Minority Relations in China and Chinese Nationalism

Minority Relations in China and Chinese Nationalism

Essay Prompt 1

The History of Minority Relations in China

The Soviet models have significantly influenced China’s relations with minorities. This is also reflected in Laos and Vietnam, China’s neighbors. During WWII, the American Asiatic Association published a journal where the challenges were discussed on whether to include or separate Chinese classification on the ethnic minority group; the consideration of factors that would impact such a classification was also included. As a result, the Muslim Chinese were also debated on whether they should be classified as minorities or classified separately. It was perceived that the original Chinese united to form a race; these were in comparison to the Chinese Buddhists who were placed under the Muslim Chinese race. This is why the Chinese were viewed as being separate because of feudalism, culture, and religion.[1]

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Additionally, the Japanese Military spokesman spread false assertions about Chinese Muslims regarding racial unity. The latter denied the assertions as they comprised different races that were separate from each other. The Japanese tried to falsify that the Chinese Muslims were a single race and, hence, ought to be separated from the rest of China for them to form their own political organization.

How Minority Groups Are Depicted in China

Minority groups are portrayed in diverse ways based on the uniqueness of their beliefs and cultures. This involves their reliance on accessing aid from external sources and how they present their customs. As a result, it includes the description of these groups’ cultural practices and their narratives in reference to their identities. Hence, minorities are described based on their distinct practices and features.

Further, minorities are described as being needy in terms of economic strength since most of them come from underdeveloped countries. The underdeveloped countries have economic constraints and different economic difficulties. They are also deemed needy and need scholarships for studies, as only education can allow them to develop themselves[2].

Additionally, minorities are also depicted based on the stereotype that comes with their ethnic decorations and costumes, as well as the photographs that are taken as symbols of the minority groups. This shows that minorities are very creative, and with sufficient resources, they can show the world their beauty. Also, minority groups are depicted as having limited space to voice their environmental concerns.

The Nature of the Transition from Tribute – Trade System State to Regional Minority Region in China

The history of China’s imperial activities shows a transition of power in the 20^th century. Reconstruction began in 1960 on benevolent governance and the benign Chinese hierarchy empire, which appeared to collapse because of a civilization clash between the Chinese world order and the European State system.

China retreated to the jungle as a way of regrouping, re-strategizing, and re-emerging as a peaceful nation that would right the injustices in the world. China was also searching for its power and wealth at this time. Also, based on the transition to the trade system from the tribute system, it was perceived that China was neither uniquely violent nor uniquely benevolent. Reconstruction against the backdrop of China’s past is viewed as a contemporary agenda and a peaceful, gradual rise in the 19^th century. The 21^st was met with the restoration of China in the Asian region in its op hierarchy so that the country could maximize its security mainly through influence expansion as well as controlling the neighboring countries[3].

Essay Prompt 2

How the Protests Began

The Tiananmen Square Protests were begun by students in 1989[4]. The protests started following the death of Hu Yaobang when the country was experiencing significant economic and social developments. The students asserted that the death was an assassination, with many universities protesting and calling for his legacy to be revived. Peking University and Tsinghua University students encouraged others to join in the protests even as they erected shrines. The gathering held on the 17^th of April was among the largest, with speakers who communicated their anger to the entire country. The students from the different universities highlighted special problems, while the government asserted that the protests were disruptions to the Great Hall operations. The students affirmed Hu’s assertions on democracy and freedom.

The government decided at this point to suppress the students, which resulted in the massacre. This reaction by the government was uncalled for, and sympathizers of the students were not spared either. Based on this massacre, the government set up new policies on the free market and on political democracy. Although this was a positive outcome, the same government suspended any sales made to China and also imposed a new economic sanction[5].

Debates Regarding the New Authoritarianism

Fairbank and Goldman[6] assert that the debate on new authoritarianism showed a relationship between modernization and time focused on examining democratic requirements. Hence, a society becomes socially mobilized and more complex during economic development. This is because they enable the substantiation of authoritarian governance. Also, this is because most nations tend to want to be democratic and will take all measures to ensure that the leaders are democratic. The authors point out that identifying the modernization process thresholds is important. Hence, for democracy to go beyond authoritarianism, this threshold needed to be established.

Spence[7] adds that the focus, as shown by the debate, asserted that modernization is not a determinate process but instead involves an environment that allows for the thriving of a regime. The democratic process is deterred, starting from the lowest to the highest authoritarian levels. Therefore, situations that allow for authoritarianism to thrive and, more so, those that allow for it to continue should help ensure that the same is viable and allow for the achievement of political liberalization. Hence, based on the current condition, modernization is crucial in generating a constitution limiting authoritarianism while promoting democracy. For the survival of a regime, there needs to be an evolution of democracy that also leads to enhanced levels of modernization.

Long-Term Implications of Tiananmen Square Protests

The long-term implication of the protests at Tiananmen Square was the impact that they had on the operations of the government as well as the whole nation. Following these protests, the government was forced to make definite decisions that included abandoning approaches to economic approaches, and the same was repeated in the process of political reform. After adopting these changes, the government initiated a transition period to being more liberal in the quest to embrace radical political reforms. This implied that the government’s actions revolved around separating itself from issues of importance and instead focused on priorities without needing to balance. A ripple of issues started after the Tiananmen Square Massacre, which resulted in Beijing admitting acceptance of globalization and the market economy.

The actions by Beijing were important in unifying the country, thus rendering the country the leading manufacturing nation in the world. The benefits of the globalization process were both detrimental and significant as they caused other issues to arise, such as corruption and pollution. The reforms were important as they led to the accumulation of power, which had never been imagined before. An increase in wages brought about a loss of its global competitiveness.

Bibliography

Baum, Richard, ed. Reform and reaction in post-Mao China: the road to Tiananmen. Vol. 12. Routledge, 2018.

Dikötter, Frank, ed. The construction of racial identities in China and Japan: Historical and contemporary perspectives. University of Hawaii Press, 1997.

Fairbank, John King, and Merle Goldman. China: A new history. Harvard University Press, 2006.

Gladney, Dru C. Muslim Chinese: ethnic nationalism in the People’s Republic. No. 149. Harvard Univ Asia Center, 1996.

Lim, Louisa. The People’s Republic of Amnesia: Tiananmen revisited. Oxford University Press, USA, 2014.

Spence, Jonathan D. The search for modern China. WW Norton & Company, 1990.

[1] Frank, Dikötter ed. The construction of racial identities in China and Japan: Historical and contemporary perspectives. University of Hawaii Press, 1997.

[2] Fairbank, 1997

[3] Dru C. Gladney.  Muslim Chinese: ethnic nationalism in the People’s Republic. No. 149. Harvard Univ Asia Center, 1996.

[4] Louisa, Lim. The people’s republic of amnesia: Tiananmen revisited. Oxford University Press, USA, 2014.

[5] Richard, Baum. ed. Reform and reaction in post-Mao China: the road to Tiananmen. Vol. 12. Routledge, 2018.

[6] John King Fairbank, and Merle Goldman. China: A new history. Harvard University Press, 2006.

[7] Jonathan D. Spence.  The search for modern China. WW Norton & Company, 1990.

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Minority Relations in China and Chinese Nationalism

History 233 / AAS 233 – The Rise of Modern China – Instructor: Ryan Yokota Spring 2020 – Final Take Home Essay Prompts

The final essay exam is worth 35% of the total grade for the class. Please follow these standards:

1) Include student name, name of class, and instructor name single-spaced at top of first page.

2) Use a double spaced 12-point Times/Times New Roman font for body with 1-inch margins.

3) In writing these essays, please refer specifically to class readings and lectures (as enclosed), including the 2013 Third Edition of The Search for Modern China textbook. Outside readings are neither allowed nor are necessary for completing this exercise.

4) Use footnotes for all citations according to the Chicago Manual of Style (http://www.chicagomanualofstyle.org/tools citationguide.html);

Answer both of the following two essay questions, for a minimum of two pages each. These two essays

together should total a minimum of four pages and a maximum of eight pages. In writing these essays, please refer specifically to class readings and lectures, including the 2013 Third Edition of The Search for Modern China textbook. Outside readings are neither allowed nor are necessary for completing this exercise. Plagiarism is not allowed and will result in a failing grade. Put both essays together in the same .doc or .pdf document and upload them to the D2L final exams submissions folder.

Essay Prompt 1

On page 499 of SFMC, Spence mentions a quote by a minority group member in China that reads “A rock does not make a good pillow, nor a Han Chinese a friend.” Using the course readings by Frank Dikotter, Dru Gladney, and Evan Osnos, combined with references to class lectures and the film “Tibet: Cry of the Snow Lion,” explain the meaning of this quote, and in doing so describe 1) The history of minority relations in China described by Dikotter and Spence; 2) The manner in which minority groups are depicted in China, as described by Gladney; and finally, using Tibet as a case study, 3) Examine the nature of the transition from tribute-trade system state to regional minority region in China. Refer to class lectures and readings by Fairbank on the tribute-trade system from week 1 for additional references in formulating your answer to these questions.

Essay Prompt 2

In the Tiananmen Square protests of 1989, the image of the “tank man” seemed to encapsulate the popular discontent that had emerged and was increasingly calling for reforms towards democracy. Using class lectures, SFMC, and readings by Louisa Lim, Han Dongfang, and Evan Osnos, the “Readings on the New

Authoritarianism,” and references to the film “The Gate of Heavenly Peace,” describe: 1) The history of the 1989 democracy protests in terms of how they arose, what they demanded, and how the government responded; 2) Discuss the debates surrounding discussions of the New Authoritarianism by Wu Jiaxiang and Rong Jian, and the justifications used to deny the timeliness of democratic reforms, and 3) Discuss the long term implications of the Tiananmen Square protests described by Lim and Osnos in the government’s turn away from class struggle to nationalism.

In assessing this midterm, the following criteria are critical to keep in mind when developing your essays, and will constitute a rubric for grading these essays:

1) What is the main thesis of the essay? This should be clearly stated in the first paragraph.

2) What are the main points used to support this thesis? Provide concrete examples and judiciously use selected quotes from the readings. Back up all assertions with evidence.

3) What conclusion is reached by considering this evidence? What does it say about Chinese history?

4) The best essays show strong control over the readings and make them speak to each other.

5) Do not use “I” statements in the essay, and refrain from casual language or passive voice.