar pattern, comprising lectures, discussion groups, and practical projects.

Student assessment will be through completion of one presentation for discussion, that will lead to completion of a 2,000 words essay; and participation in a group practical project, on one of the three broad topics.

Assessment will be based on individual presentation (20%) group presentation (20%) and essay (60%).

Each student will be expected to:

1. Prepare and make one presentation in a discussion session 2. Write an essay, based on the discussion session presentation 3. Be part of a team preparing and making a presentation on one practical

project.

A reader will be provided containing all the recommended texts.

Chinese language classes will be available alongside lectures and seminars related to Social Change in China. There will also be a full program of site visits to places of interest in Suzhou, Hangzhou, Xi’an, and Chengdu.

In order to obtain credit for this course, students must deliver the essay for assessment to Prof. Goodman at david.goodman@xjtlu.edu.cn by 10.00 am Beijing time 27 July 2018.

3

Timetable

30 June Arrive Suzhou 2 July Register Suzhou 3 July Introduction

Introduction Course organisation Questions and answers

4 July Suzhou

5 July Topic 1: History and Consciousness

Lecture: Economics, Empire and Ethnicity

6 July Hangzhou

7 July Topic 2: China in the Reform Era

Lecture: Forty Years of Change

8 July Topic 3: Modernisation and Globalisation Lecture: The China Model

9 July Travel to Xi’an

10 July Topic 4: Class and ruling class

Lecture: Class and ruling class Discussion: What makes a ruling class?

11 July Site visit: Downtown Practical observation

12 July Topic 5: Middle Class Lecture: Middle Class China Discussion: Does China have a middle class?

13 July Visit to The Terracotta Warriors

4

14 July Topic 6: Working class

Discussion: Is there working class consciousness in China? Practical project: The observation and analysis of class

15 July Academic preparation

16 July Travel to Chengdu

17 July Topic 7: Regional Unevenness in China Lecture: Economic growth and economic development: institutional factors

18 July Visit to Leshan

19 July Topic 8: Territory and Regions: State and population

Lecture: Development of city-regions in China

20 July Visit to Sanxingdui

21 July Topic 9: The Sichuan-Chongqing region: rural hinterlands and emerging city-regions

Lecture: Development of urban infrastructure in a city-region of China’s interior

22 July Visit to Dujiangyan

23 July Travel to Suzhou

24 July Topic 10: Equality and inequality

Lecture: Development, inequality and social justice Discussion: Inequality among whom? And inequality of what? How does a society build equity?

5

25 July Topic 11: Gender Lecture: Why women count Discussion: Can gender inequality be minimized? 26 July Topic 12: Welfare and development

Lecture: China’s welfare system development during the reform era Discussion: Will abolition of Hukou system improve the welfare equality in China?

Practical project: Observation and comparison of public service facilities in well-off and poorer communities in Suzhou

27 July Visit to Tongli Assignment deadline 28 July Graduation 29 July Departure

6

Student assignments

Presentations and essays One of these:

1. What makes a ruling class? 2. Does China have a middle class? 3. Is there working class consciousness in China? 4. How do we understand and define a ‘city’ in the context of economic

development in China? 5. What role had the Chinese government in the accelerated economic

development of the Sichuan-Chongqing city region? 6. Is economic development possible without regional unevenness? 7. Are conceptions of equality, inequality and justice different in China? 8. Can gender inequality be minimized?

9. Will abolition of the household registration system improve welfare

equality ?

10. Are conceptions of equality, inequality and justice different in China?

11. Can gender inequality be minimized?

Practical projects – group work

1. Street observation of class Students will be organised in groups to spend two hours in Xi’an observing class differences and distinctions. Group findings will be presented at a final discussion session. 2. The performance of inequality Students will form small groups (of no more than 4) and visit a school, hospital, aged care facility, etc. in SIP and in a less well-off part of the city (in the old city or in the migrant workers’ town in SIP). Students will make note of the quality of the facilities, general service environment, socio-economic status and general characteristics of patients/students, etc. The findings of the group should be couched around discussions of inequality, equity and social justice.

3. Students will form small groups (of no more than 4) and visit a school, hospital, aged care facility, etc in SIP and in a less well-off part of the city (in the old town, or in a migrant workers town in SIP.) Students make notes of the quality of the facilities, general service environment, socio-economic status,

7

and general characteristics of patients/students, etc. The findings of the group should be couched around discussion of inequality, equity and social justice. Students will form small groups (of no more than 4) and visit a school, hospital, aged care facility, etc. in SIP and in a less well-off part of the city (in the old city or in the migrant workers’ town in SIP). Students will make note of the quality of the facilities, general service environment, socio-economic status and general characteristics of patients/students, etc. The findings of the group should be couched around discussions of inequality, equity and social justice. Students will form small groups (of no more than 4) and visit a school, hospital, aged care facility, etc. in SIP and in a less well-off part of the city (in the old city or in the migrant workers’ town in SIP). Students will make note of the quality of the facilities, general service environment, socio-economic status and general characteristics of patients/students, etc. The findings of the group should be couched around discussions of inequality, equity and social justice. Students will form small groups (of no more than 4) and visit a school, hospital, aged care facility, etc. in SIP and in a less well-off part of the city (in the old city or in the migrant workers’ town in SIP). Students will make note of the quality of the facilities, general service environment, socio-economic status and general characteristics of patients/students, etc. The findings of the group should be couched around discussions of inequality, equity and social justice. Students will form small groups (of no more than 4) and visit a school, hospital, aged care facility, etc. in SIP and in a less well-off part of the city (in the old city or in the migrant workers’ town in SIP). Students will make note of the quality of the facilities, general service environment, socio-economic status and general characteristics of patients/students, etc. The findings of the group should be couched around discussions of inequality, equity and social justice. Students will form small groups (of no more than 4) and visit a school, hospital, aged care facility, etc. in SIP and in a less well-off part of the city (in the old city or in the migrant workers’ town in SIP). Students will make note of the quality of the facilities, general service environment, socio-economic status and general characteristics of patients/students, etc. The findings of the group should be couched around discussions of inequality, equity and social justi

8

Assessment guidelines

The lecturers will discuss with and explain to students the assessment system in the first class of teaching.

Assessment Item Value Length Due Date 1.Seminar presentation

20% 15-20 minutes TBA

2.Group project presentations

20% As required 1. 15 July 2. 22 July 3. 27 July

3. Research essay 60% 2,000 words 27 July 2018 10.00 am

Overall assessment will be as: First Class 70% and above Upper Second Class 60-69% Lower Second Class 50-59% Third Class 40-49% Fail Below 40% Assessment item 1: Seminar presentation (20%) In the first teaching session the students will choose one of the topics covered by the module. Presentations may be given by either one or two participants. If, however, two people are presenting on the topic, they MUST coordinate their presentation to ensure there is no repetition. Presentations by individuals should last from 15 to 20 minutes. If two presenters are jointly presenting, a maximum of 25 minutes will be allowed. Presenters should NOT read from a prepared text. Instead, they should speak to key points. It is better not to use PPT, and no assessment weighting is given to the use of visual material.

9

The aim of the presentation (and the criteria according to which your presentation is assessed) is to elucidate, and critically assess the analytical usefulness of the concepts and arguments used in the readings each week and, through raising insightful questions, stimulate discussion among other members of the group. Do NOT simply summarise the readings. Seminar presentation assessment criteria

Assessment item Excellent Good Adequate Needs improvement

Conceptual analysis Identification of key arguments and relevant issues

Promotes questioning and discussion

Effective communication Assessment item 2: Group project presentation (20%) Groups of up to five students will make a presentation on each of the practical projects detailed in the course outline. How the presentation is made is to be decided by each group. Research, however, should be a collective effort. There is no minimum or maximum for a group presentation. Presenters should NOT read from a prepared text. Instead, they should speak to key points. Except where visual material is being used it is better not to use PPT. The aim of the presentation (and the criteria according to which your presentation is assessed) is to explain the practical information you have discovered in the context of theory and received wisdom about the topic under investigation.

10

Group project presentation assessment criteria

Assessment item Excellent Good Adequate Needs improvement

Identification of key arguments and relevant issues

Discovery of information related to project

Analytical understanding

Effective presentation Assessment item 3: Research essay (60%) Students are expected to write one research essay of no less than 1,000 words. This paper is due 10.00 am on 28 July 2016. Students should submit a research essay on the same topic as their seminar presentation. Be sure to state clearly at the beginning of the research essay which questions you are addressing in the paper. The tutorial paper must be fully referenced and include a bibliography. Each essay must have a title page. Your student number MUST be at the top of the title page, followed by the title of the essay, and the total word length of the essay (excluding all references). Pages should be numbered. The text must be in 12-point font. Please submit only an electronic copy of your paper. No research essay will be accepted after 10.00 am on 28 July 2016.

11

Research Essay Assessment Criteria

First Class= 70% and above Analysis Research Structure/

Expression Presentation/ Documentation

Provides excellent and direct answer to question; penetrating, critical analysis of concepts and key issues; builds robust argument with own perspective shining through.

Outstanding research effort; excellent understanding of materials and debates; wide reading demonstrated and comprehensive bibliography provided.

Superbly organised, always easy for reader to follow, first class and extremely clear expression, excellent grammar, sentence structure, spelling.

Meets all presentational requirements; outstanding presentation; all sources fully and consistently documented; meticulous attention to detail.

Upper Second Class = 60-69%

Analysis Research Structure/ Expression

Presentation/ Documentation

Provides strong and direct answer to question; sound critical analysis of concepts and key issues; builds effective argument with own perspective evident.

Very good research effort; very good understanding of materials and debates; extensive reading demonstrated and significant bibliography provided.

Well organised, almost always easy for reader to follow, very good and clear expression, very good grammar, sentence structure, spelling.

Meets presentational requirements; very good presentation; all sources fully documented; very good attention to detail.

Lower Second Class = 50-59%

12

Analysis Research Structure/ Expression

Presentation/ Documentation

Provides quite effective answer to question; good analysis of some conceptual and key issues; builds reasonably effective argument with occasional signs of own perspective.

Good research effort on some aspects of question; fair to good understanding of materials and debates; relevant reading demonstrated and bibliography provided.

Reasonably well organised, often clear for reader to follow, good expression, often clear, fair to good grammar, sentence structure, spelling

Meets most presentational requirements; good presentation; sources well documented; fair to good attention to detail.

Third Class = 40-49%

Analysis Research Structure/ Expression

Presentation/ Documentation

Solid attempt to answer question but sometimes loses focus; analysis of some key issues evident; genuine attempt to build argument, generally little sign of own perspective.

Fair research effort on selected aspects of question; limited to fair understanding of materials and debates; some relevant reading demonstrated and basic bibliography provided.

Fair organization; examples of ability to write reasonably clearly; fair expression, fair grammar, sentence structure, spelling.

Meets most presentational requirements; fair presentation; capacity demonstrated to document sources adequately; fair attention to detail.

Fail = 0-39%

Analysis Research Structure/ Expression

Presentation/ Documentation

Little attempt to answer question directly; unfocused answer; little

Poor research effort; poor understanding of materials and debates; little

Poor organization; few if any examples of ability to write reasonably

Meets few or some presentational requirements; poor

13

analysis of key issues; little attempt to build argument, little or no sign of own perspective.

relevant reading demonstrated and no or very basic bibliography provided.

clearly; poor expression, grammar, sentence structure, spelling.

presentation; limited capacity demonstrated to document sources adequately; poor attention to detail.

14

Penalties and Extensions Late submissions will attract a penalty of 5% per 24-hour period (including weekends), starting from the hour on which the submission is due. Extensions to the submission date may be given ONLY by the module convenor. Except in the case of medical problems (which must be attested by a medical certificate) or in similar exceptional circumstances, extensions will not be granted. Written confirmation will be given if an extension is granted. Academic Dishonesty (including plagiarism)

In work that is submitted for assessment, all use of the work of others, whether an actual quotation, a summary or a paraphrase, must be acknowledged. The acknowledgement must identify author and publication, and the particular page or paragraph where relevant. Where web sites are the source, they should be clearly acknowledged. Quotations must be both acknowledged and put either in quotation marks or, for longer passages, indented as a separate paragraph. Words omitted from the passage should be represented by an ellipsis (a series of three periods). Words added should be put in square brackets. Where students have doubts as to how to deal with or acknowledge source materials in essays and assignments, they should consult their lecturer.

Students are referred to the University Policy for Dealing with Plagiarism, Collusion, and the Fabrication of Data. It is the responsibility of each individual student to ensure their work is genuine and original, completed only with the assistance allowed according to the rules, policies and guidelines of the University. In particular, the words, ideas, scholarship and intellectual property of others used in the work must be appropriately acknowledged.

Plagiarism is an example of academic dishonesty. It includes copying, paraphrasing or summarising, without appropriate acknowledgement, the words, ideas, scholarship and intellectual property of another person. This remains plagiarism whether or not it is with the knowledge or consent of that other person. Plagiarism has also taken place when direct use of others’ words is not indicated, for example by inverted commas or indentation, in addition to appropriate citation of the source.

15

Other forms of academic dishonesty include collusion, the fabrication or deliberate misrepresentation of data, and failure to adhere to the rules regarding examinations in such a way as to gain unfair academic advantage.

Readings Week 1 - Suzhou: Understanding China

General reading Sally Sargeson, Andrew Kipinis, Tamara Jacka Contemporary China: Society and Social Change. Cambridge University Press, 2013

Xiaowei Zang (ed) Understanding Chinese Society Routledge, 2011.

Lectures and discussion groups Topic 1.History and consciousness

Readings

Marjorie Dryburgh ‘Foundations of Chinese identity: place, past, and culture’ in Xiaowei Zang (ed) Understanding Chinese Society Routledge, 2011.

Gang Zhao ‘Reinventing China: Imperial Qing Ideology and the Rise of Modern Chinese National Identity in the Early Twentieth Century’ in Modern China 2006. 黄兴涛 ‘现代 “中华民族”观念形成的历史考察 - 兼论辛亥革命与中华民族

认同之关系’浙江社会科学 2002 年第1 期

Topic 2. China in Reform

Readings

Naughton, Barry ‘Deng Xiaoping: The economist’ in The China Quarterly 135(1993): 491-514.

Callahan, William A ‘History, Tradition and the China Dream’ in Journal of Contemporary China 24, no.96 (2015): 983-1001.

16

Chan, Kam Wing ‘Migration and Development in China’ in Migration and Development (2012) 1:187-205.

Li, Cheng ‘The end of the CCP’s resilient authoritarianism ?’ in The China Quarterly (2012) 211: 595-623.

Oi, Jean ‘The role of the local state in China’s transitional economy’ in The China Quarterly (1995) 144: 1132-49.

Fukuyama, Francis ‘Reflections on Chinese governance’ in Journal of Chinese Governance (2016) 1:3, 379-391.

Alpermann, Bjorn ‘Fukuyama and the Chinese Middle Class’ in Journal of Chinese Governance (2016) 1:5.

Saich, Tony ‘How China’s citizens view the quality of governance under Xi Jinping’ in Journal of Chinese Governance (2016) 1:1, 1-20.

Naughton, Barry. "Deng Xiaoping: the economist." The China Quarterly 135 (1993): 491-514.

Callahan, William A. "History, Tradition and the China Dream: socialist modernization in the World of Great Harmony." Journal of Contemporary China 24, no. 96 (2015): 983-1001.

Chan, Kam Wing (2012) ‘Migration and development in China: trends, geogra- phy and current issues’ in Migration and Development 1: 187–205.

Li, Cheng (2012) ‘ The end of the CCP’s resilient authoritarianism? A tripartite assessment of shifting power in China’ in The China Quarterly 211: 595–623.

Oi, Jean C. (1995) ‘ The role of the local state in China’s transitional economy’ in The China Quarterly 144: 1132–49Francis Fukuyama (2016) Reflections on Chinese governance, Journal of Chinese Governance, 1:3, 379-391

Björn Alpermann (2016): Fukuyama and the Chinese middle class: modernization theory 1.5, Journal of Chinese Governance

Tony Saich (2016) How China’s citizens view the quality of governance under Xi Jinping, Journal of Chinese Governance, 1:1, 1-20 Naughton, Barry. "Deng Xiaoping: the economist." The China Quarterly 135 (1993): 491-514.

Callahan, William A. "History, Tradition and the China Dream: socialist

17

modernization in the World of Great Harmony." Journal of Contemporary China 24, no. 96 (2015): 983-1001.

Chan, Kam Wing (2012) ‘Migration and development in China: trends, geogra- phy and current issues’ in Migration and Development 1: 187–205.

Li, Cheng (2012) ‘ The end of the CCP’s resilient authoritarianism? A tripartite assessment of shifting power in China’ in The China Quarterly 211: 595–623.

Oi, Jean C. (1995) ‘ The role of the local state in China’s transitional economy’ in The China Quarterly 144: 11Francis Fukuyama (2016) Reflections on Chinese governance, Journal of Chinese Governance, 1:3, 379-391

Björn Alpermann (2016): Fukuyama and the Chinese middle class: modernization theory 1.5, Journal of Chinese Governance

Tony Saich (2016) How China’s citizens view the quality of governance under Xi Jinping, Journal of Chinese Governance, 1:1, 1-20

Topic 3.Modernisation and globalisation

Readings W. W. Rostow ‘The Stages of Economic Growth’ in The Economic History Review 1959.

Ivan Szelenyi ‘A theory of transitions’ in Modern China 2008.

Kenneth Pomeranz ‘Is There an East Asian Development Path? Long-Term Comparisons, Constraints, andContinuities’ in Journal of the Economic and Social History of the Orient 2001.

Minglu Chen and David S G Goodman ‘The China Model: One country, six authors’ in Journal of Contemporary China 2012. 孙立平 ‘社会转型： 发展社会学的新议题‘ 社会学研究 2005, 1。

李春玲 李 实 ‘市场竞争还是性别歧视‘社会学研究 2008, 2。

18

Week 2 - Xi’an: Social class

General reading

David Goodman Class in Contemporary China China Polity Press, 2014

Alvin Y. So (2003) ‘The changing pattern of classes and class conflict in China’ in Journal of Contemporary Asia 33:3, 363-376. Bian Yanjie ‘Chinese Social Stratification and Social Mobility’ in Annual Review of Sociology 2002, 29, 91-116.

李培林(et al.)， 中国社会分层，北京：社会科学文献出版社，2004.

李春玲，断裂与碎片：当代中国社会阶层分化实证分析，北京：社会科学

文献出版社，2005.

陆学艺（主编）， 当代中国社会阶层研究报告，北京：社会科学文献出版

社，2002.

梁晓声 中国社会各阶层分析 北京： 文化美术出版社， 2011

Lectures and discussion groups Topic 4. Class and social stratification Discussion question: What makes a ruling class? Readings Yingjie Guo ‘Classes without Class Consciousness and Class Consciousness without Classes: The Meaning of Class in the People’s Republic’ in Journal of Contemporary China September 2012. Xiaowei Zang ‘Market transition, wealth and status claims’ in David Goodman (ed) The New Rich in China Routledge, 2008.

19

Liu Xin ‘Institutional Basis of Social Stratification in Transitional China’ in Deborah S Davis and Wang Feng (ed) Creating Wealth and Poverty in Postsocialist China Stanford University Press, 2008. Huang, Philip C ‘Misleading Chinese Legal and Statistical categories’ in Modern China 2013 39: 347. 刘 欣 ‘当前中国社会阶层分化的制度基础‘ 社会学研究 2005, 5。

谢立中 ’多元话语分析: 以社会分层研究为例‘ 社会学研究 2008, 1。

陆学艺 ’ 中国社会阶级阶层结构变迁60 年‘ 中国人口#资源与环境 2010 年

第20 卷 第7 期。

Topic 5. Middle Classes Discussion question: Does China have a middle class? Readings David S G Goodman ‘Locating the Middle Classes in China: Social Intermediaries and the Party-state’ in Journal of Contemporary China 2015

Ann Anagnost, ‘The Corporeal Politics of Quality ( Suzhi )’ in Public Culture 16, 2, Spring 2004, 189-208.

Ann Anagnost 'From 'Class' to 'Social Strata': grasping the social totality in reform-era China' in Third World Quarterly 2008, 29: 3, 497 — 519.

周晓虹 ‘中产阶级：何以可能与何以可为?’ in 江苏社会科学，2002。

周晓虹 ‘再论中产阶级：理论，历史与类型学’ in 社会 2005。 秦言，中国中产阶级：未来社会结构的主流，北京：中国计划出版社，

1999.

20

Topic 6. Workers and peasants

Discussion question: Is there working class consciousness in China ?

Readings Anita Chan and Kaxton Siu ‘Chinese migrant workers: factors constraining the emergence of class consciousness’ in Beatriz Carrillo and David Goodman (ed) China’s Peasants and Workers: Changing class identities Edward Elgar, 2012. Parry Leung and Alvin So ‘‘The making and re-making of the working class in South China’ in Beatriz Carrillo and David Goodman (ed) China’s Peasants and Workers: Changing class identities Edward Elgar, 2012.

Jean-Louis Rocca ‘Old working class, new working class’ in Fisac Badell and Leila Fernandez-Stembridge (eds) China Today: Economic reforms, social cohesion and collective identities London: Routledge, 2003, p. 77–104.

Chris King-Chi Chan ‘Class or citizenship? Debating workplace conflict in China’ in Journal of Contemporary Asia 2012, 42, 308–27.

Week 3 -Chengdu: Regional Development

General Readings

Chung, Jae Ho, and Tao-Chiu Lam, eds. 2010. China’s Local Administration. Traditions and Changes in the Sub-national Hierarchy. London: Routledge. Lin, George C. S. 2009. Developing China. Land, Politics and Social Conditions. London: Routledge. Hu, An Gang. 2007. Economic and Social Transformation in China. Challenges and Ppportunities. London: Routledge.

21

Topic 7. Regional Unevenness in China Readings

Goodman, David. 2004. “The Campaign to open up the West: National, Province-level and Local Perspective.” The China Quarterly 178: 317–334. Dunn, B. 2007, ‘Accumulation by Dispossession or Accumulation of Capital? The case of China’, Journal of Australian Political Economy, no. 60, pp. 5-27

Webber, M. 2008, ‘The places of primitive accumulation in rural China’, Economic Geography, vol. 84, no. 4, pp. 391-421

Shih, V. 2004, ‘Development, the second time around: the political logic of developing Western China’, Journal of East Asian Studies, vol. 4, pp. 427-451.

Buck, D. 2007, ‘The subsumption of space and the spatiality of subsumption: primitive accumulation and the transition to capitalism in Shanghai, China’, Antipode, vol. 39, no. 4, pp. 757 -774.

Topic 8. Territory and Regions: State and population

Readings

Cartier, Carolyn. 2015. “Territorial Urbanization and the Party-state in China.” Territory, Politics, Governance 3: 294–320. Cartier, Carolyn. 2016. “A Political Economy of Rank in China: Urban Growth, Territorial Expansion and Elite Mobility in Suzhou.” Journal of Contemporary China 25 (100): 529–546. Cartier, C. 2011, ‘Urban growth, rescaling and the spatial administrative hierarchy’, Provincial China, vol. 3, no. 1, pp. 9-33. Chan, W. K. 2010, ‘Fundamentals of China’s urbanization and policy’, The China Review, vol. 10, pp. 63-94. Ma, Laurence J. C. 2005. Urban administrative restructuring, changing scale relations and local economic development in China. Political Geography 24: 477–497

22

Xu, Jiang. 2008. “Governing City-regions in China: Theoretical Issues and Perspectives for Regional Strategic Planning.” Town Planning Review 79: 157–186. Yeh, Anthony G. O., and Jiang Xu. 2008. “Regional Cooperation in the Pan-pearl River Delta: A Formulaic Aspiration or A New Imagination?” Built Environment 34: 408–426 Zhang, Ti Wei. 2006. “From Intercity Competition to Collaborative Planning. The Case of the Yangtze River Delta Region of China.” Urban Affairs Review 42: 26–56. Chung, Jae Ho, and Tao-chiu Lam. 2004. “China’s City System in Flux: Explaining post-Mao Administrative Changes.” The China Quarterly 180: 945–964.

Topic 9. The Sichuan-Chongqing region: rural hinterlands and emerging city-regions Readings

Hong, Li Jiang. 1999. “A Tale of Two Cities: a Comparative Study of the Political and Economic Development in Chengdu and Chongqing.” In Cities in post-Mao China: Recipes for Economic Development in the Reform Era, edited by J. H. Chung, 183–214. London: Routledge. Hong, Li Jiang. 2002. “New Chongqing: Opportunities and Challenges.” In Rethinking China’s Provinces, edited by J. Fitzgerald, 41–89. London: Routledge. Hong, Li Jiang. 2004. “Chongqing: Opportunities and Risks.” The China Quarterly 178: 448–466.

Martinez, Miguel Hidalgo and Cartier, Carolyn. 2017. City as province in China: the territorial urbanization of Chongqing. Eurasian Geography and Economics 58 (2): 201-230 Zhou, Yin, and Zeng Chen. 2008. Chongqing. Contemporary China Urban Development Series. Beijing: Contemporary China Publishing House

23

Yang, Fan, Su Wei, and Shi Wen Liu. 2011. Chongqing moshi (Chongqing Model). Chongqing: China Economics Press. Walcott, Susan. 2007. “The Dragon’s Tail: Utilizing Chengdu and Chongqing Technology Development Zones to Anchor West China Economic Advancement.” Journal of Chinese Economic and Business Studies 5: 131–145. Liu, Wei Dong, Michael Dunford, Zhou Ying Song, and Ming Xing Chen. 2016. “Urban–rural Integration Drives Regional Economic Growth in Chongqing, Western China.” Area Development and Policy 1: 132–154. Jackson, Sukhan, and Adrian Sleigh. 2000. “Resettlement for China’s Three Gorges Dam: Socioeconomic Impact and Institutional Tensions.” Communist and Post-Communist Studies 33: 223–241. Week 4 - Suzhou: Social Inequality

General reading Sun, Wanning and Guo, Yingjie (eds) (2012) Unequal China, Routledge.

Lectures and discussion groups Topic 10. Development, inequality and social justice

Readings Goodman, David S.G. (2012) ‘What is wrong with inequality: power, culture and inequality’, in Wanning Sun and Yingjie Guo (eds) Unequal China: The political economy and cultural politics of inequality, Routledge: Oxford and New York: 200-208. Im, Dong-Kyun (2014), ‘The legitimation of inequality: psychosocial dispositions, education and Attitudes toward income inequality in China’, Sociological Perspectives, 57(4): 506-525.

Davis, Deborah and Wang Feng (2009) ‘Poverty and wealth in post Socialist China’ in Deborah S Davis and Wang Feng (eds) Creating Wealth and Poverty in PostSocialist China, Stanford University Press.

24

Gao, Qin and Riskin, Carl (2008) ‘Market Versus Social benefits: Explaining China’s Changing Income Inequality’, in Deborah S Davis and Wang Feng (eds) Creating Wealth and Poverty in Postsocialist China Stanford University Press.

Meng, Xin (2007) ‘Wealth accumulation and distribution in urban China’, IZA Discussion Paper No. 2553. Available: http://ftp.iza.org/dp2553.pdf

Whyte, Martin King (2016) ‘China's Dormant and Active Social Volcanoes’, The China Journal, 75: 9-37. Stewart, Frances (2016) ‘Changing Perspectives on Inequality and Development’, Studies in Comparative International Development, 51: 60-80. Wong, Linda (2009) ‘Market reforms, globalization and social justice in China’, Journal of Contemporary China, 13(38): 151-171.

Yan, Yunxiang (2009) ‘The Good Samaritan's new trouble: A study of the changing moral landscape in contemporary China’, Social Anthropology, 17(1): 9-24. 马 戎 (2009) ‘经济发展中的贫富差距问题’, 北京大学学报(哲学社会科学版),

1: 116-127. 吴小英 (2009) ‘市场化背景下性别话语的转型’, 中国社会科学, : 163-176.

25

Topic 11. Gender

Readings

Song, Yu (2016) ‘Women’s social mobility in China: Marriage and class’, in Yingjie Guo (ed), Handbook of Class and Social Stratification in China, Edward Elgar: 128-141.

Song, Yu (2016) ‘Institutionalizing rural women’s political participation in China: Reserved seats for women’, Asian Women, September, 77-99.

Jieyu Liu (2015) ‘Gender and sexuality’ in Xiaowei Zang (ed) Understanding Chinese Society (Second Edition). Routledge: 53-66.

Philip Cohen and Wang Feng (2009) ‘Market and Gender Pay Equity: Have Chinese Reforms Narrowed the Gap?’ in Deborah S Davis and Wang Feng (eds) Creating Wealth and Poverty in PostSocialist China, Stanford University Press: 37-53

Davis, Deborah (2010) “Who Gets the House? Renegotiating Property Rights in Post-Socialist Urban China.” Modern China, 36(5): 463-492.

Margaret Woo (2003) ‘Shaping Citizenship: Chinese Family Law and Women’, Yale Journal of Law and Feminism, 15(1): 99-134.

Pun, Ngai (1999) ‘Becoming Dagongmei: The politics of identity and difference in reform China’, The China Journal, 42, 1–1

Topic 12. Social welfare

Readings Carrillo, Beatriz; Hood, Johanna; and Kadetz, Paul (2017) ‘Introduction’, in B. Carrillo, J. Hood and P. Kadetz (eds) Handbook of Welfare in China, Edward Elgar, 1-25.

Saich, Tony (2012) Saich, Anthony (2008) ‘The provision of public goods during the reform period’, in Tony Saich, Providing Public Goods in Transitional China, Palgrave: 43-70. Song, Yang. (2014). What should economists know about the current Chinese hukou system? China Economic Review, 29: 200–212.

26

Cai, Yong (2008) ‘Regional Inequality in China: Mortality and Health’ in Deborah S Davis and Wang Feng (ed) Creating Wealth and Poverty in PostSocialist China Stanford University Press.

Chow, Nelson W.S. (1987) ‘Western and Chinese ideas of social welfare’, International Social Work, 30: 41-41.

Frazier, Mark W. (2014) ‘State Schemes or Safety Nets? China’s Push for Universal Coverage’, Daedalus, 143(2): 69-80.

Qin Gao; Sui Yang and Shi Li (2013) ‘The Chinese Welfare State in Transition: 1988–2007’, Journal of Social Policy, 42(4): 743-762.

Shi, Shih-Jiunn (2012) ‘Towards Inclusive Citizenship? Rethinking China’s Social Security in the Trend towards Urban-Rural Harmonisation’, Journal of Social Policy, 41(4): 789-810.

Woodman, Sophia (2016), ‘Local Politics, Local Citizenship? Socialized Governance in Contemporary China’, The China Quarterly, 226: 342-362.

Song, Yu (2014) ‘Losing an only child: one-child policy and elderly care in China’, Reproductive Health Matters, 22 (43):113-124.

王思斌 (2009) ‘我国适度普惠型社会福利制度的建构’, 北京大学学报( 哲学社会科学版) ， 3: 58-65.