KSCB032 The Chinese Language Cyberspace: Civic Engagement and National Endeavors in a Cross-Strait Compariso

Faculty of Arts
Autumn 2012
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Prof. Jens Damm (lecturer), Mgr. et Mgr. Dušan Vávra, Ph.D. (deputy)
Mgr. Táňa Dluhošová, Ph.D. (alternate examiner)
Guaranteed by
doc. PhDr. Luboš Bělka, CSc.
Center for Chinese Studies – Department for the Study of Religions – Faculty of Arts
Contact Person: Mgr. Táňa Dluhošová, Ph.D.
Supplier department: Center for Chinese Studies – Department for the Study of Religions – Faculty of Arts
Timetable
Mon 12. 11. 12:30–15:45 Zahraniční oddělení, Tue 13. 11. 12:30–15:45 Zahraniční oddělení, Wed 14. 11. 12:30–15:45 Zahraniční oddělení, Thu 15. 11. 12:30–15:45 Zahraniční oddělení, Fri 16. 11. 9:10–12:25 Zahraniční oddělení
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 0/40, only registered: 0/40, only registered with preference (fields directly associated with the programme): 0/40
fields of study / plans the course is directly associated with
Course objectives
By the end of the course, students should be able to evaluate the influence of the new media and the Internet in East Asia, particularly in the Chinese-speaking regions of the PRC and Taiwan.
They should be able to assess the influence of these developments on political and societal developments, including questions related to a) whether a civil society is emerging in the PRC and b) the extent to which developments in Taiwan have exerted an influence.
Students should be able to understand and explain the observed contradictions in development and should also be able to explain these contradictions in the context of various case studies. They should be able to make reasoned decisions on the ways that the West should react to Chinese censorship.
Students should be able to predict possible future scenarios, basing their deductions on their acquired knowledge, with particular regard to cross-Strait relations. In addition, students will be enabled to conduct a critical analysis of the data provided by the state.
Syllabus
  • 1. Going Beyond Taiwan and China: From Greater China to the Sinophone World
  • 2. The Internet and Cyber-Communities: an Overview
  • 3. How Does the Internet Change the (Chinese) World?
  • 4. Case Studies I: Cyber-communities in Taiwan and Cross-Strait Cyber-Communities
  • 5. Case Studies II – Nationalism and Cyberwar
Literature
  • Shu-mei Shih, “The Concept of the Sinophone,” PMLA, Volume 126, Number 3, May 2011, pp. 709-718.
  • Zheng, Yongnian (2008), Technological Empowerment: the Internet, State, and Society in China, Stanford, Calif.: Stanford University Press (Chapter 2 and 3).
  • Chan, Brenda (2010), “The Internet and New Chinese Migrants,” in Alonso, Andoni and Pedro J. Oiarzabal (Eds.), Diasporas in the New Media Age: Identity, Politics, and Community, 225-241. (Chan 2005, 2006)
  • Sun, Helen (2010), Internet Policy in China: a Field Study of Internet Cafés, Lanham, Md.: Lexington Books (Chapter 6: Internet Cafes and Their Environment, Chapter 7: Net Bar Visitors and Their Reaction to Regulation and Chapter 8: Net Bar Owners and Th
  • Qiu, Jack Linchuan (2009), Working-Class Network Society: Communication Technology and the Information Have-Less in Urban China, Cambridge, Mass.: MIT Press (Part II: The People of Have-Less).
  • Jens Damm, “The Cross-Strait Perception of the Taiwanese in Cyberspace,” in: Journal of Cyber Culture and Information Society 資訊社會研究 21, 2012: pp. 52-85).
  • Jens Damm, “Cybercommunities,” unpublished (Berkshire Handbook of the Internet in China)
  • Hung, Chin-fu (2011), The Politics of Electronic Social Capital and Public Sphere in Chinese Lala Community: Implications for Civil Society, in: International Journal of China Studies, 2, 2, 396-388.
  • Wu, Xu (2007), Chinese Cyber Nationalism: Evolution, Characteristics, and Implications, Lanham: Lexington Books.
  • Schubert, Gunter (2010), “Cross-Strait Integration – A New Research Focus in the Taiwan Studies Field,” in: Journal of Current Chinese Affairs, 39, 1, pp. 3-10.
  • Harding, Harry (1995), “The Concept of ‘Greater China’: Themes, Variations and Reservations,” in Shambaugh, David L. (Ed.), Greater China: the Next Superpower?, pp.8-34.
  • Chan, Brenda (2006), “Virtual Communities and Chinese National Identity,” in: Journal of Chinese Overseas, 2, 1, 1-32
  • Yang, Guobin (2009), The Power of the Internet in China: Citizen Activism Online, New York: Columbia University Press (Chapter 2 and 3).
  • Huang, Shu-ling (2010),” Re-mediating Identities in the Imagined Homeland: Taiwanese Migrants in China.” PhD, Philip Merrill College of Journalism, Maryland (Chapter 5: Re-negotiating Taiwanese Identity through Chinese News).
  • FAIRBANK, John King. Dějiny Číny. Praha: Lidové noviny, 1998, 656 s. ISBN 80-7106-249-9. info
Teaching methods
Lectures, students’ presentations and discussions. The presentations will be given in small groups (up to three students). It must be made clear; however, which student is responsible for which part of the presentation. In addition to the required text, additional material should be employed (which will be provided by the instructor). A time limit of 20 minutes is set for each presentation (10 min for one student, 15 min for two students and 20 min for three students). The accompanying PowerPoint Presentation is to be sent to the instructor before the course takes place.
Assessment methods
Full attendance and active participation as well as the students’ presentations. The presentations will be given in small groups (up to three students). It must be made clear; however, which student is responsible for which part of the presentation. In addition to the required text, additional material should be employed (which will be provided by the instructor). A time limit of 20 minutes is set for each presentation (10 min for one student, 15 min for two students and 20 min for three students).
Language of instruction
English
Further Comments
Study Materials
  • Enrolment Statistics (recent)
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