HKBU PhD fellowships

Why HKBU CHI?

The Department of Chinese Language and Literature at Hong Kong Baptist University attaches great importance to diversity of experience in both teaching and research.

Our staff have received their qualifications and previously worked in various academic institutions in, among others, Hong Kong, Mainland China, Taiwan, Singapore, USA, UK and Germany.

Their research expertise covers areas as diverse as poetics and literary theory, canonical studies and commentaries, Sino-Korean cross-cultural studies, pre-classical inscriptions, paleography, excavated manuscripts, as well as modern and contemporary Chinese literature and culture.

The department is associated with a number of noted institutions such as the Jao Tsung-I Academy of Sinology (JAS), the Sino- Humanitas Institute (SHI), and the Centre for Chinese Cultural Heritage (CCH). Among the most recent academic exchange partners of our department are Waseda University, National University of Singapore, Yonsei University, Heidelberg University and others.

Dozens of MPhil and PhD students have benefited from the department’s vibrant and diverse academic environment and community. Having flourished in rigorous programs offered by the department and associated institutions, our graduates have gone on to various paths of their careers. 2 PhD candidates from Ukraine and Germany are currently studying in the department as recipients of the Hong Kong PhD Fellowships Scheme (HKPFS). And they are enjoying the scholarship HK$42,100 per year, HK$25,000 per year for procurement of research materials and books, HK$31,800 per year plus the University’s provision of HK$20,000 for conference and research-related travel allowance. Continue reading

Mongolian language education petition

Petition: “Scholars for the Rights to Learn and Use Mongolian Language in the PRC”

A petition is being circulated to address the elimination of Mongolian-medium language education in the PRC and subsequent ongoing state violence. The text of the petition summarizes the situation and includes links. Please share and circulate!

https://www.thepetitionsite.com/158/739/376/scholars-for-the-rights-to-learn-and-use-mongolian-language-in-the-prc/

fwd by Magnus Fiskesjö <nf42@cornell.edu>

Investigation into US prof sparks debate

Source: BBC News (9/11/20)
Investigation into US professor sparks debate over Chinese word
By Kerry Allen, BBC Monitoring

Prof Patton has been suspended since his 20 August seminar

Professor Patton has stepped back from his post since his 20 August seminar. Image Twitter.

A US university investigation into one of its professors has ignited a debate over the use of a seemingly innocuous Chinese word.

Professor Greg Patton at the University of Southern California (USC) was telling students in a communications lecture last month about filler, or pause words, such as ‘err’, ‘umm’ or ‘you know’ in English.

Footage of his lecture, which has now gone viral, shows Prof Patton saying: “In China, the common pause word is ‘that, that, that’. So in China, it might be na-ge, na-ge, na-ge.” Continue reading

Network of Concerned Historians 2020 report

Annual Report 2020 of the Network of Concerned Historians, contains a long section on incidents in China, HK, Xinjiang, etc. Link: http://www.concernedhistorians.org/ar/20.pdf

“This twenty-sixth Annual Report of the Network of Concerned Historians (NCH) contains news about the domain where history and human rights intersect, in particular about the censorship of history and the persecution of historians, archivists, and archaeologists around the globe, as reported by various human rights organizations and other sources. It mainly covers events and developments of 2019 and 2020.”

Magnus Fiskesjö, nf42@cornell.edu

Online teaching suggestions (3)

Dear All,

For the last part of my academic career I had the privilege of working in New Zealand’s foremost tertiary-level distance provider. The institution began to experiment with online delivery beginning in the late 1990s. I’d like to share my story about how I survived this experience, that is, being thrown in the deep end of a situation that demanded quick mastery of new pedagogy, new terminology and mindset, and new technology. Those teaching online for the first time may find these insights helpful.

At my university two-thirds of the students in Chinese study at a distance. The distance mode of delivery required the writing of study guides that were printed out and mailed to the students. The remaining students, mostly school leavers, were/are taught face-to-face internally using the same study material. When the university transitioned to online teaching the internal students had access to the course online sites. At that point, the environment comprised what is referred to as a “dual mode of teaching” with a “blended form of learning.”

In about the year 2000 the university purchased the license for Moodle (Stream) that became the learning management system for all staff and students teaching and learning online. We were all working off the same page, as it were. As the situation evolved I came to view the online delivery as a seamless development of the provision of distance teaching. The following points sum up how I tackled my offering in dual mode of the foundation course on pre-modern China. Continue reading

Online teaching suggestions (2)

I am a tutor at the University of Melbourne and am currently doing all classes online.Here are some things that I think work well in the online classroom.

  1. For any texts that you require the students to read, use Perusall. It is an app that can be accessed through Canvas and allows students to annotate and ask questions about a text where all students can see other students annotations. We asked students to ask two questions and make four responses to questions given for each text. This can be marked or not as you wish.
  2. Zoom is good for breakout rooms. During the breakout room session, instead of just getting the students to talk on a particular topic, I set up some questions on a site called Crowdpurr so they have some structure to their conversation. Students will be broken into groups of about three students and one of them will open the Crowdpurr questions and share their screen so that everyone in the breakout room can see them. These questions are times and their answers can all be seen on my computer (Here is an example of what it looks like: https://crowd.live/YHTMZ) After about 10 minutes we will come back together as a class and discuss the questions and their answers.
  3. Zoom hack. If you want more interaction between students during breakout sessions, make all students ‘co-hosts’ and they will be able to move freely between Zoom breakout rooms. Good for parties and get to know you events.
  4. Use Padlet if you want them to do some in-class exercises. This way you can see in real-time whether they have taken on board what you have taught and where you will need to focus your attention on issues that arise. This is like a very short formative assessment. Check out an example here: https://padlet.com/michael_broughton/c3ag0dimymtu
  5. You probably already know, but you can share videos and music from your screen by clicking the ‘optimise for sharing video button’ on your Zoom sharescreen box.
  6. Be creative and aim for more interaction and collaboration. For the new students this semester, I took them on a virtual tour of the campus using Google maps and sharing my screen with them.
  7. Group work is better than individual work. Creating a sense of community is really important.
  8. Having another platform outside Canvas/LMS for the students to have fun and share ideas is really good. As most of our students are in China, we use WeChat, (maybe not such a good idea in the US right now). Perhaps Slack or something similar that lets them share ideas, videos, discuss, give vent to frustrations etc. This is the ‘Dionysian’ element of interaction that is often overlooked when focusing on creating online learning.

If you have any questions feel free to get in touch. Hope your classes go well.

Regards,

Michael Broughton <michael-c-broughton@hotmail.com>

P.S. I am always looking for good ideas. If you get lots of good suggestions maybe you could arrange them in a Padlet like this: https://unimelb.padlet.org/eLearning/OnlineHub so that everyone can see them and use them in their teaching.

Online teaching suggestions (1)

My name is CHEN Xijinyan, an MCLC list member. I would like to share some tools/platforms that I am planning to use for my Chinese-English interpreting class and Multimedia Translation class in the fall, and that can also be used in a modern Chinese literature/culture class setting.

1) For quizzes: Nearpod, Kahoot

2) For discussions and reading assignment:
– Zoom’s Breakout Room function (for synchronous sessions);
– VoiceThread (for interactive lectures)

 – Google Doc;
– discussion boards on LMS (Blackboard, Canvas, etc);
– Hypothesis (for annotating readings);

3) For other in-class activities: Google Jamboard (e.g.: I use it to demonstrate note-taking skills)

I am also happy to provide more info/resources if needed.

Best regards,

CHEN Xijinyan, Ph.D.
Assistant Teaching Professor of Translation Studies
Wake Forest University

Online teaching suggestions

Dear MCLC Listmembers,

MCLC List would like to solicit input on teaching Modern Chinese Literature and Culture courses remotely via such platforms as ZOOM, myCourses, Blackboard, etc.

Many members are or soon will embark on a virgin semester of online teaching, and we are quite at sea about how to do such things as convert classroom-structured syllabuses, lectures, quizzes, tests, discussions, etc. to remote style teaching.

We would like to encourage members with experience in such matters to submit simple, short suggestions for preparing, structuring, lecturing, holding discussions, etc., anything that would be helpful to neophytes in online teaching.

The best way to submit a post is to send it directly to Kirk Denton (denton.2@osu.edu), with the subject line “Online teaching suggestions.”

Nicholas Kaldis <nkaldis@binghamton.edu>

HK Security Law reaches into US classrooms

Source: WSJ (8/19/20)
China’s National-Security Law Reaches Into Harvard, Princeton Classrooms
Professors at elite U.S. universities turn to code names, warning labels to protect students
By Lucy Craymer

Part of the challenge is the growing list of subjects Beijing considers off-limits, said Kerry Ratigan, an assistant professor of political science at Amherst College. PHOTO: GETTY IMAGES/ISTOCK

The effect of the new national-security law that China imposed on Hong Kong is extending far beyond the territory to American college campuses.

Classes at some elite universities will carry a warning label this fall: This course may cover material considered politically sensitive by China. And schools are weighing measures to try to shield students and faculty from prosecution by Chinese authorities.

At Princeton University, students in a Chinese politics class will use codes instead of names on their work to protect their identities. At Amherst College a professor is considering anonymous online chats so students can speak freely. And Harvard Business School may excuse students from discussing politically sensitive topics if they are worried about the risks. Continue reading

HK Cinema through a Global Lens

HKU MOOC: HONG KONG CINEMA THROUGH A GLOBAL LENS
Greetings from Hong Kong!

In just a few weeks, a new run of Hong Kong Cinema through a Global Lens is scheduled to go live. In these challenging times we are keen to offer you material and a little morale boost. We invite you to join our educational journey exploring Hong Kong culture through Hong Kong Cinema through a Global Lens, the first MOOC (Massive Open Online Course) on Hong Kong cinema to be produced anywhere in the world. The course starts on September 8, 2020.

We have talked with teachers from across the globe who have utilized our MOOC in various ways. Some are selecting one MOOC Unit to reinforce particular pedagogical objectives, some are linking our exploration of Hong Kong Cinema to general studies, global studies, cultural history or other film and digital media courses. More frequently, we find that teachers invite us into their online classrooms as “virtual guest lecturers.” (You don’t even have to feed or entertain us when we visit!) Internationally-recognized film studies scholars Professor Gina Marchetti and Dr. Aaron Han Joon Magnan-Park from the HKU Department of Comparative Literature and Dr. Stacilee Ford from the HKU Department of History, the American Studies Program, and the Gender Studies Program, have worked with the creative assistance of HKU TELI (Technology-Enriched Learning Initiative) to provide various ways to enrich your efforts, internationalize your curriculum, and add a little variety to your teaching plans. Continue reading

Video Lecture Series goes live

As universities switch to online and hybrid teaching this year, we thought that it would be useful to have a repository of short video lectures on various topics in modern Chinese literature. That idea has resulted in the “MCLC Modern Chinese Literature Video Lecture Series.” Today we are announcing that the series is now officially live. It already includes nearly 50 lectures, and several more are due to be added soon. This is an ongoing project, and further videos will be added over time.

Our lecturers were initially drawn from a pool of scholars who had contributed essays to the Routledge Handbook of Modern Chinese Literature and The Columbia Companion to Modern Chinese Literature, but the project quickly expanded to include colleagues across the field in all stages of their careers. The support and willingness to contribute have been incredible, and we thank the participants for their hard work on short notice. We are also grateful to Mario De Grandis (The Ohio State University) and Guo Feng (University of Edinburgh) for their assistance.

Please excuse any poor audio and other technical issues. In a sign of the times, these lectures were recorded from home using whatever equipment was at hand. Our deadlines and turnaround times were short. We hope the lectures make up for it with their content and that they provide a useful resource for students learning about Chinese literature.

To gain access to the videos, please complete the Registration Form. By filling out the form, you agree to only use these videos for educational, non-commercial purposes, and that only students in relevant courses at your teaching institution will be given access. Once you have submitted the form, you will receive an email with the password. We ask that pariticipants in the project also register. The site can be accessed from the main menu of the MCLC Resource Center homepage (click the Video Lectures icon and go to the “Login” link) or directly from this link.

Sincerely,

Kirk A. Denton (The Ohio State University) and Christopher Rosenmeier (University of Edinburgh)

US labels Confucius Institute a ‘diplomatic mission’

Source: NYT (8/13/20)
U.S. Labels Chinese Language Education Group a Diplomatic Mission
阅读简体中文版 | 閱讀繁體中文版
State Department officials said the move was aimed at informing American schools of potential propaganda from the government group’s programs, largely known as Confucius Institutes.
By Edward Wong

Secretary of State Mike Pompeo said the Trump administration was seeking “fair and reciprocal treatment” from the Chinese government on creating open access to educational resources. Credit…T.J. Kirkpatrick for The New York Times.

WASHINGTON — The State Department announced on Thursday that it was designating the U.S. headquarters of a Chinese government educational organization as a diplomatic mission, in the latest action by the Trump administration to limit official operations by China in the United States.

The headquarters, called the Confucius Institute U.S. Center, in Washington, manages and provides funding for Chinese-language teachers and classes across the country. The university-level classes are operated out of 75 entities called Confucius Institutes, and the kindergarten through 12th-grade classes are run out of 500 entities called Confucius Classrooms. Continue reading

Made in China Syllabi

Dear Colleagues,

I am glad to announce the latest initiative stemming from the Made in China Journal: the Made in China Syllabi.

In the five years that have passed since we first established the journal, we have published over three hundred essays on different facets of Chinese politics and society. This represents the collective expertise of hundreds of people in both academia and civil society who have graciously agreed to share their insights with us and our readers. Instead of letting this vast trove of material rest in our archive, we have now decided to draw from it to offer some basic syllabi on topics that fall within the purview of our publication.

We begin with two syllabi on labour and development consisting of five modules each, followed by a shared module that covers some topics that we believe to be of fundamental importance for how we think and talk about China today. As you will find, all essays in these syllabi are written with an informed general audience in mind—and are thus ideal for teaching—and completely free to peruse and download. All materials come from our publications, either the journal or the book Afterlives of Chinese Communism, and in those rare instances in which they do not, they are still freely available online.

You can find everything at this link: https://madeinchinajournal.com/made-in-china-syllabi

Best regards,
Ivan Franceschini (ivan.franceschini@anu.edu.au)

Being a Chinese student in the US

Source: BBC News (8/3/20)
Being a Chinese student in the US: ‘Neither the US nor China wants us’
BBC Chinese Service, Washington

American and Chinese flags painted on cracked wall background

The US-China relationship is now at one of it lowest points in years. GETTY IMAGES

Stranded abroad by the coronavirus pandemic and squeezed by political tensions, Chinese students in the United States are rethinking their host and home countries.

Eight years ago, Shizheng Tie, then aged 13, moved alone from China to rural Ohio for one sole purpose: education. She once had a budding American dream, but now she says she is facing hostility in that country.

“As a Chinese living in the US, I am very scared now,” she says. Tie, now a senior student at Johns Hopkins University, describes America as “anti-China” and “chaotic”.

Some 360,000 Chinese students are currently enrolled in schools in the US. In the past months, they have experienced two historical events – a global pandemic and unprecedented tensions between the US and China, which have reshaped their views of the two nations. Continue reading

Migrant Workers and Subalternity bibliography

Dear MCLC list members,

A new theme called “Migrant Workers and Subalternity” has been added to the MCLC Resource Center bibliographies. See https://u.osu.edu/mclc/bibliographies/lit/theme-1/#MWS. (One can also access the bibliography from the main MCLC Resource Center site, by clicking Bibliographies > Literature and then scrolling down to Theme.) The bibliography was compiled by yours truly, with the help of a dozen fellow scholars who were kind enough to offer feedback on a first draft. It includes material on literature and other arts and media (music, film, digital video, television, photography, art, museums/exhibtions, etc). I am grateful to Kirk Denton for retaining this approach in the theme’s presentation. List members are invited to point out any omissions and to suggest additions as new publications appear.

Migrant worker culture is an important component of Chinese cultural production today. It offers diverse entry points for scholars, translators, and other commentators such as labor activists. Keywords include migration, precarity, subalternity, rurality and urbanity, exile; labor, gender; social justice, activism; and the nexus of aesthetics and ideology (not to mention global capitalism). In addition to these generic categories, there is the question of cultural specificity or Chineseness. This is manifest in issues that range from migrant worker poetry’s claims of kinship with the Shijing tradition to the complexity of state-society relations in cultural production in the PRC today. An example of the latter is the interaction of the grassroots “cultural education” undertaken in the Picun Migrant Workers Home (music, a museum, digital video, literature, theater, “shadow” editions of the Spring Festival Gala, etc) with the cultural apparatus of the state. Continue reading