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"China Education 19th century."
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Fortunate sons : the 120 Chinese boys who came to America, went to school, and revolutionized an ancient civilization
In 1872, the Qing Empire sent 120 boys to America in the hope that they would unlock the mysteries of Western innovation. They studied at New England's finest schools, befriended luminaries such as Mark Twain and Ulysses S. Grant, and exchanged ideas with their American peers that would change the course of both nations. But when anti-Chinese fervor forced them back home, the young men faced a new set of obstacles, having to overcome a suspicious imperial court and a culture deeply resistant to change. Filled with colorful characters and vivid historical detail, this book unearths the dramatic stories of these young men who led China at the pivotal moment when it teetered between modernity and tradition.--From publisher description.
Book
Transmitting the ideal of enlightenment
Transmitting the Ideal of Enlightenment is a collection of articles that shed light on different aspects of university education in China since the late nineteenth century and address how far the ideal of modern university education, which has gradually been developed in the West since the age of European Enlightenment, was adopted or creatively.
eBook
Their footprints remain
By the end of the 19th century, British imperial medical officers and Christian medical missionaries began to introduce Western medicine to Tibet, Sikkim and Bhutan. Their Footprints Remain uses archival sources, personal letters, diaries, and oral sources in order to tell the fascinating story of how this once-new medical system became imbedded in the Himalayas. Of interest to anyone with an interest in medical history and anthropology, as well as the Himalayan world, this volume not only identifies the individuals involved and describes how they helped to spread this form of imperialist medicine, but also discusses its reception by a local people whose own medical practices were based on an entirely different understanding of the world.
Het boek is een baanbrekende studie naar de invoering van 'Westerse geneesmiddelen' in Kalimpong, Sikkim, centraal Tibet en Bhutan. Their Footprints Remain legt de wortels bloot van de inspanningen van medisch getrainde missionarissen en Britse beambten in de koloniale dienst in India om bio-medicijnen in te voeren in deze regio's, en gaat in op de kwestie hoe en waarom het hen lukte.
eBook
National Humiliation, History Education, and the Politics of Historical Memory: Patriotic Education Campaign in China
This manuscript explores the state's political use of the past and the function of history education in political transition and foreign relations. Modern historical consciousness in China is largely characterized by the \"one hundred years of humiliation\" from mid-1800s to mid-1900s when China was attacked, bullied, and torn asunder by imperialists. This research focuses initially on how such historical memory has been reinforced by the current regime's educational socialization through the national \"Patriotic Education Campaign\" after 1991. It then explores the impact of this institutionalized historical consciousness on the formation of national identity and foreign relations. This study suggests that, even though existing theories and literature illuminate certain aspects of China's political transition and foreign affairs behavior, a full explanatory picture emerges only after these phenomena and actions are analyzed through the \"lenses\" of history and memory.
Journal Article
Periodization, Functions and Impacts: Nineteenth-Century Chinese Periodicals by Protestant Missionaries
The 19th century witnessed an upsurge of periodicals in China, among which the Chinese newspapers and periodicals by Protestant missionaries were of profound impact. This paper begins with a chronological division of Protestant missionary Chinese periodicals, highlighting the most memorable and influential titles, and analyzes the three-phase development of initiation, development and transformation within the broader sociohistorical context. Additionally, the study explores their evolutionary instrumental functions in terms of content and readership, ranging from the handmaid of religion, the bridge of eastern–western cultures to the carrier of diverse knowledge and the manipulator of politics. This shows that the knowledge selected and translated by Protestant missionaries functioned as a dynamic tool in adaptation to historicized requirements. Ultimately, the study argues that these periodicals served as an enlightener of Chinese minds, a promoter of Chinese press and a facilitator of China’s sociopolitical revolution, advancing religious communication, knowledge dissemination and political reform in China during the contemporary and subsequent eras.
Journal Article
Africans in China, Western/White Supremacy and the Ambivalence of Chinese Racial Identity
This article seeks to provide further insights into understanding the construction of Chinese identity by bringing the West/white into the picture of Afro-Sino racial relationships. It contends that the Chinese have internalized Western/white superiority through a long historical process, starting with the Western invasion in the 19th century and continuing with the construction of the contemporary historical narrative of the “century of humiliation.” This internalization and its ramifications can be observed in Chinese public discourses as well as diplomatic practices. Together with Western/white superiority, the Chinese also adopted a social Darwinist, competitive world view, using Western modernity as the yardstick by which to rank different peoples and societies in a racial hierarchy. Chinese racism against Africans is thus a projection of a harsh self-judgement. Unlike white supremacy in Western racial thinking, “Chinese supremacy” is often coupled with an inferiority complex.
Journal Article
Pilgrimage to the West: modern transformations of Chinese intellectual formation in social sciences
Since the mid-nineteenth century, Chinese intellectuals turned to the West for truth. China's modern education system has since been built upon Western experience, with little space for China's vast indigenous intellectual traditions. Meanwhile, Chinese traditions remain omnipresent and ubiquitous in the society. Due to many fundamental differences, Chinese and Western traditions are not compatible with each other. Constant tensions between them have led to Chinese people's loss of spiritual homeland. Universities are both part of the reason for and a result of such a historical development. The shift of knowledge system from traditional learning to Western intellectual formation symbolizes the establishment of modern disciplines in Chinese universities. A better understanding of how traditional Chinese intellectual traditions were driven out of their homeland as Western knowledge became institutionalized is much needed in the literature. This article intends to fill the gap by exploring how the Chinese mind was transformed through the lens of institutionalization of social sciences. It focuses on internationalization and indigenization of China's social sciences with particular attention to the interactions between Chinese and Western intellectual traditions.
Journal Article
From “Chinese Colonist” to “Yellow Peril”: Capitalist Racialization in the British Empire
The literature on “racial capitalism” exhibits a tension between the term’s evocative power and its conceptual imprecision. This article navigates this tension by developing the mid-level concept of “capitalist racialization,” which specifies the role of capitalist abstractions in the construction of racial hierarchies. I elaborate this notion around the racialization of Chinese migration in nineteenth-century Southeast Asia. I focalize the figure of the “Chinese colonist” as an index of the capitalist standards by which British observers ordered colonial populations in their reflections on imperial political economy. I argue that the racial stereotype of “the Chinese” as commercial, industrious, and “colonizing” people emerged from the subsumption of colonial land and labor under capital. Their “colonizing” capacity rendered Chinese migrants simultaneously an economic asset to the British Empire and a potential threat to the white world order. “Capitalist racialization” therefore highlights new inroads into the entwined histories of capitalism, racism, and empire.
Journal Article
Indigenous Education in Taiwan: Policy Gaps, Community Voices, and Pathways Forward
This study critically examines the state of Indigenous education in Taiwan through an interdisciplinary approach that integrates policy analysis, statistical evaluation, and localized case studies. Despite the implementation of progressive legislation, Indigenous students continue to encounter persistent disparities in both secondary and tertiary education. By drawing on national datasets and school-level examples, this paper uncovers systemic mismatches between mainstream educational practices and the linguistic, cultural, and communal realities of Indigenous populations. To contextualize Taiwan’s challenges, this study includes a comparative analysis with Indigenous education in Canada, highlighting both shared obstacles and divergent strategies. The findings indicate that, despite policy reforms and targeted programs in both nations, entrenched inequalities endure, rooted in colonial legacies, insufficient cultural integration, and a lack of community-driven educational initiatives. The article argues for a transformative shift in Taiwan’s education system: one that emphasizes the indigenization of curricula, the inclusion of Indigenous voices in educational policymaking, and greater investment in culturally responsive support mechanisms, particularly at the high school and university levels. In summary, meaningful improvement in Indigenous education requires moving from an assimilationist paradigm to one rooted in cultural respect and self-determination.
Journal Article
Cognitive mediators of US—China differences in early symbolic arithmetic
Chinese children routinely outperform American peers in standardized tests of mathematics knowledge. To examine mediators of this effect, 95 Chinese and US 5-year-olds completed a test of overall symbolic arithmetic, an IQ subtest, and three tests each of symbolic and non-symbolic numerical magnitude knowledge (magnitude comparison, approximate addition, and number-line estimation). Overall Chinese children performed better in symbolic arithmetic than US children, and all measures of IQ and number knowledge predicted overall symbolic arithmetic. Chinese children were more accurate than US peers in symbolic numerical magnitude comparison, symbolic approximate addition, and both symbolic and non-symbolic number-line estimation; Chinese and U.S. children did not differ in IQ and non-symbolic magnitude comparison and approximate addition. A substantial amount of the nationality difference in overall symbolic arithmetic was mediated by performance on the symbolic and number-line tests.
Journal Article