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  • in reply to: Session 11 - 11/18, Clay Dube #42453
    Dennis O'Connell
    Spectator

    I first heard about the Uighurs when I read Peter Hessler's book "Oracle Bones: A Journey Through Time in China".  Over the years, I have encountered brief stories about them from time to time, culminating with one of the optional readings for this Eleventh Session, a New York Review of Books.  The Uighurs provide a case study of a religious and ethnic minority and how they fit into the greater society.  There has been much controversy about how China has treated this minority within its borders.  For my third grade curriculum, we talk extensively about religious minorities and accepting people for who they are.  Within the AEMP program, we touch on cultural and ethnic differences and how each one of us has our own story.  While the article below is beyond the reach of my third grade audience, the concepts are still of interest when discussing acceptance, government actions, and fairness.  As a personal side note, I am interested in this article also because I will be traveling to this region of the world next summer.  I look forward to meeting people of Uighur heritage.

    The article is found online at https://www.businessinsider.com/china-uighur-detention-camps-cleanse-religion-leaked-documents-nyt-2019-11

    Business Insider online article posted on November 18, 2019 titled: 

    China tells Uighur Muslims they are abducting their families so they can cleanse their brains like they have a disease, leaked documents show

    China's Communist Party has a special manual instructing officials on how to deal with Uighur university students who get back to find that their families have been imprisoned as part of the mass repression of the Uighur people.

    It includes help for dealing with questions about how and why their families were taken away, according to leaked internal documents published by The New York Times on Saturday.

    The Uighurs are a mostly-Muslim ethnic minority largely based in Xinjiang, in western China. Many Uighurs call the region East Turkestan.

    Under President Xi Jinping, China has installed a high-tech police state in the region and detained at least 1 million Uighurs in prisons and camps. Former detainees have described physical and psychological torture in those centers.

    The 403 pages of internal documents published by The Times detail the extent of China's efforts to deflect questions and criticism of unprecedented crackdown.

    xinjiang camp yingye'er

    Footage purportedly of a so-called re-education camp in Yingye'er, Xinjiang, taken by Bitter Winter magazine in August 2018. 
    Bitter Winter/YouTube

    One of the most striking parts is a question-and-answer briefing to explain to family members left behind why their relatives are gone. The document encouraged officials to liken the detained relatives' mental state to a serious, contagious disease like severe acute respiratory syndrome, or SARS, that requires the quarantine of the Uighur detention camps.

    In a Monday press conference, Geng Shuang, a spokesman for China's foreign ministry, did not deny the authenticity of the documents but accused The Times of misinterpreting them and "smearing" China's counterterrorism tactics.

    He also praised the effectiveness of the country's deradicalization efforts, saying that Xinjiang had not experienced any violence of three years because of them.

    A 'chillingly bureaucratic' guide to repression

    The documents include instructions for local officials to corner Uighur students returning home, as soon as they arrive, to stop them from speaking more widely about what is going on.

    A seven-page guide for officials in Turpan City, in eastern Xinjiang, includes 13 questions and model answers to tell students when they ask about their vanished families. The Times described it as "chillingly bureaucratic."

    When students ask where their relatives are, officials were told to say, "They're in a training school set up by the government to undergo collective systematic training, study and instruction."

    Many Uighurs have been arrested or forced into detention on flimsy charges, such as texting people outside Xinjiang or setting their clocks two hours ahead of Beijing's time zone to align with Xinjiang's natural daylight schedule.

    xinjiang uighur man police

    A police officer checks a Uighur man's ID documents in Kashgar, Xinjiang, in March 2017. 
    Thomas Peter/Reuters

    The document also told officials to say that detainees "have very good conditions for studying and living there" and that tuition, food, and living arrangements are all free.

    Former detainees have described detention centers as overcrowded, with almost nonexistent hygiene standards. They have also recalled being shackled to chairs and forced to sing propaganda songs to get food.

    Officials were also instructed to tell Uighur students that their relatives had been sent away "because they have come under a degree of harmful influence in religious extremism and violent terrorist thoughts" that could lead to "severe" consequences if they acted on them.

    If asked why relatives have to be detained to receive their "training," officials should liken their condition to a disease or cancer that requires a quarantine, the document says.

    "If you were careless and caught an infectious virus like SARS, you'd have to undergo enclosed, isolated treatment, because it's an infectious illness," the officials were told to say, referring to the deadly respiratory disease.

    "If you weren't thoroughly cured, as soon as you returned home you would infect your family with this virus, and your whole family would fall ill."

    Another part of the document says that officials should say that the "training" has to be done being closed doors because "otherwise, they will never be able to thoroughly eradicate this stubborn cancer in their thinking and could easily again be swindled and exploited."

    xinjiang uighur qr code

    Government officials monitor Xinjiang households through QR codes that contain residents' personal information. 
    Xinjiang state radio via Human Rights Watch

    Officials were also instructed to tell students to be grateful that their family members were receiving this "free education."

    "Treasure this chance for free education that the party and the government has provided to thoroughly eradicate erroneous thinking, and also learn Chinese and job skills," officials were told to say. "This offers a great foundation for a happy life for your family."

    Many relatives of detained Uighurs in Xinjiang say their relatives are professionals — such as doctors and editors — and do not need vocational training.

    China has acknowledged the existence of some "re-education camps" but repeatedly denied any reports of torture.

    The East Turkistan National Awakening Movement last week published the locations of 465 prisons and detention centers. The activist group said at least 72 of those camps had not been declared before, suggesting that Chinese authorities may be expanding the detention program.

    china xinjiang suspected camps

    A map showing the suspected locations of camps and prisons China is using to lock up members of the Uighur ethnic minority in Xinjiang, or East Turkestan. 
    East Turkistan National Awakening Movement

    The Times' tranche of documents also contains other shocking details about China's crackdown, including that:

    • Xi told officials as early as 2014 to ignore criticism about Xinjiang.
    • He said in a closed-door meeting in May 2014, according to The Times, "Don't be afraid if hostile forces whine, or if hostile forces malign the image of Xinjiang."

    Officials have batted away foreign criticism — including from the US and the UN — over China's human-rights record, insisting that what happens in Xinjiang is an internal matter, even though many of those detained are actually citizens of other countries.

    Last month, China's UN ambassador also warned that criticism over Xinjiang could jeopardize US-China trade talks.

    • Authorities set numeric targets for Uighur detentions in various parts of Xinjiang
    • Regional officials were under "relentless" pressure to detain Uighurs and prevent ethnic violence, The Times said.
    A perimeter fence is constructed around what is officially known as a vocational skills education centre in Dabancheng in Xinjiang Uighur Autonomous Region, China September 4, 2018. REUTERS/Thomas Peter

    A perimeter fence constructed around a "vocational skills center" in Dabancheng, Xinjiang, in September 2018. 
    Reuters
    • One official had privately expressed misgivings about the crackdown — and his confession, likely signed under duress, was circulated among the Communist Party as a warning to others.

    The government opened more than 12,000 investigations into officials in Xinjiang who did not closely follow its instructions to monitor and detain Uighurs, The Times reported, citing official statistics. But the story of Wang Yongzhi, an official in the western Yarkand county, was circulated most widely.

    According to The Times, Wang had complained that the party's detention targets did not align with its economic ambitions for Xinjiang and secretly ordered the release of 7,000 Uighur prisoners.

    He stopped being seen in public after September 2017, and months later the party said it was investigating him for "gravely disobeying the party central leadership's strategy for governing Xinjiang," The Times said.

    He later signed a confession, likely under duress, saying that he drank heavily on the job and "broke the rules" of the Communist Party.

    The document was circulated widely and read aloud to Xinjiang officials to warn that any infractions could lead to a similar demise, according to The Times.

    xi jinping rub hands

    Chinese President Xi Jinping in Beijing in March 2015. 
    Lintao Zhang/Getty

    The document leak to The Times hugely undermines Xi's grip on power. He has ruled the Communist Party with an iron fist and has since his ascension to the presidency in 2012 purged dozens of officials in a nationwide "anti-corruption" drive.

    The leaker was not named, identified by The Times only as "a member of the Chinese political establishment" who "expressed hope that their disclosure would prevent party leaders, including Mr. Xi, from escaping culpability for the mass detentions.

     

    in reply to: Session 9 - 11/16 (morning) #42430
    Dennis O'Connell
    Spectator

    The reading for this session and the beautiful photographs really brought architecture to life for me in a way I have not really encountered it before.  I am trying to think of a way to capture this feeling to use in my elementary classroom.  I am not sure if I should just use some of these same images of Japanese architecture over time and see what the images evoke for my students, or if I should have them look at American architecture in a new way.  I look forward to the session itself to see if any ideas come to me!

    in reply to: Session 6 - 10/26 (morning), Saori Katada #42373
    Dennis O'Connell
    Spectator

    Two of our readings focused on Japan's economy.  I am reading through my notes, trying to synthesize the two articles, and relating it all to what we heard during the session.  What follows may not be as coherent as I want, but it will at least help me organize my thoughts a bit.  

    The reading subtitled "Japan's Economic Policy in Historical Perspective" mentions that many economic problems that existed before the war persisted even after the war.  Urban land prices is one of the cited examples.  The high prices kept the middle class from owning land and made billionaires for the landowners who leased it out.  During the war, Japan focused on high industry rather than textiles.  After the war, Japanese thinkers continued their belief that science could solve most problems, even social and political ones.  After the war, coal as an industry failed miserably, while the reconstruction of the iron/steel industry was a success.  Both the article and our speaker mentioned the impact of W. Edwards Deming.  He preached quality controls so that products would be improved and be viewed favorable by foreign markets.  

    The other economic article, "Japan's Economy, at War with Itself" makes mention of some of the problems facing the economy.  Firstly, individual consumption had been minimized throughout the war.  Savings were channeled to the government and favored industries.  Bureaucrats had financial and political power but no accountability.  Additionally, it was very difficult for workers to leave big companies.  The article bemoans the fact that the Japanese took a long time (in comparison to the Koreans) to recognize their troubles and do anything about them.

    in reply to: Session 8 - 11/4, Jennifer Jung-Kim #42372
    Dennis O'Connell
    Spectator

    "Cranes" was a well written piece showing the conflicting emotions of two childhood friends who end up on opposite sides of the Korean conflict.  An officer chooses to escort his friend, now turned enemy, to another location where he most likely will be executed.  As they walk, he angrily asks his friend how many he has killed in the conflict.  During this conversation, he can't help but recollect their time as boys climbing a chestnut tree and capturing a crane as a pet.  He recalls how close they had become (his friend pulling chestnut burrs out of his rearend!).  He also recalls the compassion he had for the crane they had captured.  Even though they had captured it and kept it bound, when they knew it was in danger of dying, they immediately set it free.  The ending is open to interpretation, but I like to think that as he recounts the compassion they had for an injured bird, he realizes he should have compassion on his bound prisoner/childhood friend.  

    in reply to: Session 5 - 10/21, Sam Yamashita #42358
    Dennis O'Connell
    Spectator

    I appreciated hearing from Prof. Yamashita during this session.  The first "take-away" from this session is that much can be gleaned about history from the diaries of all kinds of citizens.  He has published books which translate the diaries of regular people during wartime situations.  In history classes, we often get to hear the voices of the powerful and the decision makers.  It was quite powerful to hear the voices of others who were deeply affected by war.  I would like to find diaries of various time periods in history to share with my students.  As a student at their age, a teacher had me keep a daily journal.  I would like to introduce this idea to my students and use real journal entries from kids their age to give the importance of journaling some credence.  

    A second impact from Prof. Yamashita's session was something he mentioned in passing.  He mentioned pre-Civil War manufacturing along the Connecticut River Valley.  Growing up along the Connecticut River, which serves as the border between New Hampshire and Vermont, I have vivid images of old textile mills in my mind.  I thought this was the only significant industry using water power in the mills.  I was surprised to find, after a Google search, that the Connecticut River Valley was a significant player in the manufacturing of two other items: clocks and munitions!  While clocks might not be of major significance for the purposes of this course, the manufacturing of arms, guns, and other tools of war certainly is of significance when thinking about the world stage and US military history.  I appreciated gaining new insights into the land of my childhood, New Hampshire!

    in reply to: Session 5 - 10/21, Sam Yamashita #42357
    Dennis O'Connell
    Spectator

    Hey Andrew!  Just as a clarification, I do not know enough about Japan in the 1920s to make any comment on my own.  I was drawing from the first paragraph on page 398 of our reading "Rise of Modern Japan".  The last sentence of that paragraph is where I got those thoughts almost verbatim.  I thought it was a powerful use of language and groupings of three.  The author starts the thought a line or two earlier speaking of eroticism, grotesqueness, and nonsense and then says that "materialism, individualism, and decadence HAD APPARENTLY replaced the beautiful Japanese virtues of diligence, decorum, and duty" (emphasis added).  Moral decay was the point.  I am guessing that the author would argue that any decay is not a building up, but quite the opposite, a tearing down.  I am in no position to speak as an expert of Japan in the 1920s, I just wanted you to know that I was not just "spit-balling" some negative thoughts about Japanese virtue!  

    in reply to: Session 1 - 9/28 (morning), Clay Dube #42356
    Dennis O'Connell
    Spectator

    Hello Andrew!  In my years as an educator, I have seen the US trying to model itself after places like Finland, China, and Japan.  Basing things only on test scores, it looks like America is falling behind!  For a different perspective on this, I have enjoyed the writings and speeches by Yong Zhao.  His book "Catching Up or Leading the Way" in some ways turns things upside down.  He tries to show what is right about American education and why countries like China and Japan send people here to study our system to mimic it back in their own countries.  He points out that creativity and inventivenesss is alive and well in our country and that our education system does the least damage of the major nations in taking this imagination away from kids.  I recommend his book for an alternative perspective.  

    in reply to: Session 1 - 9/28 (morning), Clay Dube #42355
    Dennis O'Connell
    Spectator

    Katherine, thank you for sharing such a personal insight!  I teach third graders and I often tell them they are fortunate to live in a country where education is free and they do not have to spend their days walking miles to lug water to their homes or collect firewood to cook their meals.  I am not trying to make students feel guilty, I just hope they appreciate the education they are being afforded and have empathy for other kids their age around the world who do not have these opportunities.  Your sharing about the 100 day celebration for Koreans is something I will definitely share with my students.  I hope they will see the significance of health care and how we often take health for granted.  I will be curious to see if they can imagine themselves as siblings of a baby nearing his/her 100th day and not being assured that it will make it!  Why would this be cause for celebration for a family?  Why not wait until the baby is one year old?  Why are children important to families around the world?  Thank you for a thought provoking insight which will hopefully generate a lot of discussion in my own classroom!

    in reply to: Self-introductions #42354
    Dennis O'Connell
    Spectator

    Hello Haena!  I have reached out to Cynthia and Iris and you are next on the list!  I am hoping we as elementary school teachers can bounce ideas of of one another about what might work as lessons in our classrooms based on some of what we have learned so far.  I am learning a lot in the lectures and the readings, but I am having less success thinking about how I can use the information in my classroom.  I have taught my students about Asia in many ways in my classroom in the past (Sadako and the Thousand Paper Cranes, immigration of Asians into California around the time of the Gold Rush, Haiku poetry, etc.), but I am hoping to add to this repetoire of lessons.  Let me know if you think of some things!  

    in reply to: Self-introductions #42353
    Dennis O'Connell
    Spectator

    Hello Iris!  As a primary school teacher, I am reaching out to you.  Our sessions are passing by quickly and I am trying to figure out how we can use the information we are learning in a meaningful way in our classrooms.  All of us who are elementary school teachers should brainstorm some ideas and share what we are thinking in the forum so that all of our students can benefit.  I look forward to picking your brain and you picking mine!

    in reply to: Self-introductions #42352
    Dennis O'Connell
    Spectator

    Hello Cynthia!  As our sessions are passing by us rapidly, I thought I would reach out to you as another elementary school teacher.  I am hoping a few of us can brainstorm together via this forum on how to use the material we are learning in a meaningful way in our classrooms.  For you, the fact that you have second language learners from China and Korea in your classroom, makes any knowledge of the region helpful in relating to your students.  However, are there lessons we can design or resources we can use over and above just a surface knowledge of the region?  I look forward to pooling our ideas over the next month or so!

    in reply to: Session 5 - 10/21, Sam Yamashita #42249
    Dennis O'Connell
    Spectator

    Throughout my life, I have heard a lot about Japan during World War II and a tiny bit about the aftermath of war and the rebuilding of the country.  I have not, however, read much or heard much about Japan leading up to the war.  After these readings, I have a better appreciation for the events leading up to World War II.  I also better understand the dilemma China was facing regarding following the path of the Meiji Transformation  or taking a more "China First" approach.  

    Here are some of the thoughts I gathered while I was reading:  A group of oligarchs overthrew the shogun, abolished social distinctions, and restored power to the emperor.  They incorporated Western thought, upgrading military technology, food production, sciences, and constitutional precepts.  They sought to modernize Japan by building more railroad and telegraph lines and by changing the lunar calendar to match the Western calendar.  Emphasis was put on Shintoism, adding new "national gods" to the "local gods" for people to honor.  Around 1873, the slogan "Rich Country, Strong Army" started to be used.  

    Japan felt that Western powers derived some of their strength from having colonies from which to extract labor and natural resources.  This partially explains the decision to make Korea a Japanese Protectorate and to invade Manchuria.  Throughout the 1920s, the virtues of diligence, decorum, and duty were being replaced by materialism, individualism, and decadence.  Early successes of the Japanese army/navy against the Russians and the United States (Philippines) gave the leaders of Japan confidence that they were strong militarily and the foreign powers may be weak.  I look forward to the insights our speaker adds on Monday evening.  

    in reply to: Session 3 - 10/5 (morning), Jennifer Jung-Kim #42248
    Dennis O'Connell
    Spectator

    Thanks for that interesting article!  While the article was written in 2014, the data used for the article was collected in 2010.  Do you think the percentages have stayed pretty much the same over this past decade?  I can't think of any, but can you think of any factors which would influence the numbers of reported Christians, Buddhists, nonreligious, etc. to change?  

    in reply to: Session 4 - 10/5 (afternoon), Clay Dube #42231
    Dennis O'Connell
    Spectator

    This was an interesting journal article about how someone's death can be used for historical propaganda.  Even more facinating is how different political movements can use the same person to serve their own political ends.  Qui Jin was a revolutionary who was executed in a public way.  This made her a symbol of revolutionary ideas and a martyr for the cause.  Her memorials were constantly changing as a result of political forces (some in favor, others seeking to destroy her memory) and the tug and pull between the communities where she was martyred and her more distant "homeland" where her family lived.  I could almost feel the tensions between her children, who wanted to fulfil their filial duties of visiting her gravesite, and the community where she was martyred.  Another aspect of her memory being enhanced was the result of the location of her first memorial (surrounded by other luminaries) and the involvement of a popular poet (Qiu Yuzhang) in penning a cycle of six poems.  Also of importance was the dignity and beauty of the black memorial stele.  As it turns out, in death, Qui Jin and her ideas (and those later attributed to her) became more powerful than perhaps even in her life.  

    in reply to: Session 4 - 10/5 (afternoon), Clay Dube #42230
    Dennis O'Connell
    Spectator

    I appreciated being able to "take a side" and make a case for that position.  I can see this kind of activity being adapted to a classroom setting, albeit with different subject material for my third graders.  For this assignment I was one of the Self-Strengtheners.  As I read, I took notes (I read all the positions, and got just as many notes from the opponent positions to support my case as I did from the readings about Li Hongzhang and Zhang Zhidong).  In brief, here is what I feel the Self-Strengthener position believes:  

    1) While China has fared poorly in recent international interactions, it will only be from a position of strength that China will be able to reverse these failures and stop having to make concessions in the treaties it signs.

    2) China needs more "emperor power" not more "people power".  We do NOT need a parliament, elections, or a Planning Board.

    3) China has a fundamentally sound system of morals and government.  Defensive additions and military advancements need to be made rather than abandoning our foundation.  Anything that weakens the basic relationship between a husband and wife, a father and son, and a ruler to his/her subjects is to be avoided.    

    4) China can be strengthened by adapting Western technologies, restoring agrarian production with new scientific discoveries, reviving traditional education, eliminating corruption of some officials, and stimulating better communication between the provinces.

Viewing 15 posts - 16 through 30 (of 70 total)