Cultures of China I
A.Y. 2025/2026
Learning objectives
This course reflects on the specificities of the contemporary Chinese world, both within and beyond the geopolitical borders of the People's Republic of China. Starting from the concepts of "tradition" and "modernity", which are explored in their political, social and aesthetic dimensions, the course provides a critical analysis of the multiple identities of the Chinese world. Major contemporary topics will be examined under the lens of Sinophone media, literary and cinematic products, to provide an overview of the complexity and polyphony which characterise some current cultural phenomena. One of the core goals of the course is to encourage students' critical, communication and research skills.
Expected learning outcomes
During the course, students will strengthen their knowledge of contemporary China by studying original sources and materials, also in Chinese, and develop communication skills by presenting written texts and multimedia materials to the class. Topics covered during the course will be in line with the focus of the degree programme, also in relation to specific matters of key relevance for the Chinese world. Students will be encouraged to develop critical thinking and argumentative skills by actively participating in discussions, conferences and meetings with high-level guest speakers. By the end of the course, students will have developed a critical awareness of the historical and cultural issues studied in the class, and the ability to choose the most appropriate methods and sources to delve deeper into these issues.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
First semester
Course syllabus
The course consists of three teaching units.
Unit 1: Education and Culture, aims to retrace the major changes and debates about education and schools in modern and contemporary China. Drawing from examples from cinema and literature, the lessons will discuss these transformations, the value system promoted, and the tension or continuity between tradition and modernity in 20th- and 21st-century China.
Unit 2: Popular Literature, Modernity, and Tradition, aims to analyse the presence of Chinese tradition in modern and contemporary popular literature. Through reading texts, we will seek to evaluate the purposes of using tradition, with particular attention to certain genres developed in 21st-century China.
Unit 3: Keywords and Culture, aims to discuss on the centrality of some keywords in contemporary Chinese culture, drawing from materials published in 21st-century China.
Unit 1: Education and Culture, aims to retrace the major changes and debates about education and schools in modern and contemporary China. Drawing from examples from cinema and literature, the lessons will discuss these transformations, the value system promoted, and the tension or continuity between tradition and modernity in 20th- and 21st-century China.
Unit 2: Popular Literature, Modernity, and Tradition, aims to analyse the presence of Chinese tradition in modern and contemporary popular literature. Through reading texts, we will seek to evaluate the purposes of using tradition, with particular attention to certain genres developed in 21st-century China.
Unit 3: Keywords and Culture, aims to discuss on the centrality of some keywords in contemporary Chinese culture, drawing from materials published in 21st-century China.
Prerequisites for admission
Students are expected to possess a solid understanding of the cultural history of the People's Republic of China.
Teaching methods
Lectures (in Italian) and hosted seminars. During class, students are strongly invited to engage in active discussions with the instructor and classmates on relevant topics.
Participation in activities and events is strongly recommended. News and updates on events and teaching materials will be available on ARIEL.
Participation in activities and events is strongly recommended. News and updates on events and teaching materials will be available on ARIEL.
Teaching Resources
Bibliography for students who will attend the course:
1. Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity (Capitolo 1, pp. 28-53).
Oppure:
Lee, Thomas H. C. (2000), Education in Traditional China: a History, Leiden, Brill (Capitolo 1, pp. 1-40).
2. Tesar, Marek et al. (2019), "Children's Literature in China: Revisiting Ideologies of Childhood and Agency", Contemporary Issues in Early Childhood, 20(4), pp. 381-393.
Oppure:
Tsang, Mun (2000), "Education and National Development in China since 1949: Oscillating Policies and Enduring Dilemmas", China Review, pp. 579-618.
3. Cockain, Aleix (2020), "Youth, exam, and the pressure to conform", in Kevin Latham (ed.), Routledge Handbook of Chinese Culture and Society, London-New York, Routledge, pp. 69-82.
Oppure:
Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity, (capitolo 5, pp. 144-173).
4. Huang Yonglin (2018), Narrative of Chinese and Western Popular Fiction. Comparison and Interpretation, Berlino, Springer (cap. 1, 2, pp. 1-43).
5. Chen, Jinhua (2016), "Zhou Shoujuan's Love Stories and Mandarin Ducks and Butterflies Fiction", in Kirk Denton (ed.), The Columbia Companion to Modern Chinese Literature, New York, Columbia University Press, pp. 111-121.
6. Materials for the third Unit will be shared on ARIEL platform.
Bibliography for students who will not be able to attend the course:
1. Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity (Capitolo 1, pp. 28-53).
Oppure:
Lee, Thomas H. C. (2000), Education in Traditional China: a History, Leiden, Brill (Capitolo 1, pp. 1-40).
2. Tesar, Marek et al. (2019), "Children's Literature in China: Revisiting Ideologies of Childhood and Agency", Contemporary Issues in Early Childhood, 20(4), pp. 381-393.
Oppure:
Tsang, Mun (2000), "Education and National Development in China since 1949: Oscillating Policies and Enduring Dilemmas", China Review, pp. 579-618.
3. Cockain, Aleix (2020), "Youth, exam, and the pressure to conform", in Kevin Latham (ed.), Routledge Handbook of Chinese Culture and Society, London-New York, Routledge, pp. 69-82.
4. Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity, (capitolo 5, pp. 144-173).
5. Huang Yonglin (2018), Narrative of Chinese and Western Popular Fiction. Comparison and Interpretation, Berlino, Springer (cap. 1, 2, pp. 1-43).
6. Chen, Jinhua (2016), "Zhou Shoujuan's Love Stories and Mandarin Ducks and Butterflies Fiction", in Kirk Denton (ed.), The Columbia Companion to Modern Chinese Literature, New York, Columbia University Press, pp. 111-121.
7. Ni, Zhange (2020), "Xiuzhen (Immortality Cultivation) Fantasy: Science, Religion, and the Novels of Magic/Superstition in Contemporary China", Religions, 11.1, 1-25.
8. Materials for the third Unit will be shared on ARIEL platform.
Participation in activities and events is strongly recommended. News and updates on events and teaching materials will be available on ARIEL.
1. Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity (Capitolo 1, pp. 28-53).
Oppure:
Lee, Thomas H. C. (2000), Education in Traditional China: a History, Leiden, Brill (Capitolo 1, pp. 1-40).
2. Tesar, Marek et al. (2019), "Children's Literature in China: Revisiting Ideologies of Childhood and Agency", Contemporary Issues in Early Childhood, 20(4), pp. 381-393.
Oppure:
Tsang, Mun (2000), "Education and National Development in China since 1949: Oscillating Policies and Enduring Dilemmas", China Review, pp. 579-618.
3. Cockain, Aleix (2020), "Youth, exam, and the pressure to conform", in Kevin Latham (ed.), Routledge Handbook of Chinese Culture and Society, London-New York, Routledge, pp. 69-82.
Oppure:
Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity, (capitolo 5, pp. 144-173).
4. Huang Yonglin (2018), Narrative of Chinese and Western Popular Fiction. Comparison and Interpretation, Berlino, Springer (cap. 1, 2, pp. 1-43).
5. Chen, Jinhua (2016), "Zhou Shoujuan's Love Stories and Mandarin Ducks and Butterflies Fiction", in Kirk Denton (ed.), The Columbia Companion to Modern Chinese Literature, New York, Columbia University Press, pp. 111-121.
6. Materials for the third Unit will be shared on ARIEL platform.
Bibliography for students who will not be able to attend the course:
1. Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity (Capitolo 1, pp. 28-53).
Oppure:
Lee, Thomas H. C. (2000), Education in Traditional China: a History, Leiden, Brill (Capitolo 1, pp. 1-40).
2. Tesar, Marek et al. (2019), "Children's Literature in China: Revisiting Ideologies of Childhood and Agency", Contemporary Issues in Early Childhood, 20(4), pp. 381-393.
Oppure:
Tsang, Mun (2000), "Education and National Development in China since 1949: Oscillating Policies and Enduring Dilemmas", China Review, pp. 579-618.
3. Cockain, Aleix (2020), "Youth, exam, and the pressure to conform", in Kevin Latham (ed.), Routledge Handbook of Chinese Culture and Society, London-New York, Routledge, pp. 69-82.
4. Ryan, Janette (2019), Education in China: Philosophy, Politics and Culture, Cambridge, Polity, (capitolo 5, pp. 144-173).
5. Huang Yonglin (2018), Narrative of Chinese and Western Popular Fiction. Comparison and Interpretation, Berlino, Springer (cap. 1, 2, pp. 1-43).
6. Chen, Jinhua (2016), "Zhou Shoujuan's Love Stories and Mandarin Ducks and Butterflies Fiction", in Kirk Denton (ed.), The Columbia Companion to Modern Chinese Literature, New York, Columbia University Press, pp. 111-121.
7. Ni, Zhange (2020), "Xiuzhen (Immortality Cultivation) Fantasy: Science, Religion, and the Novels of Magic/Superstition in Contemporary China", Religions, 11.1, 1-25.
8. Materials for the third Unit will be shared on ARIEL platform.
Participation in activities and events is strongly recommended. News and updates on events and teaching materials will be available on ARIEL.
Assessment methods and Criteria
Assessment is based on an oral exam. In the discussion, space will be given to the ability to contextualize and discuss the contents of the course.
Class attendance, active participation, as well as group work, and the elaboration of reports or short papers on films or conferences, are also duly taken into consideration for the final assessment.
Class attendance, active participation, as well as group work, and the elaboration of reports or short papers on films or conferences, are also duly taken into consideration for the final assessment.
L-OR/21 - CHINESE AND SOUTH ASIAN LANGUAGES AND LITERATURES - University credits: 9
Lessons: 60 hours
Professors:
Cella Gloria, Mottura Bettina Marta Rosa
Educational website(s)
Professor(s)