The Tiananmen Square Protests of 1989
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Standoff at Tiananmen: Recollections of 1989: the Making of Goddess of Democracy
2019/4/23 Standoff At Tiananmen: Recollections of 1989: The Making of Goddess of Democracy 更多 创建博客 登录 Standoff At Tiananmen How Chinese Students Shocked the World with a Magnificent Movement for Democracy and Liberty that Ended in the Tragic Tiananmen Massacre in 1989. Relive the history with this blog and my book, "Standoff at Tiananmen", a narrative history of the movement. Home Days People Documents Pictures Books Recollections Memorials Monday, May 30, 2011 "Standoff at Tiananmen" English Language Edition Recollections of 1989: The Making of Goddess of Democracy Click on the image to buy at Amazon "Standoff at Tiananmen" Chinese Language Edition On May 30, 1989, the statue Goddess of Democracy was erected at Tiananmen Square and became one of the lasting symbols of the 1989 student movement. The following is a re-telling of the making of that statue, originally published in the book Children of Dragon, by a sculptor named Cao Xinyuan: Nothing excites a sculptor as much as seeing a work of her own creation take shape. But although I was watching the creation of a sculpture that I had had no part in making, I nevertheless felt the same excitement. It was the "Goddess of Democracy" statue that stood for five days in Tiananmen Square. Until last year I was a graduate student at the Central Academy of Fine Arts in Beijing, where the sculpture was made. I was living there when these events took place. 点击图像去Amazon购买 Students and faculty of the Central Academy of Fine Arts, which is located only a short distance from Tiananmen Square, had from the beginning been actively involved in the demonstrations. -
Dark Horse Voices from June 4 Echo in Today's Fight for Basic Rights
Monday, June 4, 2012 A15 Dark horse Michael Chugani says Stamp of success suspicions about Leung Chun-ying being a closet Communist Party member Anita Fung says Hong Kong’s depth of experience and could still come back to haunt him liquidity mean it is destined to continue playing the lead role in the renminbi’s global rise, even with the here are those who still can’t shake off the development of other offshore hubs such as London suspicion that incoming chief executive Leung TChun-ying is a closet communist. They see him as a Trojan horse planted by the central government rrespective of location, the renminbi’s in- to mould us into being more like the motherland. It ternational rise will be a wide-ranging all seems a bit far-fetched, but believers say Leung’s event. It will transcend national borders. actions since winning the election more than confirm It will exert a major impact on global their suspicion. They point to his high-profile visit to trade and investment flows. It will influ- Beijing’s liaison office in Hong Kong the day after his Ience how businesses, investors and regulatory victory, his hiring of a former Communist Youth functions operate in the decades to come. League member, and his reported choice of Florence Based on the economic road map outlined Hui Hiu-fai, who has close mainland ties, as head of by China’s policymakers, we expect that the the new culture bureau. renminbi will become a global trade currency, a It wasn’t that long ago when even a hint of global investment currency and finally the next communist leanings would sink anyone aspiring to global reserve currency. -
Writing in English in China: an Autobiographical Essay
World Englishes, 2015 0883-2919 doi: 10.1111/weng.12138 Writing in English in China: An autobiographical essay LIJIA ZHANG∗ ABSTRACT: As one of the few Chinese writers in mainland China writing prose in English, Lijia Zhang presents an autobiographical account of her decision to write and publish in the English language. This paper describes how Lijia Zhang first taught herself English, as she perceived the language as offering her an ‘escape’ from working as a factory worker in Nanjing to how she finally established herself as a published author writing in the English language. This paper also presents Lijia Zhang’s personal reflections on the reasons why she writes in English, and also how she ‘weaves’ Chinese expressions and concepts in her use of the English language in her writing. Lijia Zhang’s much-acclaimed memoir on coming of age in China, Socialism is great: A worker’s memoir of the new China, was published in 2008, and has been translated into Dutch, Italian, French and Portuguese. The memoir has been also been translated into Korean and her first novel Lotus is to be published by Henry Holt in February 2017. ‘Why do you write in English?’ People frequently ask me this question. I am Chinese born, bred and educated – very poorly – in China, yet I write articles for interna- tional publications and books in English and I give lectures and public speeches in English. I began to teach myself English at 21 when I was still a rocket factory girl in my hometown Nanjing, on the banks of the Yangtze River. -
China's Fear of Contagion
China’s Fear of Contagion China’s Fear of M.E. Sarotte Contagion Tiananmen Square and the Power of the European Example For the leaders of the Chinese Communist Party (CCP), erasing the memory of the June 4, 1989, Tiananmen Square massacre remains a full-time job. The party aggressively monitors and restricts media and internet commentary about the event. As Sinologist Jean-Philippe Béja has put it, during the last two decades it has not been possible “even so much as to mention the conjoined Chinese characters for 6 and 4” in web searches, so dissident postings refer instead to the imagi- nary date of May 35.1 Party censors make it “inconceivable for scholars to ac- cess Chinese archival sources” on Tiananmen, according to historian Chen Jian, and do not permit schoolchildren to study the topic; 1989 remains a “‘for- bidden zone’ in the press, scholarship, and classroom teaching.”2 The party still detains some of those who took part in the protest and does not allow oth- ers to leave the country.3 And every June 4, the CCP seeks to prevent any form of remembrance with detentions and a show of force by the pervasive Chinese security apparatus. The result, according to expert Perry Link, is that in to- M.E. Sarotte, the author of 1989: The Struggle to Create Post–Cold War Europe, is Professor of History and of International Relations at the University of Southern California. The author wishes to thank Harvard University’s Center for European Studies, the Humboldt Foundation, the Institute for Advanced Study, the National Endowment for the Humanities, and the University of Southern California for ªnancial and institutional support; Joseph Torigian for invaluable criticism, research assistance, and Chinese translation; Qian Qichen for a conversation on PRC-U.S. -
The Memory of Tiananmen 1989
Timeline The Memory of Tiananmen 1989 The spring of 1989 saw the largest pro-democracy demonstration in the history of China's communist regime. The following timeline tracks how the protests began in April among university students in Beijing, spread across the nation, and ended on June 4 with a final deadly assault by an estimated force of 300,000 soldiers from People's Liberation Army (PLA). Throughout these weeks, China's top leaders were deeply divided over how to handle the unrest, with one faction advocating peaceful negotiation and another demanding a crackdown. Excerpts from their statements, drawn from The Tiananmen Papers, reveal these internal divisions. Related Features April 17 Newspaper Headlines About the "Tank Man" Mourners flock to Tiananmen Gate. Eyewitness To Tiananmen Spring Tens of thousands of university students begin gathering spontaneously in Tiananmen Square, Beijing, The Legacy of June Fourth the nation's symbolic central space. They come to mourn the death of Hu Yoabang, former General Secretary of the Communist Party. Hu had been a symbol to them of anti-corruption and political reform. In his name, the students call for press freedom and other reforms. April 18 - 21 Unrest Spreads Demonstrations escalate in Beijing and spread to other cities and universities. Workers and officials join in with complaints about inflation, salaries and housing. Party leaders fear the demonstrations might lead to chaos and rebellion. One group, lead by Premier Li Peng, second- ranking in the Party hierarchy, suspects "black -
Tiananmen Square
The Tiananmen Legacy Ongoing Persecution and Censorship Ongoing Persecution of Those Seeking Reassessment .................................................. 1 Tiananmen’s Survivors: Exiled, Marginalized and Harassed .......................................... 3 Censoring History ........................................................................................................ 5 Human Rights Watch Recommendations ...................................................................... 6 To the Chinese Government: .................................................................................. 6 To the International Community ............................................................................. 7 Ongoing Persecution of Those Seeking Reassessment The Chinese government continues to persecute those who seek a public reassessment of the bloody crackdown. Chinese citizens who challenge the official version of what happened in June 1989 are subject to swift reprisals from security forces. These include relatives of victims who demand redress and eyewitnesses to the massacre and its aftermath whose testimonies contradict the official version of events. Even those who merely seek to honor the memory of the late Zhao Ziyang, the secretary general of the Communist Party of China in 1989 who was sacked and placed under house arrest for opposing violence against the demonstrators, find themselves subject to reprisals. Some of those still targeted include: Ding Zilin and the Tiananmen Mothers: Ding is a retired philosophy professor at -
1989 Tiananmen Square: a Proto-History
1989 Tiananmen Square: A Proto-History Karman Miguel Lucero April 4th, 2011 Thesis Seminar Professor: Mae M. Ngai Second Reader: Dorothy Ko Word Count: 19,883 1 Acknowledgements This project would not have been possible without the advice, wisdom, and assistance of several individuals. I would like to thank my fellow students at Tsinghua University for providing me with source materials and assisting me in developing my own historical consciousness. Furthermore, I would like to thank Professors Tang Shaojie and Hu Weixi, not for their direct involvement with this project, but for their inspiring commitment to academic integrity and dedication to the wonderful possibilities that can result from receiving a good education. I owe much gratitude to Columbia Professor Lydia Liu, who not only offered her invaluable advice, but also provided me access to sources that are a critical component of this paper. Thank you to Ouyang Jianghe for his time and wisdom as well as to Qin Wuming (pseudonym), for letting me read his deeply moving essay. A special thank you goes to Mae M. Ngai, my senior thesis seminar professor, who has helped me throughout this process and shared in the excitement. Thank you to Dorothy Ko and Lisa J. Lucero for their priceless feedback and to Madeleine Zelin and Andrew Nathan for their advice. The passion and integrity of my various history teachers and professors have inspired me and contributed a great deal to my appreciation of history. Thank you in particular to Liu Lu, Volker R. Berghahn, and Gray Tuttle at Columbia University , each of whom really inspired my appreciation for the craft of history. -
The Political Repression of Chinese Students After Tiananmen A
University of Nevada, Reno “To yield would mean our end”: The Political Repression of Chinese Students after Tiananmen A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History by Katherine S. Robinson Dr. Hugh Shapiro/Thesis Advisor May, 2011 THE GRADUATE SCHOOL We recommend that the thesis prepared under our supervision by KATHERINE S. ROBINSON entitled “To Yield Would Mean Our End”: The Political Repression Of Chinese Students After Tiananmen be accepted in partial fulfillment of the requirements for the degree of MASTER OF ARTS Hugh Shapiro, Ph.D, Advisor Barbara Walker, Ph.D., Committee Member Jiangnan Zhu, Ph.D, Graduate School Representative Marsha H. Read, Ph. D., Associate Dean, Graduate School May, 2011 i ABSTRACT Following the military suppression of the Democracy Movement, the Chinese government enacted politically repressive policies against Chinese students both within China and overseas. After the suppression of the Democracy Movement, officials in the Chinese government made a correlation between the political control of students and the maintenance of political power by the Chinese Communist Party. The political repression of students in China resulted in new educational policies that changed the way that universities functioned and the way that students were allowed to interact. Political repression efforts directed at the large population of overseas Chinese students in the United States prompted governmental action to extend legal protection to these students. The long term implications of this repression are evident in the changed student culture among Chinese students and the extensive number of overseas students who did not return to China. -
Looking at the Tank Man China on the World Stage: Weighing the U.S. Response
Teacher resource Book Looking at the Tank Man A supplement to China on the World Stage: Tea c Weighing the U.S. Response her r esource Book Teacher esource Book r r esource Book esource Book Teacher r Teacher Teacher resource Book China on the World Stage: Weighing the U.S. Response Looking at the Tank Man 1 Looking at the Tank Man: The Twentieth Anniversary of Tiananmen Objectives: additional time, you might want to show “2. Students will: Consider the concept of Tens of Millions of Protestors” and “3. The censorship and analyze the merits of censor- Theater of Massacre,” which provide back- ship versus freedom of information. ground and detail about the protests and the response of the Chinese government. For more Learn about the protests in Beijing in 1989. information about government censorship and Work collaboratively to interpret an image the role of U.S. internet companies, watch from multiple perspectives. the remainder of “6. The Struggle to Control Information.” A link to the FRONTLINE video Reading: can be found at <www.choices.edu/resources/ You may find it helpful to have your twtn_tiananmen_videos.php> students read “Part 1: Transforming China” in After watching the video, ask students China on the World Stage: Weighing the U.S. what information was new to them and what Response before beginning this activity. they found surprising. Did the video have a point of view? Are there different ways to un- In the Classroom: derstand the “tank man”? 1. Focus Question—Pose the following For additional information about the question to students: “What is censorship?” Tiananmen protests, there is a free video avail- Have students think of examples of censorship able from Choices’ Scholars Online library: in their own lives. -
China's Democratic Legacy and the Schism Of
Department of History University of Wisconsin – Eau Claire Chasing Liberty: China’s Democratic Legacy and the Schism of the Chinese Communist Party History 489: Research Seminar Professor: Dr. Louisa Rice Cooperating Professor: Dr. Katherine Lang Derek Schneider Fall 2012 Table of Contents Abstract……………………………………………………………………………...i Chronology…………………………………………………………………………ii Introduction………………………………………………………………………...1 Historiography……………………………………………………………………...9 The Spark to Ignite the Flame: the Death of Hu Yaobang………………………..18 Turmoil in the Politburo…………………………………………………………..24 The Editorial in Question…………………………………………………………30 Fallout……………………………………………………………………………..35 Beware the Ides of May…………………………………………………………...39 China’s Under Martial Law……………………………………………………….43 China Since Tiananmen…………………………………………………………...49 Appendix………………………………………………………………………….52 Bibliography………………………………………………………………………54 Abstract Despite the seizure of power by the Chinese Communist Party in 1949, Communist China has a long democratic heritage throughout the Communist Era. This paper explores three democratic movements prior to their culmination in 1989, and does not focus on the innumerable smaller protests that individuals and small groups undertook. As time progressed these movements grew larger, more boisterous, and more frequent. The government had been putting these movements down with a relative lack of violence, but as the public yearnings for democracy kept being revived with each movement, something had to be done. Thus, it was only a matter of time before -
NCTA Lesson Plan
NCTA Lesson Plan Name: Jennifer LaPlace, Central High School, NCTA 2020, (Columbus, OH) Title: Resistance Theme/Topic: China (Tiananmen Square)/Globalization Introduction: This lesson is to be used after completing the study of Tiananmen Square Protest. Subject(s)/Grade level(s): World History/9 Duration of lesson: 3 days ___________________________________________________________________________ Connection to standards: Modern World History Ohio State Standard: Globalization The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights, and changes in the global economy present new challenges. • Political and cultural groups have struggled to achieve self-governance and self-determination. Essential Questions: • Why do people resist? • What are forms of resistance? • Why are topics such as self-governance and self-determination important? Learning Objectives: • Students will be able to analyze primary sources. • Students will be able to critically read and discuss how and why political and cultural groups resist and attempt to achieve self-governance and self-determination. _____________________________________________________________________________________ Materials Needed: Pre-Assessment of Prior Knowledge: 1. Student Worksheet: Tank Man (attached). a. Students should individually review and complete the worksheet. NCTA Lesson Plan Lesson Activities/Instructional Strategies: 2. “Where Are They Now? The Lives of Tiananmen’s Most Wanted, 30 Years Later” a. Read the article and complete the graphic organizer (attached). https://qz.com/1618805/the-1989-tiananmen-student-leaders-on-chinas-most-wanted-list/ 3. Read the interview below from one of the Most Wanted, Chai Ling. http://afe.easia.columbia.edu/special/china_1950_chailing.htm 4. -
The Great Leap
McGuire Proscenium Stage / Jan 12 – Feb 10, 2018 The Great Leap by LAUREN YEE directed by DESDEMONA CHIANG PLAY GUIDE Inside THE PLAY Synopsis, Setting and Characters • 4 THE CREATIVE TEAM Playwright Lauren Yee • 5 Director Desdemona Chiang • 5 Yee in Her Own Words • 6 CULTURAL CONTEXT China's Modern History Through 1989 • 7 Basketball in China • 11 People, Places and Things in the Play • 12 ADDITIONAL INFORMATION For Further Reading and Understanding • 17 Play guides are made possible by Guthrie Theater Play Guide Copyright 2019 DRAMATURG Jo Holcomb GRAPHIC DESIGNER Akemi Graves CONTRIBUTOR Jo Holcomb Guthrie Theater, 818 South 2nd Street, Minneapolis, MN 55415 All rights reserved. With the exception of classroom use by teachers and individual personal use, no part of this Play Guide ADMINISTRATION 612.225.6000 may be reproduced in any form or by any means, electronic BOX OFFICE 612.377.2224 or 1.877.44.STAGE (toll-free) or mechanical, including photocopying or recording, or by an information storage and retrieval system, without permission in guthrietheater.org • Joseph Haj, artistic director writing from the publishers. Some materials published herein are written especially for our Guide. Others are reprinted by permission of their publishers. The Guthrie Theater receives support from the National The Guthrie creates transformative theater experiences that ignite the imagination, Endowment for the Arts. This activity is made possible in part by the Minnesota State Arts Board, through an appropriation stir the heart, open the mind and build community through the illumination of our by the Minnesota State Legislature. The Minnesota State Arts Board received additional funds to support this activity from common humanity.