Subject description

This subject introduces students to contemporary China and its historical, social, economic, and political dimensions in

local, national, and global perspectives. The subject provides students with learning and skills to identify, understand, and analyze issues in contemporary society and economy through theoretical and methodological frameworks for

comparative intercultural research. A combination of lecture-based, independent, and collaborative learning supports students to develop research-led analytical capacity specific to China Studies, with particular attention to cultural

difference, social change, the Chinese political economy, and the challenges of contending information and values. Students develop critical thinking capacity through both oral and written assignments based on the multidisciplinary nature of the subject.

Subject learning objectives (SLOs)

a. Analyse contemporary China in its historical, political, cultural, social and economic dimensions at a local, national and international level.

b. Adopt approaches and methodological frameworks to engage in intercultural research.

c. Apply knowledge of China in their research.

d. Demonstrate critical problem-solving and research-led analytical skills in the context of China’s culture and cultural and intercultural change, through independently designed, engaged and ethical outputs.

e. Effectively communicate (in English) the results of their independent research both orally and in written form. f. Adopt and follow academic good practice, including ethical practice and proper referencing procedures.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the

Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences (INT = International Studies CILOs):

Conduct independent research into contemporary societies and cultures. (INT.2.1)

Evaluate research findings and creatively use research methods in International Studies. (INT.2.2) Reflect on and use knowledge of contemporary societies to engage with diverse cultures. (INT.3.1)

Develop capacity to engage with current issues and to act ethically in Australian and international settings. (INT.5.1) Communicate clearly and effectively in written and spoken English. (INT.6.1)

Week/Session Dates Description

1                Online

Welcome: Subject Introduction

Online Learning Activities

• Welcome

• The diversity, differene, and significance of China

• Subject organisation

• Comparative worldviews

Read this Subject Outline and the FASS Student Study Guide. Familiarise yourself with the subject content and assessment   tasks.

Notes:

No tutorial meetings. Tutorials commence Week 2

Readings are listed by module/week in the Canvas subject site.

2                  15 or 16 August

Approach to the Subject and Methodologies

This week we introduce the methodologies that underlie each

week’s topic— relational thinking and multi-scalar analysis—and how to apply them to the assignments.

Do online Preparation Activities

Driving question(s):

China as a historical-spatial process of transformation. What do the learning materials reveal about the dynamics of the

historical-spatial process of the development of the People’s Republic of China?

Practise some aspects of your assessment tasks

• Relational thinking and scalar analysis

• Reflective writing

• Visual analysis

• Literature review and identification of suitable scholarship

• Preparing to discuss your findings in a constructive way with others

• Preparing to raise any questions about the subject and to engage in collaborative discussion.

Tutorial

Tutorials commence.

Meeting your tutor and classmates and discussing assignments The tutor will lead class discussion. Assignments will be

introduced.

Notes:

See Weekly Activities folder in this week's Module on Canvas.

3                    22 or 23 August

The Historical-Geographical Conditions of the PRC

This week introduces the socialist history of the People’s

Republic of China from different geographical contexts: the

national historical perspective, rural history and experience, and urban-industrial transformation and the growth of cities to

demonstrate the geographical disparities of socialist conditions. We introduce the administrative division system as the dynamic structure of spatial governance.

Video andOnline Learning Activities

Complete the online learning activities. Answer the set questions and post a reflection on the discussion board.

Tutorial

The tutor will encourage students to initiate and lead discussion. Answers to the tutorial questions should be prepared by ALL

students prior to the tutorial to aid collaborative discussion.

Questions and guidelines can be found in this week's Module on Canvas.

The tutor will engage discussion and further discuss the subject assignments with focus on the Literature Review.

Notes:

See the Canvas module for required weekly readings. Read the assignment brief and marking rubric for Reflective Learning

Journal

4                      29 or 30 August

Borders, Boundaries and Contested Territory

This week we introduce the idea of China as a territorial state

concerned with ideas about past and future territory and thus the ways that territory in China, in contrast to most states in which     territory is relatively settled, remains dynamic and contested.

Particular focus will be given to the historical geography of Hong Kong and Taiwan.

Online Learning Activities

Complete the learning activities in this week's Module on Canvas, including the set readings and videos.

Tutorial

The tutor will encourage students to initiate and lead discussion. Answers to the tutorial questions should be prepared by ALL

students prior to the tutorial to aid collaborative discussion.

Questions and guidelines can be found in this week's Module on Canvas.

Feedback

The tutor will discuss and answer questions about the Literature Review assignment. Please also consult the assignment briefs   and marking rubrics, available online.

Notes:

5                         5 or 6 September

Reform and the Coastal Region

China’s reform and opening and integration into the world

economy is both a historical and spatial process. In this week we explore how China opened to the world economy through

creating Special Economic Zones in the coastal region and their impacts, from local people’s daily lives to the world economy.

This week will introduce the city of Shenzhen and also cover migration and labor issues.

Online Learning Activities

Complete the learning activities in this week's Module on Canvas, including the assigned readings and videos.

Tutorial

The tutor will encourage students to initiate and lead discussion. Answers to the tutorial questions should be prepared by ALL

students prior to the tutorial to aid collaborative discussion.

Questions and guidelines can be found in this week's Module on Canvas.

Feedback

The tutor will provide feedback on discussion and subject

assignments. Please also consult the assessment briefs and marking rubrics, available online.

Notes:

Assignment 1 Reflective Learning Journal due Friday 8

September.

See the Canvas module for weekly required readings.

6                      12 or 13 September

Urbanisation and the City

The World Bank estimates that 70 per cent of China's population will be urban residents by 2030 while in the 1970s more than 80  per cent lived in rural areas. China’s economic achievement is

inseparable from hundreds of cities in China, while cities in China are different from cities in western countries. This week we

explore what is a city and the territorial urbanization process that the party-state uses to change the administrative divisions to

achieve urbanization goals. The history of the civilized city campaign will also be included.

Online Learning Activities

Complete the learning activities in this week's Module on Canvas, including the set readings and videos.

Tutorial

The tutor will encourage students to initiate and lead discussion. Answers to the tutorial questions should be prepared by ALL

students prior to the tutorial to aid collaborative discussion.

Questions and guidelines can be found in this week's Module on Canvas.

Feedback

The tutor will conclude by providing feedback on the general

discussion and its links to the subject assessment tasks. Please   also consult the assessment briefs and marking rubrics, available online.

Notes:

See the Canvas module for weekly required readings.

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