Module SGIA3241: CHINA: STATE AND SOCIETY SINCE 1949

Department: Government and International Affairs

SGIA3241: CHINA: STATE AND SOCIETY SINCE 1949

Prerequisites

• Any Level 2 SGIA module

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• The aim of the module is to study the contemporary politics of the People's Republic of China, concentrating on the evolution of relations between State and society in the revolutionary and reform eras.

Content

• The module examines the changing relationship between State and society in China since 1949.
• The work of the first term concentrates on the role of ideology and organisation in contemporary China and in particular the on-going struggle to create effective and accountable institutions.
• The second terms looks at the impact on Chinese society of the rush to modernity and considers the political consequences in different dimensions: civil society, class, regional, urban-rural, and gender.
• By placing the work of the two terms together - institutionalisation and modernisation - it may be possible to produce some theory of political change in China.

Learning Outcomes

• Students will be expected to balance theoretical and conceptual awareness with an understanding of the nature of institutional and social change in China.

• Engaging in primary source analysis and structured debate in tutorials.
• Demonstrate an independent and self-critical approach to learning.
• Effectively utilise diverse sources, including appropriate primary sources.
• Identify and apply appropriate methods of political analysis in support of analytical argument, including the analysis and evaluation of competing theories, concepts and explanations.

• During the module, students will demonstrate and further develop important key skills. They should be able to:
• Participate in group work at formative and summative levels.
• Research topics via a creative use of library and internet sources.
• Write social science research reports and a scholarly essay.
• Retrieve and utilise a wide range of information using their own initiative.
• Accurately assess the suitability and quality of resources.
• Show flexibility in using knowledge and subject specific skills to meet the specific demands of the module.
• Develop cognitive and collaborative skills.
• Take responsibility for their own work.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching and learning: The module provides for a diverse but structured mode of teaching and learning.
• The module convenor will provide 13 weekly lectures of one hour.
• Students will also attend 13 weekly tutorials of one hour, with each tutorial group of approximately 16 students subdivided into four work-groups each charged with examining one of the major themes of the module: ideology, organisation, elite politics.
• and political economy.
• No individual presentations are envisaged.
• The tutorials will be structured around primary source analysis of documents provided by the convenor.
• Each group will also have a one hour tutorial with the module convenor in terms 1 and 2 to monitor progress towards the submission of the group assignment.
• Assessment: The formative assignment (due at the end of term 1) will entail the submission of a research report of approximately 1600 words by each work-group examining the research issues generated by their theme in general terms (e.g. elite relations since 1949).
• This will lead to submission on a specific topic for the first summative assignment (e.g. problems of elite succession under Deng).
• For this group report of 3000 words (due in the middle of term 2) each student in the group will receive the same mark. Students must also submit an individual work report indicating their contribution to the group and their assessment of the contribution of others.
• The second summative assignment (due at the beginning of term 3) is an individual essay of 4000 words, which is not tied to the preceding work.
• The 'free rider' problem in group work is addressed in two ways: the formative assignment provides an early opportunity to identify and caution any student inclined to this behaviour.
• Ultimately the module convenor would have the right to remove any student deemed to be free riding from the group leaving them to submit the first summative assignment on an individual basis.
• This would be stated clearly in the module handbook.
• Progression: Despite the retention of lectures in the module it is argued that the issue of progression from level 2 is addressed in both the mode of teaching and the form of assessment.
• The use of primary, rather than secondary, sources as discussion documents.
• the emphasis on group work within tutorials.
• the research orientation of the formative assignment.
• and the production of a group summative assignment, are aimed at fostering learning intensity, self-direction and responsibility.
• Lectures are retained not in order to detract from student-centred learning but to 'ring-fence' tutor participation, indicating that other areas are those of student autonomy.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A draft research report of 1,600 words produced by students in groups of 4 examining the problems of conducting social science research on the theme they have been allocated in the module: ideology, organisation, elite relations, and political economy. The draft report would typically cover three areas: analysis (theory and concepts), methodology, and literature survey.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University