DOCSLIB.ORG

M.Phil. in Modern Middle Eastern Studies **

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
M.Phil. in Modern Middle Eastern Studies ** UNIVERSITY OF OXFORD FACULTY OF ORIENTAL STUDIES M.PHIL. IN MODERN SOUTH ASIAN STUDIES HANDBOOK 2016-2017 1 CONTENTS 1. Course objectives 3 2. Teaching staff 4 3. Admission to the course 5 4. Structure of the course 6 5. Teaching and academic support 9 6. Examination and assessment 11 7. Library resources 12 8. Collections for the study of material culture 14 2 1. COURSE OBJECTIVES The course aims: (i) to provide intensive training in one or more of the languages of South Asia, and to develop reading skills to attain a research proficiency; (ii) to develop an in-depth understanding of the histories, societies and cultures of South Asia and neighbouring regions and a broad expertise in the intellectual disciplines through which these may be studied; (iii) to enable students to pursue particular areas of specialisation through a wide range of optional courses; (iv) to foster skills in research, writing, analysis and interpretation, through a combination of lectures, tutorials, essay-writing and supervision of a thesis on a subject of the student’s choice. In Year 1 of the course, students will take a Core Language Course, in one of the following languages: Elementary Hindi, Literary Hindi, Brajbhasha and Old Hindi, Sanskrit, Persian or Tibetan. In addition, students will take a Core Course, ‘Themes in the History and Culture of South Asia’, and two optional subjects chosen from the list on pp. 7-8. In Year 2, students will continue with their Core Language Course, and choose in addition a third optional subject. The main focus of this second year will be the preparation of a 20,000 word dissertation. The programme is designed either to be taken in preparation for doctoral work, or to offer a terminal degree in preparation for professional work in which knowledge of the societies and languages of South Asia and their associated intellectual disciplines may be an advantage. 3 2. TEACHING STAFF Course Director Prof. Polly O'Hanlon The Oriental Institute Pusey Lane, Oxford OX1 2LE Tel. 01865 288215 Email: [email protected] Language Teaching staff in the Faculty of Oriental Studies Professor Edmund Herzig Soudavar Professor in Persian Mr Sahba Shayani Language Teaching Officer in Persian Dr Dominic Brookshaw Associate Professor of Persian Dr Imre Bangha Associate Professor of Hindi Dr Ulrike Roesler Associate Professor of Tibetan Dr James Benson Associate Professor of Sanskrit Professor Christopher Minkowski Boden Professor of Sanskrit Additional Hindi Teaching Mrs Kalpana Pant 4 3. ADMISSION TO THE COURSE (i) Competition for places on graduate courses in Oxford, and for membership of Colleges, is strong. Applicants are therefore advised to apply as early as possible. For admissions deadlines, please consult the Faculty’s admissions website. (ii) It is expected that applicants to this course will come from a wide range of academic backgrounds. Normally, applicants will be expected to have a good honours degree in a humanities or social science subject (an upper second or above) or an equivalent degree from an overseas university, together with excellent academic references. Previous experience in a South Asian language is not essential, but applicants will be expected to be able to demonstrate strong experience and aptitude in language learning in other languages. Potential applicants are encouraged to contact the course directors if they are uncertain as to whether their previous experience is appropriate to the course. (iii) Applicants are also asked to submit with their application two recent samples of their written work. Application Materials and further information on applications for admission are available from the University Graduate Admissions Office or its website: Graduate Admissions Office University of Oxford Wellington Square Oxford OX1 2JD http://www.admin.ox.ac.uk/postgraduate/ 5 4. STRUCTURE OF THE COURSE Overview1 In the first term, students will begin intensive language learning, and in addition attend a weekly seminar for the Core Course, ‘Themes in the History and Culture of South Asia’. These seminars will involve both reading preparation and written assignments. In the second term, students will continue intensive language learning. Weekly seminars for the Core Course will continue up until the fourth week of the term. In this term, students will take the first of their three Optional Subjects. In the third term, students will continue intensive language learning, will take the second of their three Optional Subjects, and will decide on the topic for the second year thesis, in consultation with supervisors. At the end of this term, students will sit the Qualifying Examination in their core language and in the Core Course. During the summer, students will be expected to continue with their language learning, and where possible to conduct some of the primary research towards the thesis and to consolidate their language skills in India. In the fourth term, students will continue language learning, and will take the third of their three Optional Subjects. In the fifth term, students will focus on the writing of the thesis. Towards the end of this term, all students will make a preliminary 20 minute presentation of their thesis topic to the weekly seminar in the History of South Asia held at St Antony’s College. In the sixth term, students will submit the thesis in the second week of the term, and then spend the remainder of the term preparing for the final examinations. Students are in addition expected to attend the weekly seminar in the History of South Asia, held on Tuesdays at 2.00pm during Full Term in St Antony’s College. YEAR 1 1. Core Language Course2 Teaching: through small classes. Course Teacher: Dr Imre Bangha and others 1 There may be minor changes in this schedule where the teaching of the Optional Subjects is concerned. Formal teaching for some Optional Subjects may extend over more than one term. 2 To be chosen from the following: Elementary Hindi, Literary Hindi, Brajbhasha and Old Hindi, Persian, Sanskrit, Tibetan as mentioned on p. 3. Students taking Hindi will be assigned to the elementary or the advanced course after consultation with Dr Bangha. 6 Assessment: Qualifying examination at the end of the third term, and final written examination at the end of Year 2. 2. Core Course: Themes in the History and Culture of South Asia Teaching: lectures/seminars and tutorials Course teachers: Prof Polly O'Hanlon and Dr Faisal Devj (Faculty of History). Assessment: three hour written examination at the end of the third term. 3. Optional Subjects 1 and 2: topics selected from the list on p. 8 Teaching: lectures/seminars and tutorials Assessment: two submitted essays of 5000 words each, or a three-hour examination at the end of Year 2, as specified by the course tutor. 4. Thesis. All students are required to submit a thesis of no more than 20,000 words on a subject approved by the Faculty Board. The thesis should be based on extensive research in primary and secondary sources and include a full scholarly apparatus of references and bibliography. Research and writing for the thesis is carried out over the second year, but the title needs to be approved by the Faculty Board, and should be submitted, via the Graduate Administrator, to the Faculty Board by the Monday of noughth week of the second (Hilary) term in Year 2. YEAR 2 1. Optional Subject 3, topic selected from the list on p. 8 Teaching: lectures/seminars and tutorials Assessment: Two submitted essays of 5000 words each, or a three hour examination, as specified by the course tutor. 2. Core Language Courses (continued) Assessment: written examination at the end of Year 2. 3. Thesis. The main focus of the second year will be the preparation of the thesis, to be submitted in third term of Year 2. The thesis must be submitted to the Examination Schools, High Street, Oxford, by 12 noon on the Friday of Second Week of the third (Trinity) term in Year 2. OPTIONAL SUBJECTS3 (i) Brajbhasha and Old Hindi * 3 Courses are subject to availability. 7 (ii) Modern Hindi Texts* (iii) Urdu Literary Texts* (iv) History and Civilisation of Tibet and the Himalayas (From MPhil in Tibetan and Himalayan Studies, Faculty of Oriental Studies) (v) The Social Anthropology of a Selected Region: South Asia (From MPhil in Social Anthropology, Institute of Social and Cultural Anthropology) (vi) Societies and Economies in India, 1600-1800 (vii) Islamic History in South Asia (viii) Scientific knowledge systems and their history in India (ix) History and Politics of South Asia (set by MPhil in Politics, Department of Politics and International Relations) (x) Gender and Society in India, c. 1800 to the present. (xi) Approaches to the History of Hinduism in India (xii) Gender and Experience in Hindi Literature (xiii) Material and Visual Culture of South Asia (xiv) Any other subject approved by the Faculty Board Courses marked with an asterisk are assessed by three-hour examination at the end of the second year. Others may be assessed either by three-hour examination at the end of the second year, or on the basis of two essays of not more than 5,000 words each, excluding footnotes and references, on topics selected by the candidate from a list offered by the course tutor. The essays must be submitted to the Examination Schools, High Street, Oxford, by 12 noon on the Friday of Noughth Week of the term following that in which formal teaching for the Optional Subject is completed. The list of essay topics will be issued from the Oriental Studies Faculty Office on the Friday of Eighth Week of the term in which the Optional Subject is taught, or, if formal teaching extends over more than one term, on the Friday of the week in which formal teaching is completed.
Load more

Recommended publications
  • Digital South Asia Library Proposal
    The Digital South Asia Library: Electronic Access to Seminal South Asian Resources Funded by the U.S Department of Education under Title VI, Section 606, October 1999 through September 2002 ABSTRACT APPLICANT FUNDING REQUESTED The Center for Research Libraries $223,841 for the first year 6050 South Kenwood Avenue $223,113 for the second year Chicago, Illinois 60637 $217,220 for the third year PROJECT DATES TITLE OF PROJECT Oct. 1, 1999 - Sept. 30, 2000 (first year) The Digital South Asia Library: Electronic Oct. 1, 2000 - Sept. 30, 2001 (second year) Access to Seminal South Asian Resources Oct. 1, 2001 - Sept. 30, 2002 (third year) PROJECT DIRECTOR Donald Simpson President The Center For Research Libraries 6050 South Kenwood Avenue Chicago, Illinois 60637 773-955-4545 ABSTRACT OF PROPOSED PROJECT Overview of the Project In order to maintain and improve access to vital resources for the study of South Asia, the Center for Research Libraries proposes a three-year collaborative project to deliver digital research materials to users both in the United States and throughout the world via the Internet. It has become increasingly evident that in an era of static or decreasing budgets research libraries will need to develop innovative and collaborative strategies in order to acquire and maintain the resources necessary for research. In no area of study is this necessity more apparent than in the case of South Asia. Given the size and diversity of interest, both inside and outside of academia, it is clear that cooperative acquisition alone can not provide readers with the increasingly vital materials in South Asian regional languages or certain highly sought after resources in an effective or timely fashion.
    [Show full text]
  • M.Phil. in Modern Middle Eastern Studies **
    UNIVERSITY OF OXFORD FACULTY OF ORIENTAL STUDIES M.PHIL. IN MODERN SOUTH ASIAN STUDIES HANDBOOK 2014-2015 1 CONTENTS 1. Course objectives 3 2. Teaching staff 4 3. Admission to the course 5 4. Structure of the course 6 5. Teaching and academic support 9 6. Examination and assessment 11 7. Library resources 12 8. Collections for the study of material culture 14 2 1. COURSE OBJECTIVES The course aims: (i) to provide intensive training in one or more of the languages of South Asia, and to develop reading skills to attain a research proficiency; (ii) to develop an in-depth understanding of the histories, societies and cultures of South Asia and neighbouring regions and a broad expertise in the intellectual disciplines through which these may be studied; (iii) to enable students to pursue particular areas of specialisation through a wide range of optional courses; (iv) to foster skills in research, writing, analysis and interpretation, through a combination of lectures, tutorials, essay-writing and supervision of a thesis on a subject of the student’s choice. In Year 1 of the course, students will take a Core Language Course, in one of the following languages: Elementary Hindi, Literary Hindi, Brajbhasha and Old Hindi, Sanskrit, Persian or Tibetan. In addition, students will take a Core Course, ‘Themes in the History and Culture of South Asia’, and two optional subjects chosen from the list on pp. 7-8. In Year 2, students will continue with their Core Language Course, and choose in addition a third optional subject. The main focus of this second year will be the preparation of a 20,000 word dissertation.
    [Show full text]
  • INDIAN INSTITUTE INTRODUCTION in 1875 Sir Monier Monier Williams
    INDIAN INSTITUTE INTRODUCTION In 1875 Sir Monier Monier Williams, Boden Professor of Sanskrit, launched a public appeal for money, artefacts and books in order to establish the Indian Institute in Oxford. Monier Williams proposed that the Institute should form ‘a centre of union, intercourse, inquiry and instruction for all engaged in Indian Studies’. It was to contain lecture and reading rooms, a library and a museum. The teachers were to be paid by the University or by separate endowments. In the future he hoped that ‘it might combine appliances for the promotion of Semitic studies... so as to become a nucleus of development for a complete Oriental School at Oxford’. (Proposal for founding of an Indian Institute in Oxford, 1875, Bodleian ref GA Oxon c.33(112)) On behalf of the University, Monier Williams purchased the piece of land situated at the junction of Catte Street and Holywell Street from Merton College in three lots in 1882, 1893 and 1894. One of the conditions set out in the Agreement for the sale and purchase of the sites was that the site be ‘appropriated and set apart for the erection of an Indian Institute and no other purpose’ (NW 16/5a, 6, 9 & 13). Although Monier Williams set the project in motion by his own initiative, the University supported his action. He raised £26,000 through public subscription and this money formed the capital for the Indian Institute Endowment Fund. He also secured an annual grant from both the India Office and the Burma Office. However, this was not sufficient to allow the Institute to function independently.
    [Show full text]
  • Oxford-India Brochure 2009
    India in Oxford Rhodes Scholarships Since 1947, many distinguished Indian Rob Judges students have benefited from this renowned scholarship programme, pursuing graduate studies at Oxford before going on to significant leadership roles. They include Professor Deepak Nayyar (member, Knowledge Commission), Dr Students from India: Mukund Rajan (Vice President, Tata Sons Ltd) and Mahesh Rangarajan the sixth largest group of (historian and political commentator), students at Oxford to name only a few. We awarded an A strong bond March 2009 honorary doctorate to Montek Singh The first Indian students came to Oxford Ahluwalia (Deputy Chairman, Planning Oxford University has made in 1871. It was religion, not race, which Commission, also a Rhodes Scholar) in strengthening its relationship with had barred their entry previously: until June 2008. India a priority. Through new posts, that year, only members of the Church of scholarship programmes, and academic Opening new paradigms: England were admitted to the University. The 100th Indian Rhodes Scholar collaboration, Oxford is committed The Oxford University arrived in Oxford in 1995; five new to expanding and invigorating the Today, India is the 6th largest source of India Business Centre Indian Rhodes Scholars arrive in Top left: Hammad Khan is studying for a doctorate in connections with India that have students at Oxford, with 281 students Oxford each year. Engineering Science at Oxford University In January 2008, the Vice-Chancellor Above: Past MBA students from India at Oxford University’s enriched the University’s intellectual currently enrolled. The majority of our Saïd Business School announced the establishment of the heritage for more than 400 years.
    [Show full text]
  • Job Description and Person Specificationselection Criteria
    _________________________________________________________________________ FACULTY OF ORIENTAL STUDIES ORIENTAL INSTITUTE PUSEY LANE OXFORD OX1 2LE www.orinst.ox.ac.uk Mellon Postdoctoral Fellowship in Early Modern Indian Cultures of Job title Knowledge: Persian and Sanskrit in Mughal India Division Humanities Faculty of Oriental Studies, in association with the History Faculty Department and St Antony’s College Location Humanities Centre, Radcliffe Infirmary Building Grade and salary Grade 7: Salary in the range £29,249 - £31,020 p.a. Hours Full time Contract type Fixed-term (two years, externally funded) Reporting to Christopher Minkowski, Boden Professor of Sanskrit Vacancy reference 105007 Additional Deadline for applications: information 12 noon Wednesday 14 November 2012. Introduction The Faculty of Oriental Studies and the Faculty of History in Oxford University seek to appoint a Mellon Postdoctoral Fellow in Early Modern Indian Cultures of Knowledge. The successful applicant will pursue a research project which may be in any area of Indo-Persian or Sanskrit literature and culture in Mughal India, but applications are particularly encouraged from those working on the cultural and intellectual encounter that took place between the Persianate and Sanskritic cosmopolitan cultures of knowledge during the Mughal Period. The position is available immediately, and must be taken up by 1 September 2013 at the latest. The University The University of Oxford is a complex and stimulating organisation, which enjoys an international reputation as a world-class centre of excellence in research and teaching. It employs over 10,000 staff and has a student population of over 21,000. Most staff are directly appointed and managed by one of the University’s 130 departments or other units within a highly devolved operational structure - this includes 5,900 ‘academic- related’ staff (postgraduate research, computing, senior library, and administrative staff) and 2,820 ‘support’ staff (including clerical, library, technical, and manual staff).
    [Show full text]
  • Access to the Intellectual Traditions of India As Seen Through the Sanskrit Manuscript Collections of the Libraries and Museums of European Countries and USA
    Access to the Intellectual Traditions of India as seen through the Sanskrit Manuscript collections of the Libraries and Museums of European Countries and USA A Project Proposal Submitted to ICHR By Dr. Ravi Prakash Arya Concept Note Today, every artefact documenting the history of ancient civilisations has become part of a global heritage that needs to be carefully preserved and studied. Manuscripts are among such artefacts. They occupy a distinctive place in history as they speak to us with the actual words of past men and women about their society, culture and scientific and technological advancement. Ancient manuscripts of India are the basic historical evidence and have great research value. It is estimated that India possesses more than five million manuscripts, out of which 1.5 million locked up abroad, making her the largest repository of manuscript wealth in the world. Thousands of such valued unpublished Indian manuscripts on varied subjects are lying scattered or fragmented in foreign collections and some of these are no longer accessible to research scholars. This invaluable and unique pool of knowledge is under threat and manuscripts are disappearing at an alarming rate for want of a proper care, listing and cataloguing. In this respect, the collections of Indian manuscripts in the libraries of Europe and America are a precious resource, so far little known even to specialists. They comprise around 1.5 million documents in Sanskrit and Prakrit languages, written on different supports, such as birch-bark, palm-leaf and paper. The collections include works of great rarity in different genres and on a host of subjects, ranging from religion and philosophy to astronomy, metallurgy and other scientific disciplines, grammar, law and poetry.
    [Show full text]
  • Bibliothèques De Londres Et D'oxford
    Bibliothèques de Londres et d'Oxford Autor(en): Boss, Georges Objekttyp: Article Zeitschrift: Arbido Band (Jahr): 11 (1996) Heft 12 PDF erstellt am: 28.09.2021 Persistenter Link: http://doi.org/10.5169/seals-770249 Nutzungsbedingungen Die ETH-Bibliothek ist Anbieterin der digitalisierten Zeitschriften. Sie besitzt keine Urheberrechte an den Inhalten der Zeitschriften. Die Rechte liegen in der Regel bei den Herausgebern. Die auf der Plattform e-periodica veröffentlichten Dokumente stehen für nicht-kommerzielle Zwecke in Lehre und Forschung sowie für die private Nutzung frei zur Verfügung. Einzelne Dateien oder Ausdrucke aus diesem Angebot können zusammen mit diesen Nutzungsbedingungen und den korrekten Herkunftsbezeichnungen weitergegeben werden. Das Veröffentlichen von Bildern in Print- und Online-Publikationen ist nur mit vorheriger Genehmigung der Rechteinhaber erlaubt. Die systematische Speicherung von Teilen des elektronischen Angebots auf anderen Servern bedarf ebenfalls des schriftlichen Einverständnisses der Rechteinhaber. Haftungsausschluss Alle Angaben erfolgen ohne Gewähr für Vollständigkeit oder Richtigkeit. Es wird keine Haftung übernommen für Schäden durch die Verwendung von Informationen aus diesem Online-Angebot oder durch das Fehlen von Informationen. Dies gilt auch für Inhalte Dritter, die über dieses Angebot zugänglich sind. Ein Dienst der ETH-Bibliothek ETH Zürich, Rämistrasse 101, 8092 Zürich, Schweiz, www.library.ethz.ch http://www.e-periodica.ch — BIBLIOTHÈQUlil»HMM»1:UlET D'OXFORD oit quand douze personnes prennent part dont il est le siège. Symbole des libertés et annuaires de commerce, des registres au noyage d'étude organisé sous Z'égide des privilèges londoniens, il constitue à la électoraux, des publications municipales et de Za Coinniission de/ormation continue fois un centre administratif très moderne et des périodiques.
    [Show full text]
  • The Digitization of the Shikshapatri
    Kristina Koford Oxford Seminar Paper Summer 2009 The Digitization of the Shikshapatri Introduction Rudyard Kipling once wrote, “East is East, West is West, and never the twain shall meet.” This seemed to be the case when it came to the Bodleian Library’s 180-year-old copy of a Hindu manuscript that attracted as many as 900 visitors a year. As will be described in further detail in the paper, these were not the usual clientele for an academic institution; these were people seeking a religious experience. But the historic institution was not set up for such visits that became more than an inconvenience. East and West were clearly not meeting. Still committed to learning, the Indian Institute, Bodleian, Centre for Refugee Studies, decided to digitize the manuscript. This paper will describe the overall situation that resulted in the Digital Shikshapatri. First it will introduce Sahajanand Swami, author of the Shikshapatri, explain how the UK became home to a large community of Indian Hindus of this particular sect, about the text itself, how the Bodleian acquired an important copy of it, the need to digitize, the process of digitization, and a discussion of the final product. About Sahajanand Swami Sahajanand Swami lived for less then fifty years but his relevance continues to influence modern Hindi communities from India, to East Africa, the U.K., and the U.S. On April 3, 1781 he was born into a family following the Vaishnavism religion (more specifically, they were part of the Savarua gota and the Kauthumi branch of Hinduism) (Williams: 2004, 80).
    [Show full text]
  • UNIVERSITY of OXFORD School of Interdisciplinary Area Studies
    UNIVERSITY OF OXFORD School of Interdisciplinary Area Studies Further Particulars University Lecturership in the Political Economy and Human Development of India in association with Wolfson College Protocol Number: SSD/178/E The School of Interdisciplinary Area Studies seeks applications for a full-time University Lecturership in the Political Economy and Human Development of India. The Lecturership is tenable from 1 September 2011 or as soon as possible thereafter and will be held in conjunction with a Fellowship at Wolfson College for which further particulars are attached at Appendix A. The closing date for applications is noon on 23 February 2011. The successful candidate will be appointed on the Oxford scale for university lecturers without tutorial fellowships (£42,563 to £57,201 as at 1 August 2009). Appointment on this scale is based on the post-holder undertaking a teaching load of 288 units (see section 1). The post-holder will also receive Wolfson College allowances and financial support as detailed in Appendix A. Individuals may undertake up to 30 days of consultancy per year without loss of salary. The post-holder will be eligible to apply for sabbatical leave; generally one term of sabbatical leave is available for each six terms of qualifying service. More details on this can be found in Section 6. The post-holder will have office facilities in the School of Interdisciplinary Area Studies. 1) UNIVERSITY AND DEPARTMENTAL DUTIES The general duties of the Lecturer are: (i) to engage in research; (ii) to co-operate in the work of the school in both term and vacation under the direction of the head of the department.
    [Show full text]
  • The Bodleian Libraries (University of Oxford): Il Programma Di Ampliamento Delle Collezioni Bibliografiche (2017-2022)
    FOCUS The Bodleian Libraries (University of Oxford): il Programma di ampliamento delle collezioni bibliografiche (2017-2022) DAVID RINI Department of Classics, University of Reading DOI: 10.3302/2421-3810-201802-055-1 [email protected] Le Bodleian Libraries e il Programma di tire l’ampiamento di collezioni rilevanti a un pubblico più ampliamento (Strategy 2017-2022) ampio – oggi le Bodleian Libraries hanno cambiato com- pletamente fisionomia per divenire un centro d’importan- Tra le biblioteche universitarie europee, le Bodleian za mondiale per gli studi e la ricerca accademica, princi- Libraries ricoprono un ruolo di grande rilievo data la palmente nel settore umanistico, a favore dell’eccellenza loro posizione di biblioteche centrali dell’University of degli studi in una situazione economica e organizzativa Oxford. Seppure si tratti di un grande e diversificato più unica che rara. Le collezioni delle Bodleian Libraries circuito bibliotecario creato e sviluppato nel corso dei sono attualmente oggetto di un programma estensivo di secoli e avente una lunga tradizione d’indipendenza ampliamento volto a migliorare l’accesso e promozione economica e organizzativa al servizio della comunità degli studi e della ricerca della durata quinquennale. degli studenti e ricercatori affiliati all’University of Ox- ford, questo modello bibliotecario costituisce ancor The history of any great library resides in the complex oggi un esempio da seguire nel panorama europeo. inter-relationships between the personalities which Questo in particolare in un momento come quello at- have shaped it, the buildings which have housed tuale nel quale le biblioteche sono oggetto di un pro- it, and the collections which have filled it.
    [Show full text]
  • SURVEY of the CHINESE SPECIAL COLLECTIONS in the BODLEIAN LIBRARY Prepared for the National Library of China 19 December 2012 · Revised 20 February 2020
    SURVEY OF THE CHINESE SPECIAL COLLECTIONS IN THE BODLEIAN LIBRARY prepared for the National Library of China 19 December 2012 · revised 20 February 2020 David Helliwell Preamble Chinese books were among the Library’s founding collections, the earliest known accession bearing an inscription in Thomas Bodley’s hand dated 1604, so that the Bodleian probably has a longer history of continuous Chinese book collecting than any other library. Such accessions are now special because of their age, but they were originally special because they were exotic. Now, as then, they are also rare. We currently define Chinese books as special if they meet any of the following criteria: works dated 1911 or earlier, or works produced by traditional methods, even if later than 1911, or works of exceptional rarity, or works of exceptional monetary value (which usually makes them rare). These books are not on open access to readers. They are stored in the basement of the Weston Library and are read in the David Reading Room of that building, which is in Borad Street. This paper describes what Chinese special collections we currently hold, and where they are found. It is not a straight history of our Chinese book collecting or a study of the provenance of what we hold, although inevitably these matters are touched on. Most of the materials were catalogued in a four-year project (2011-2015) funded by the Tan Chin Tuan Foundation in Singapore. All can be found in the project’s website, which is a special collections subset of the comprehensive Bodleian Chinese allegro catalogue.
    [Show full text]
  • Global Design-00-P.Qxd 7/12/10 09:35 Page I
    Global Design-00-p.qxd 7/12/10 09:35 Page i 1 2 3 4 GLOBAL DESIGN HISTORY 5 6 7 8 9 0 11 12 Globalism is often discussed using abstract terms, such as ‘networks’ or ‘flows’ and usually in 13 relation to recent history. Global Design History moves us past this limited view of globalism, 14 broadening our sense of this key term in history and theory. 15 Individual chapters focus our attention on objects, and the stories they can tell us about 16 cultural interactions on a global scale. They place these concrete things into contexts, such 17 as trade, empire, mediation, and various forms of design practice. Among the varied topics 18 included are: 19 • the global underpinnings of Renaissance material culture 20 • the trade of Indian cottons in the eighteenth century 21 • the Japanese tea ceremony as a case of ‘import substitution’ 22 • German design in the context of empire 23 • handcrafted modernist furniture in Turkey 24 • Australian fashions employing ‘ethnic’ motifs • an experimental UK–Ghanaian design partnership 25 • Chinese social networking websites 26 • the international circulation of contemporary architects 27 28 Featuring work from leading design historians, each chapter is paired with a ‘response’, designed to expand the discussion and test the methodologies on offer. An extensive 29 bibliography and resource guide will also aid further research, providing students with a user 30 friendly model for approaches to global design. 31 Global Design History will be useful for upper-level undergraduate and postgraduate 32 students, academics and researchers in design history and art history, and related subjects such 33 as anthropology, craft studies and cultural geography.
    [Show full text]