Session 3 (August 3) - Dru Gladney, Pomona College

[Natalie Lau-Chien]

Cheryl, 

I also agree that this is a great connection to explore with my students, especially because the majority of my ESOL students are minorities in the USA.  This topic is so relevant to the recent emergence of the BLM to the forefront of many people's minds, and the movement to start addressing the systemic racism that has resulted in economic disparities between different racial groups in the USA

 

[Jessica Ng]

Many thanks to Prof. Gladney for the presentations and Q&A, and to everyone for posing such thoughtful and important questions. I had learned about what was happening in the XUAR a few years ago through (what else?) shares on social media and it really struck a chord. I highly encourage those who haven't yet to check out the recording of the symposium mentioned today; it took place earlier this summer and featured, along with Prof. Gladney, an ethnomusicologist speaking about erasure of culture through music and a boardmember of Uyghur LA sharing her personal experiences. I haven't been able to find it, but I believe Catherine said she'd share the link...?

I already posted this in a previous seminar, but Tomomi Shimizu's online comics, like this one, are an excellent way for students to learn about individuals' experiences in the XUAR; there are many others, each one translated into multiple languages (just keep scrolling down and click what I assume to be Japanese for "next"). Careful: some need to be read right to left! These, and this bigger issue, would complement studies of the Holocaust, Japanese internment/concentration camps, and other atrocities.

Is it excessive to say I truly fear that in very little time, these seminars will include sessions about Hong Kong citizens (and non-citizens!) being disappeared into re-education camps? The bigger contexts are vastly different, but Uyghurs and ethnic Chinese minorities are being arrested and disappeared under pretexts that also apply to HK, namely, national security.

[Deborah Whetstone]

These are great!  This concept will be fantastic to use in AP World History, and AP Comparative Governments.  Absolutely critical content, as well as analytical skills.  I teach high school, but I'm sure they'll still need to be introduced to POV and Soapstone.  I also make the history students participate in National History Day - creating and researching a project, specifically for the purpose of practising with analyzing sources / POV.  

[Megan Hsiao]

It’s really inspiring to learn about the Jewish group in China and see many comments in regards to this topic, participating in the live discussion on Monday. Before this lecture, I really don’t have any prior knowledge about the Jewish population in China although I am aware of the fact that there are 56 ethnic groups in China while Han is the dominant one. It is very helpful to view Professor Gladney’s lectures and all the articles referenced here. With the racial issue being such a major problem here in the U.S, I wonder how Chinese government has suppressed the minority groups in Xinjang and controlled their original culture and lifestyles. I think it is important that we engage students in discussions regarding the minority groups as well as the Jewish population in China, encouraging them to have an objective and global mindset.

[Megan Hsiao]

After viewing the two lecture videos about the Xinjang Problem: The Uyghur and the Belt and Road Initiative and China and Central Asia: Xi Jinping's Belt and Road Initiative, I appreciate being able to have a comprehensive overview in regards to this topic. In the video of the Xinjang Problem, it is interesting to hear an introduction about the Chinese ethnic groups, especially the idea of the Nationalist Policy in China and Sun Yasen’s Five Peoples (Minzu). Although this is not a new concept for me, I am surprised that I actually forgot what exactly are the five peoples, except for remembering Han as the majority group. Based on its percentage in the country, the second largest group is Manchu, the third is Tibetan, the fourth is Mongolian, and the fifth one is Hui. Particularly, being reminded that Hui group refers to the Muslim people in western China is very meaningful in terms of learning about the spread of Muslim in China in relation to the silk road. Moreover, with 91% of Han people, the minority groups in China actually takes about 9%. The continuing efforts from the minority groups to get the recognition shows that the ethnic issues did exist in China and they were being suppressed for a long time. This indeed is a very complex political issue because without this Nationalist or Accommodationist policy in China, China might lack a national force to govern the country. I am thinking when I introduce this ethnic background in class, I would like to address the unique history in China and make students aware of the existence of the minority groups and how they are trying to gain support from the world. In addition to the minority group issue, I think showing the students the map of the historical silk road and the Belt Road Initiative and discussing the importance of BRI will also give students an idea of how China has risen globally. The article of BRI After Covid 19 is also a very good reference which I will use as a supplemental material when teaching about BRI in class.

[Megan Hsiao]

As a lesson plan idea, I am planning to use the Chinese animation A Jewish Girl in Shanghai ( 犹太女孩在上海) as a teaching resource and have students further discuss the topic of the Jewish group in China. I have used this film as a language learning material in class before, but after the lectures and discussions, I am interested in embedding more background information, such as the existence of Kaifeng Jews related to the silk road and the minority ethnic groups in Xinjang, before showing the film in class. A Jewish Girl in Shanghai ( 犹太女孩在上海) is a 2010 Chinese animated family film written by Wu Lin based on his graphic novel of the same name. The story is about two young Jewish refugees who escaped Europe and lived in Shanghai without their parents. A Chinese orphan boy later formed strong friendships with them while they adventured together and tried to fend off the Japanese army occupying the city, and their allies, the Nazis. I did have my school library purchase a DVD copy of this film but didn’t use it very well in class. I am glad that now I have an inspiration to better use this film thanks to this session and I am planning to write a review essay for this film later in the forum. This film is actually being considered as an important step toward improving China’s relations with Israel. It is available on Amazon Prime video if anyone would be interested. 

 

[Cindy Nguyen]

I was also greatly surprised about the sheer number of minorities who are currently living in China.  Sadly, it was only recently that I became aware of the minority group Uyghur being imprisoned in Xinjiang.  Thanks to Professor Dru's lecture, I am able to somewhat grasp why the Chinese government is persecuting the Uyghurs.  After 9/11, fear and uncertainity did not only grip America but many countries all around the world.  I understand this fear but I do not condone China's method of reeducation and their unjustified treatment of Chinese Muslims.

[Cindy Nguyen]

I think Tom's lesson plan is a great way to tackle the subject of geography and how it has greatly influenced the treatment of the Urghur in Xinjiang.  The misconceptions of Muslims has given the CCP an excuse to imprison millions of Urghur against their will for reeducation and also using them as cheap labor in factories.  I believe CCP is distrupting the lives of millions of Urghur because they live in Xinjiang, an important route used for the BRI.  During my lesson on  "America in the 21st century", I would explain how globalization has connected nations all around the world to each other for better or worse.  Globalization could be shown through images of popular technology companies.  I would ask my students how many use/have these brands at home, the origins of this company, and where it is made.  Then I would explain to them how these companies would outsource their work or build factories in countries without minimum wage and/or the government controls the workers' pay.  Hopefully students will understand how globalization connect people thousand miles away to each other.  As a summative assessment, I would have students read the article https://china.usc.edu/sites/default/files/2020.04.07%20Tontev%20-%20BRI%20after%20covid-19.pdf which was provided by Professor Dru Gladney on BRI and how COVID has created a major economical backlash for the program and those countries involved.

[Cristina Hernandez]

Jessica, you are amazing!  Thanks for your help and resources.  I really appreciate the fact that you did research to help us find more information about it.

[Cristina Hernandez]

Thank you Tom!  I visited that museum five years ago, when I visited China for the first time and I was really surprised to discover that the city had been a refuge for the Jews that were fleeing Nazi Europe.  However, I wasn't aware of the other Jews in China... this seminar has been fun of new learning for me.

[Ray Clark]

Hi Shane.  I looked though a couple of the lessons you posted and I really like them.  I hope you don't mind if I modify them and use them for my World History classes in the upcoming semester.  I also like how you add in links and other resources as well.  How long have you been teaching about the Uyghurs?  Are you still in Bratislava at the moment, or are you somewhere else?  Do you have many Chinese or Muslim students at your school?  I hope you're not bothered by my questions.

[Ray Clark]

Megan, I appreciate you listing this film, since I think this would seem likely to interest my students. Do you know if it is based on a true story?  I can hardly wait for your review essay , but I am considering purchasing it, although I will look and see if I can find other things that I do not know of (yet), since at least I know where I can find this one.

[Joseph Kenney]

the issues of religion, ethnicity, social control through AI all stood out through the videos/live discussion. while the focus was on xinjiang & the Uyghurs, i was enlightened regarding chinese jews & china's relationship w/ israel.  i was hoping for further insight regarding Falun Gong.

i just watched a documentary, red gold, which featured china's growing dominance in the tomato concentrate global market.  xianjiang is china's epicenter.  china's Uyghur policies & the flooding of hans into the area as a form of cultural genocide was highlighted.

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[Joseph Kenney]

thank you for the resource.  the topic is one i never considered.  i'll review the video & probably incorporate into a lesson:}

[Joseph Kenney]

hi, i can see my learners making those connections, too.

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