The Chinese Work—Study Movement in France

Bailey, Paul

doi:10.1017/s030574100002751x

Cited by 27 publications

(10 citation statements)

References 7 publications

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“…It has to admit that Chinese activism is one of the most studied topics in the field of China studies (Goldman, 1981(Goldman, , 1994Rosen, 1989;Cherrington, 1991Cherrington, , 1997aWasserstrom, 2005;Ho and Edmonds, 2007;Yang, 201), but most of the research publications related to my focus on Chinese activism produced in the past three or so decades were historical studies. Researchers in the field of China studies seemed to be particularly interested in Chinese intellectual history, studies of Chinese political culture, communist activism throughout the Republican period (Israel, 1966(Israel, , 1998Rankin, 1971;Pye, 1968Pye, , 1981Pye, , 1990Pong and Fung, 1985;Schwarcz, 1986;Bailey, 1988). Research attention was also drawn to nationalism as expressed in student movements, the activities of the Red Guards in the 1960s, and the pro-democracy activism of the late 1980s and early 1990s (Granqvist, 1967;Rankin, 1986;Goldman, 1981Goldman, , 1994Rosen, 1982Rosen, , 1989Chan, 1985;Cherrington, 1991Cherrington, , 1997aCherrington, , 1997bWagner, 1991;Levine, 1993;Yang, 1993;Levine and Chen, 1996;Pieke, 1996;Wright, 1999;Perry, 2001;Lai, 2004;Zanasi, 2006;Benton, 2007;…”

Section: Chinese Activism From a Scholarly Perspectivementioning

confidence: 99%

Chinese Activism of a Different Kind

Gao¹

2013

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Cover illustration: "Doorways: Looking through open doors in the Forbidden City, beijing"; iStockphoto File no. 4015808; Contributor: Paul merrett.This publication has been typeset in the multilingual "brill" typeface. With over 5,100 characters covering Latin, iPA, Greek, and Cyrillic, this typeface is especially suitable for use in the humanities. For more information, please see www.brill.com/brill-typeface.iSSn

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Section: Chinese Activism From a Scholarly Perspectivementioning

confidence: 99%

Chinese Activism of a Different Kind

Gao¹

2013

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“…I have already mentioned Schwab (1984), Brockey (2007) and Pinot (1932); other important (non-Chinese) works include Cummins (1993), de Bary & Chaffee (1989), Elman (2005), Maverick (1946), Mungello (1985Mungello ( , 1999, Pomeranz (2000), Wilson & Cayley (1995), and for more recent historical periods (nineteenth century onward), Bailey (1988), Biggerstaff (1961), Buck (1980), Cheng (2000), Curran (2005), Franke (1960), Harrell (1992), Hayhoe & Zhu (1992), LaFargue (1987LaFargue ( [1942), Liu (1995Liu ( , 2004, Lutz (1971Lutz ( , 1977, Reardon-Anderson (1991), Reynolds (1993), Shiu (1990), Weston (2004).…”

Section: Notesmentioning

confidence: 99%

Europe Refracted

Schulte

2012

European Education

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Europe Refracted Western Education and Knowledge in ChinaEuropean educational knowledge and practices have been deeply impacted by the colonial experience. While hegemonic knowledge was exported to the colonies, practices of teaching and governing colonial subjects were tested in the periphery and then reimported to the center. This contribution looks at a case of European education outside Europe that did not take place, at least not entirely, in a colonial setting: China. It argues that the (at least potentially) non-colonial encounter with societies that presented possible alternatives to European civilization was as important in refracting and reframing European knowledge, education, and identity as was the colonial encounter. European education outside Europe was enacted not only in settings of hegemony and resistance but also in more subtly nuanced spaces of encounter.The article explores these dimensions of educational encounter by selectively recapitulating the Jesuits' China mission mainly in the seventeenth century, the inversion of enlightenment enthusiasm about China in Johann Gottfried Herder's account of China in the eighteenth century, the semi-colonial experience in China and its effects for education in the nineteenth century, and some China--Europe educational alliances vis-à-vis America in the early twentieth century. Rather than presenting in-depth historical analyses of the given time periods and processes under way-there exists a large body of literature for each period-such historical snapshots serve to illuminate how European education has been mutually coconstructed both by Europeans and their non-European counterparts.

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“…Les quelque 2.000 à 4.000 Chinois qui sont restés en France au lendemain de la guerre ont constitué le fondement de la communauté chinoise en France. Dans les années 20, ils ont été rejoints par quelque 2.000 travailleursétudiants (Wang, 1986;Bailey, 1988). Des années 20 aux années 40, l'immigration au départ de Zhejiang en France n'a cessé d'augmenter jusqu'à la deuxième guerre mondiale, et ce mouvement n'a été interrompu que par la montée du parti communiste en Chine.…”

Section: Les Nouveaux Immigres Chinois En Franceunclassified

“…Los 2.000 a 4.000 chinos que permanecieron en Francia después de la guerra constituyeron la base de una comunidad china en Francia. En los años veinte, llegaron unos 2.000 estudiantes trabajadores (Wang, 1986;Bailey, 1988). Entre los años veinte y cuarenta, la inmigración de Zhejiang en Francia aumentó hasta la Segunda Guerra Mundial cuando el surgimiento del partido comunista en China puso fin a este movimiento.…”

Section: Los Nuevos Migrantes Chinos En Franciaunclassified

The New Chinese Migrants in France

Guerassimoff

2003

International Migration

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Like the United Kingdom and the Netherlands, France is one of the major centres of Chinese migration in Europe. Chinese sojourners arrived in France at the beginning of the twentieth century and the 1911 census showed the presence of 238 Chinese in the country. From 1900 to World War I, this little community remained heterogeneous in its socio‐economic and professional composition (Archaimbault, 1952). Changes in this community occurred during World War I when the lack of labourers led the French Government to recruit 140,000 Chinese workers (Wou, 1939). The 2,000 to 4,000 Chinese who remained in France after the war constituted the basis of a Chinese community in France. In the 1920s, they were joined by some 2,000 student labourers (Wang, 2001; Bailey, 1988). From the 1920s to the 1940s, Zhejiang immigration in France rose until World War II and the rise of the communist party in China stopped the movement. Yet, Chinese immigration did not cease. Migrants of Chinese origin arrived essentially from the old French Indochina (Viet Nam‐Laos‐Cambodia) (Le, 1995). Immigration from these countries increased in the 1970s when different conflicts occurred. From the late 1970s to the early 1980s, France also saw the arrival, albeit in smaller numbers, of Chinese from Hong Kong and Taiwan, family members of citizens of the People's Republic of China (PRC). The new wave of Chinese migration from PRC started in the mid‐1980s and grew steadily until now, with some peaks, e.g. in the mid‐1990s. Recent fieldwork in France approached this community, in particular, those living in France with a precarious administrative status (asylum seekers or clandestine migrants). In general, the situation of the population covered by this fieldwork was still precarious. Although the paper does not include other categories such as students, entrepreneurs, or researchers, it is nevertheless possible to gather some details on the basis of French official data and reports. The following sections deal with the growing Chinese presence in France, and their precarious status. Most recent research tends to show a diversified Chinese migrant population profile; it also shows that they are still primarily active in the French ethnic Chinese market. In the initial stages of migration, the Chinese migrants continue to maintain links with China and sometimes with Chinese communities in Europe.

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The Chinese Work—Study Movement in France

Cited by 27 publications

References 7 publications

Chinese Activism of a Different Kind

Chinese Activism of a Different Kind

Europe Refracted

The New Chinese Migrants in France

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