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Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition MAPPIN6 SITES OF STRU66LE : Representations of China in World History Textbooks bg Pauline Fu A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of East Asian Studies University of Toronto © Copyright by Pauline Fu, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-44980-6 Our file Notre reference ISBN: 978-0-494-44980-6 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada Mapping Sites? of Struggle; Representations of China in World History Textbooks Pauline Fu Master of Arts Graduate Department of East Asian Studies University of Toronto 2008 Abstract This thesis locates possibilities for social engagement at the intersections of historiography and critical pedagogy, by mapping representations of China in World History textbooks as sites of struggle for decolonizing the production of knowledge about China. In Grade 11 textbooks, freestanding discussions of premodern China frequently negotiate the trope of "Traditional China" which becomes reinscribed in Grade 12 textbooks, where narratives of modernity wedded to historicist thinking exclude China from the formative period of the making of the modern West and represent recent Chinese pasts as a history of lack inviting completion. I venture that such theoretically problematic and empirically untenable representations reproduce geographies of space and mind, denying students the conceptual tools which would enable them to think about the past and visualize the future in more imaginative and emancipatory ways. Clearly, the present historical moment demands that we work towards alternative ways of knowing and pedagogies of dissent. ii Acknowledgements I am grateful for the encouragement I have received from members of faculty and staff associated with the departments of East Asian Studies, History, and the Asian Institute. I am indebted to Professor Vincent Shen who rendered possible this project in its present form and guided me with a profound humanity that I strive to emulate. Victor Falkenheim brought me into this field and department, Rick Guisso and Thomas Keirstead commented on an earlier version of this thesis and affirmed the importance of its central problematic. I am also grateful to Tong Lam who provided invaluable advice at many stages of this project and steered me through the historiography of China. I acknowledge with appreciation the love and support of my immediate and extended families. My deepest gratitude is reserved for my beloved partner, Noel, whose belief in me emboldened me to write this thesis and whose intelligence improved its articulation. Finally, I thank my students from whom I have learned so much, and to whom my work inside and outside of the classroom remains dedicated. iii Table of Contents Introduction Chapter l The Production of "Traditional China" 13 in Grade 11 World History Textbooks Odyssey through "Chinese Civilization" and Echoes of "Traditional China" 14 "The Middle Kingdom" and its Ahistorical "Society and Culture" amongst World Civilizations 21 Chapter 2 The Narration of Modern China as a History of Lack 38 in Grade 12 World History Textbooks Positing China Outside of The Making of the Modern Age 38 China as an "Un-cooperative Colony" in Legacy 43 Historicism, China and Global Modernity in The West and the World 50 Chapter 3 Where do we go from here? 70 An Enquiry into Alternative Modalities of Thought Conclusion 80 Bibliography 86 IV Introduction / have no fear that my subject may, on closer inspection, seem trivial. I am afraid only that I may seem presumptuous to have broached a question so vast and so important. - E.H. Carr, What is History?' Teaching about histories of sexism, racism, imperialism, and homophobia potentially poses very fundamental challenges to the academy and its traditional production of knowledge, since it has often situated Third World peoples as populations whose histories and experiences are deviant, marginal, or inessential to the acquisition of knowledge. And this has happened systematically in our disciplines as well as in our pedagogies. Thus the task at hand is to decolonize our disciplinary and pedagogical practices. The crucial question is how we teach about the West and its others so that education becomes the practice of liberation. - Chandra Talpade Mohanty, Feminism without Borders2 While the forms of knowledge and investigative modalities inaugurated during the nineteenth and twentieth centuries have been pried open by scholars working on and writing from various enunciative sites, their afterlife in manuals produced for plebeian consumption has rarely been subjected to such vigorous historiographical examination.3 This project locates possibilities for social engagement and change at the intersections of historiography and critical pedagogy. It draws sustenance from emancipatory projects which have sought to contest naturalized forms of knowledge, to remember against the grain of elitist and masculinist histories, to wrestle our historical imagination from the 1 Carr, E. H. What is History? London : Penguin Books, 1961: 8. 2 Mohanty, Chandra Talpade. Feminism without Borders : Decolonizing Theory, Practicing Solidarity. Durham: Duke University, 2003: 200. 31 borrow the notion of the "afterlife" of forms of knowledge from : Harootunian, Harry D. and Masao Miyoshi. "Introduction : The 'Afterlife' of Area Studies" in Harootunian, H.D. and Masao Miyoshi eds. Learning Places : The Afterlives of Area Studies. Durham : Duke University Press, 2002 : 1-18. 1 2 grasp of imperial narratives and institutional practices, and to think beyond the impasses posed by exhausted categories and stagnated semantics. From an engagement with these methodologies, I map representations of China in World History textbooks designated for secondary school classrooms as sites of struggle for decolonizing the production of knowledge about China. Rather than impose a totalizing vision of the texts under consideration, I attempt to identify itineraries that will guide us past their most prominent sites of epistemological and historiographical concern. We shall pursue the first itinerary in chapter one, entitled "The Production of 'Traditional China' in Grade 11 textbooks". Narratives of China in the premodern period converge on representations of its antiquity, authenticity, continuity, singularity and timelessness. As I shall argue in relation to the first and second World History textbooks, representations of an overly determined Confucianism nourish broadly held but deeply flawed notions of a Middle Kingdom fated to clash with an Enlightened West. These representations frequently negotiate the trope of "Traditional China" where aspects associated with an essentialized Han civilization are affixed onto its remote past and rendered as invulnerable to the effects of linear history. Our examination of the third textbook will further elucidate the limitations of the dynastic cycle as an organizing rubric and category of analysis which conceals more than it conveys about the heterogeneity of the past. Its bifurcated presentation of China will provide us with a stark example of the pitfalls of severing "society and culture" from the specificities of their historical conditions, and of the drastic consequences of a transmission of received ideas without having questioned their imbrication in politics of scholarship and matrices of power. 3 The itinerary of chapter two, entitled "The Narration of Modern China as a History of Lack in Grade 12 textbooks" will navigate us through representations of China scattered throughout narratives of global modernity. China is excluded from master narratives of the formative period of the making of the modern West and is included in its unfolding only when China is interpreted
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