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CONTENTS |
VOLUME 14•NUMBER 3 |
SEPTEMBER 2003 |
ARTICLES
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An Orientalist in the Orient: Richard Garbe's Indian Journey, 1885–1886
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| KAUSHIK BAGCHI |
281 |
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Richard Garbe, a German professor of Indology, lived and studied
in India for one year in the 1880s. Using Garbe's travel journal,
a novel he wrote on India, and other writings, this article seeks
to locate German Orientalism and Orientalists vis-à-vis Edward
Said's critique of Orientalism and the debates arising from his
critique. Although Germany was not a major colonial power, this
study finds that German Orientalism reflected and benefited from
European power, even if it did not contribute overtly to its growth.
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Encountering the World: China and Its Other(s) in Historical Narratives, 1949–1989 |
| Q. EDWARD WANG |
327 |
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This article critically examines historical discourses in modern
China and their complex relations with the outside world, most notably
the West. It delineates three noticeable changes in the twentieth
century and concentrates on the period 1949–1989. Chinese experimentation
with modern historiography began shortly after Western powers defeated
China in the late nineteenth century. These defeats forced Chinese
scholars to forsake the traditional sinocentric conception of the
world and accept a new worldview characterized by a West–China
dichotomy. After 1917, however, the triumph of Bolshevism in Russia
offered another alternative to Chinese searching for modernization.
As a result, China's cultural relationship with the larger world
changed from a dichotomous to a triangular relationship. During
China's Republican period (1912–1949), liberal historians constructed
a historical narrative modeled on the modern West and regarded Marxist
historical theory as an alien Other. After the foundation of the
People's Republic of China in 1949, however, when Marxist historiography
gained orthodox status, the West was turned into the alien Other.
After the Cultural Revolution and especially in the so-called “culture
fever” of the 1980s, a younger generation of historians unsatisfied
with the dogmatic application of Marxist theory in historical study
turned again to the West for inspiration. In renewing their interest
in Western historiography, these historians used the Western Other
to challenge the official Marxist historiography authorized by the
government. In doing so, they formed a counterdiscourse in historical
narrative that (together with the emerging sociocultural history)
reshaped historical practice in the People's Republic of China.
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| Revolution in Education: China and Cuba in Global Context,1957–1976 |
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YINGHONG CHENG AND PATRICK MANNING
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359 |
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Revolutionary movements in China and Cuba gained worldwide attention for their attempts to restructure education in the light of new social values. China's Cultural Revolution (1966–1976) and Cuba's Revolutionary Offensive (1968–1970), while developed separately, experimented with remarkably similar programs of integration of work with study that largely dismantled the preceding educational systems. Here the authors argue that these communist campaigns also fit within a worldwide postcolonial critique of education seen as privileging urban and elite values. The Chinese and Cuban experiments were abandoned as failures, but the aspiration they expressed still exists and has been echoed in many other places.
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