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Food, Famine, and Agriculture in US and Chinese

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Food, Famine, and Agriculture in US and Chinese UNIVERSITY OF CALIFORNIA Los Angeles Rural Transnationalism: Food, Famine, and Agriculture in U.S. and Chinese Literature, 1898-1955 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Comparative Literature by Alexei Robert Nowak 2018 Ó Copyright by Alexei Robert Nowak 2018 ABSTRACT OF THE DISSERTATION Rural Transnationalism: Food, Famine, and Agriculture in U.S. and Chinese Literature, 1898-1955 by Alexei Robert Nowak Doctor of Philosophy in Comparative Literature University of California, Los Angeles, 2018 Professor Allison B Carruth, Co-Chair Professor Eleanor K Kaufman, Co-Chair This dissertation addresses an unexamined history of literary and academic exchange between the United States and China that shaped agricultural modernization in both countries, a project that speaks to the concerns of American Studies, Chinese Studies, ecocriticism, and critical food studies. The project is bilingual and cross-cultural, analyzing fiction and nonfiction writing together with agricultural surveys and policy documents, showing that writers in the U.S. and in China have articulated linked visions of problems in the countryside in elaborating a moral case for rural transformation. While transpacific studies have sometimes evoked circulation across the ocean and into the treaty ports, “rural transnationalism” brings into view the transformation of the inland continents themselves through agricultural development—and the multiple articulations of national identity in reference to the other. ii Chapter one analyzes food politics at the turn of the twentieth century, reading Frank Norris’s empire of food exports in The Octopus (1901) against literature popularizing the 1905 Chinese boycott of American goods. Many of these texts, receiving little scholarly attention, used agricultural and alimentary metaphors linking the racist treatment of Chinese immigrants in the U.S. with American food exports to China. Chapter two analyzes The Good Earth (1931) in the contexts of the transnational agricultural network that Pearl S. Buck participated in with her husband, and contemporaneous Chinese writing about the countryside. Following Arif Dirlik, I argue that the idea of “traditional” Chinese agricultural society was collaboratively produced by this Western Orientalist and Chinese self-Orientalist writing. Chapter three examines another joint U.S.-Chinese project, the Mass Education Movement led by James C. Yen, and fiction by his collaborator Lao Xiang, some widely read in English translation in the 1940’s. Unlike the American technical experts, and the Chinese Communists, Yen and Lao Xiang provide an authentically-local vision extending from the village out into the world. Chapter four argues that competing visions of rural modernization the U.S. and China advanced during the early Cold War each drew on their collaborations before WWII. I show how Eileen Chang’s English- language propaganda novel The Rice-Sprout Song (1955) illuminates and subverts the modernization discourse common to both sides. iii The dissertation of Alexei Robert Nowak is approved. Shu-mei Shih Allison B Carruth, Committee Co-Chair Eleanor K Kaufman, Committee Co-Chair University of California, Los Angeles 2018 iv TABLE OF CONTENTS Acknowledgements……………………………………………………………………..vi Vita…………………………………………………………………………………….viii Introduction………………………………………………………………………………1 Chapter 1: Food Empire, Trade Boycott: Literature and the Future of U.S.-China Relations in 1900…………………….21 Chapter 2: A Transnational Agricultural Network: The Good Earth on Chinese and American Farms………………………..…....66 Chapter 3: Rural Reconstruction through Literacy and Literature: James C. Yen and Lao Xiang…………………………………........................118 Chapter 4: Cold War Modernity and its Pessimists: Nature, Animals, and Emptiness in Eileen Chang’s The Rice-Sprout Song….156 Conclusion…………………………………………………….………………………208 Bibliography…………………………………………………….…………………….212 v ACKNOWLEDgEMENTS The first germ of this dissertation project came when I was teaching English at the graduate University of the Chinese Academy of Sciences, in conversations with researchers in plant biology and U.S.-China food exports. The project is the culmination of the language and history studies begun at that time. Through my research I have come to understand the long history of academic networks between these two countries, and better understand my own position, as an American working at a Chinese university, within the story of academic exchange told in chapter two. Among my many teachers, I would like to first thank three of my teachers at Long Beach Polytechnic High School, John Arfwedson, Jackie Deamer, and Steve Meckna. A large part of my intellectual formation came at UC Santa Cruz, and I would thank all of my professors there, especially Sharon Kinoshita, Susan Gilman, Earl Jackson, Carla Freccero, Dan Selden, Rob Wilson, and Teresa de Lauretis. I decided to study literature after a class with Chris Connery, and he has remained my most influential teacher. At UCLA I was fortunate to learn from many great professors including Efraín Kristal, Yogita Goyal, Katherine King and Perry Anderson. Elizabeth DeLoughrey introduced me to environmental literary criticism and provided guidance in navigating the university since my second year. Mark Seltzer encouraged ever-closer readings and an entry into systems thinking, and served as my major field examiner. Blake Allmendinger and King-Kok Cheung generously gave their time to help me understand 1930’s literature and U.S.-China connections. I had the great fortune to receive a dissertation fellowship from the Mellon Sawyer Seminar on the Environmental Humanities, directed by Ursula Heise and Jon Cristensen. The year of seminars was stimulating and inspiring, and I enjoyed working with the coordinator Michelle Nieman. I vi would like to thank also the UCLA Asia Institute for making possible advanced language study and archival research in China. I will remember fondly my colleagues at the Office of Instructional Development—Kumiko Haas, Eilene Powell, Franny Brogan, and Michelle gaston—and my pedagogy teachers and colleagues in Writing Programs—Mary Samuelson, Sonia Maasik, Rachel Zwass, and Jeremy Kelley. Jessika Herrera has made everything possible in the labyrinth of the institution. I have benefitted immensely from conversations and collaborations with my colleagues including Sina Rahmani, Dana Linda, Helga Zambrano, Shir Alon, Safoora Arbab, Tom Chen, Jordan Smith, Peter Lehman, Suleiman Houdali, Fatima Burney, Jenny Forsythe, Tim Haehn, Malik Chaudhary, Rob Farley, Lisa Felipe, Lourdes Arévalo, Isabel Gómez, Román Luján, Erin Connely, Will Clark, Rene Hudson, Alexandra Zobel, et al. Some of the most fulfilling time was spent organizing with Jason Ball, Sara Galindo, Eowyn Williamson, Kyle gleason, Vicente Lara, Sarah Smith, Kyle Arnone, Jordan Brocius, and Elise Youn. I am indebted to the care of my good friends Zen Dochterman, Nic Testerman, Duncan Yoon, Yuting Huang, Nasia Anam, Amanda Smith, Kyle McKinley, and Johanna Isaacson. My committee have been very supportive throughout this process, and above all patient. From my first year, Shu-mei Shih has encouraged me in my goal to connect Chinese and Anglophone literatures, even as I had only a vague sense of how to make it work. Allison Carruth showed me the way forward to placing food and agriculture at the center of a transnational project, and she has been incredibly supportive of my progress and introduced multiple opportunities in the Environmental Humanities at UCLA. Eleanor Kaufman has helped me navigate the Comp Lit department and helped me make explicit the theoretical implications vii of various tendencies I was groping toward. Though they may not know it, my three committee members have each given me a reason to continue in the program at different moments. Finally, everything I have is because of my family. My parents, Mary and Tom, inspired my love of learning, and have provided me with great support and encouragement for further study—my debt to them is not repayable. My sister Allison has been an important interlocutor and a good friend. My in-laws, Mónica and Luís, have been welcoming and loving. My children, Oliver and Gabriel, are my inspiration for working harder and for imagining a livable future on this planet. My partner Carolina Beltrán I met on my first day of graduate school at UCLA. We have worked together through political organizing, academic collaboration and family life, and she first suggested the correct scope for this transnational rural project that could work as a dissertation. If I have actually graduated, if a keyword search has somewhere returned this document, then it is only because of her. viii VITA Previous Education M.A. Literature, UC Santa Cruz 2005 B.A. Literature, UC Santa Cruz 2002 (Honors) Teaching Experience Instructor, New York Film Academy, 2018-current Teaching Fellow, UCLA Department of Comparative Literature & Writing Programs, 2010-2017 Lecturer, Graduate University of the Chinese Academy of Sciences, 2007-2009 Lecturer, Beijing Foreign Studies University, 2006-2007 Teaching Assistant, UC Santa Cruz Department of Literature, Department of Film and Digital Media, 2002-2005 Professional and University Service Coordinator, UCLA Office of Instructional Development’s Test of Oral Proficiency, 2015- 2017 Teaching Assistant Coordinator, UCLA Department of Comparative Literature, 2015- 2016, Publication and Presentations “A Browner Shade
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