Social Education 77(1), pp 36–41 ©2013 National Council for the Social Studies Teaching Geography through “Chinatowns”: Global Connections and Local Spaces Li-Ching Ho and Tricia Seow Chinatowns are familiar emblems of “Chineseness” in many countries and are among networks across the Pacific. A combina- the most visible and tangible spatial manifestations of Chinese migration. Large and tion of harsh economic conditions and well-established Chinatowns can be found in diverse locales, including New York, political unrest in China, as well as the San Francisco, Vancouver, Paris, Sydney, and Singapore. Despite sharing numerous annexation of California in 1848, con- easily recognizable features, the different Chinatowns also possess many unique and tributed to an influx of Chinese migrants distinct characteristics. to the United States.4 In the past 40 years, however, changes in Chinese migration In this article, we suggest compar- dynamic between place, power, authority, patterns have resulted in an increasing ing two or more Chinatowns in differ- and social categorization. Students will Chinese population in North American ent countries or regions as a means for also acquire other geographical skills cities such as Vancouver, Sydney, and teachers to illustrate key geographical such as interpreting and producing maps, New York. 5 understandings and concepts such as conducting transect surveys, and com- It is important, however, to avoid ste- stereotyping, migration, cultural diver- paring the spatial patterns, forms, func- reotyping the experiences and motives sity, and governance. How and why did tions, and histories of the Chinatowns of migrants across time and space. From Chinatowns in different countries and that they investigate. In doing so, students the migrant’s perspective, migration can regions develop? What does the idea will be led to think about the global dif- also be seen as an economic strategy to of a “Chinatown” signify? What does fusion of cultural norms and practices, help ensure the family’s survival through it mean to be Chinese? What are the and the place-specific articulations of diversification of economic activities.6 similarities and differences between culture as it takes root and develops Other reasons for migration include Chinatowns? We provide resources such across diverse locales. political freedom as well as better eco- as a sample case study and worksheet for nomic and educational opportunities. teachers to conduct a field-based exer- Chinese Migration: A Brief History cise on the Chinatown nearest to them. Narratives of Chinese migration vary Comparing Chinatowns in Different Alternatively, if a field-based investiga- greatly and the discourse tends to be Contexts tion of a Chinatown is not feasible, teach- dominated by nation-based perspectives. From one perspective, Chinatowns ers can adapt the activity for an investiga- Terms such as immigration, emigration, served as an embodiment of the dif- tion based on secondary data or other integration, and assimilation all serve to ferences between Chinese immigrants ethnic enclaves. As a follow-up activity, link migrants to particular nation-based and the dominant culture, not only in students can compare the features of the frames of reference such as national European and North American cit- Chinatown they have investigated to the histories and identities.2 The concept ies, but also in Asian countries such Singapore case study provided in this of a diaspora or “huaqiao” (Overseas as Thailand, Malaysia, and Singapore. article. Chinese), on the other hand, emphasizes Chinatown, Anderson argues, “is a social This unit allows social studies edu- transnational institutions, cultural ties, construction with a cultural history and cators the opportunity to teach their and historical relationships between a tradition of imagery and institutional Grades 8–12 students about and with migrants and their families.3 practice that has given it a cognitive and maps.1 Students will learn a range of Modern Chinese migration, par- material reality in and for the West.”7 skills highlighted in the U.S. National ticularly from southern China, can be Historically, Chinese immigrants to Geography Standards such as asking attributed to developments in the late the U.S. preferred settling near Chinese- geographical questions about location nineteenth century such as the devel- dominated enclaves such as the New York and context, and exploring the complex opment of economic and transportation Chinatowns in Lower Manhattan and in Social Education 36 Flushing because of the availability of balized world? jobs, education, and business opportuni- ties.8 Notably, because of the changing Analyzing Chinatown demographic and economic profile of One of the ways that teachers can provide the more recent Chinese immigrants, students an entry point into analyzing the the spatial patterns of these new arrivals characteristics of a chosen Chinatown TEachING differ markedly from the earlier arriv- would be to tap into their existing knowl- als. This has resulted in a dispersal of edge of such spaces, and leverage this RESOUrcES many middle-class Asian immigrants, to form the categories to undergird the The following websites are useful including Chinese, from traditional study. resources for teachers. downtown enclaves to other neighbor- For example, students could be hoods in the suburbs. Chinatowns have asked to think back to their last visit to Life Magazine: A slide show of the also emerged as informal capital cities.9 a Chinatown and list all the things they Chinatowns of the world: The San Francisco Chinatown, for exam- remember about the place—individu- www.life.com/gallery/49021#index/0 ple, has a high concentration of cultural ally or in groups. Alternatively, teachers and social institutions as well as Chinese could provide photos or show a video Museum of Chinese in America: History businesses and services, and this helps with a Chinatown as a backdrop to trigger of Chinese in America: An Interactive maintain links to ethnic Chinese living students’ experiential knowledge of the Timeline: in other parts of the region. space. The teacher can then conduct a www.mocanyc.org/learn/timeline To maintain economic and social ties discussion to elicit and categorize stu- to ancestral villages, Chinese migrant dents’ impressions of Chinatown; this Chinatowns of the world: communities all over the world formed could include the features of the built www.chinatownology.com/ “hui guan” or associations. For instance, landscape, and the types of products, chinatowns_of_the_world.html the largest association in New York’s services, and activities that the students Chinatown is the Chinese Consolidated associate with the space. Benevolent Association founded in 1883. A field study, supported by secondary Singapore’s Chinatown The Association serves numerous civic, research, of the nearest Chinatown can The Chinatown Heritage Centre: economic, social, and cultural functions also be conducted to allow students to www.chinatownheritagecentre.sg/ and this includes providing social ser- confirm their impressions (see Sample vices and hosting major celebrations such Worksheet Questions on page 40). For Stories of Chinatown: www.chinatown.sg/index. as the Chinese New Year. example, students can observe and docu- php?fx=stories-chinatown Finally, it is important to note that ment the features of Chinatown in the Chinatowns are not homogenous but are, following way: The Singapore Hokkien Huay Kuan: instead, dynamic and complex. Different www.shhk.com.sg/aboutus/aboutus. languages, religions, traditions, and 1. Locate and indicate the boundaries html political beliefs are represented in differ- of Chinatown on a map and provide ent Chinatowns. The diverse and varied reasons for the demarcation of the The Sri Mariamman Temple: nature of Chinese migration and settle- boundary. For example, they might www.heb.gov.sg/smt/main-smt.html ment, therefore, requires recognition that consider if the types of street names the label “Chinese” signifies “something and signage, the features of the built slightly different in each local context.”10 landscape, and land use patterns Other Chinatowns For instance, people of Chinese origin change across space. They could San Francisco Chinatown: from Canada, Indonesia, and Singapore also compare their boundaries with www.sanfranciscochinatown.com/ will have very different understandings other boundaries of this Chinatown of ethnic identity, values, and practices. found in secondary sources, such as London Chinatown: How then can social studies teachers boundaries demarcated by tourist www.londonchinatown.org/home/ make use of Chinatowns in different boards and city authorities. New York Chinatown: locales to help students understand and www.explorechinatown.com/gui/ appreciate both the global connections 2. Study and document the features Content-23.aspx.htm and local differences within the Chinese of the built landscape that to diaspora? And what do these similarities them appear to be “Chinese” and and differences tell us about the ethnic are frequently associated with identity, values, and practices in a glo- Chinatowns. For example, students January/February 2 013 37 could note if the street names and signs are written in Chinese, and look out for what they understand to be “Chinese” motifs (e.g., drag- ons and phoenixes), geometric Photos by Tricia Seow forms (e.g., pagodas), the use of certain colors (e.g., red and gold), and decorative features (e.g., red lanterns)