The course aims to provide an analysis on the history of orientalism, through the main historical and social events and phenomena, useful for developing the student's critical skills and abilities in relation to texts, people and organisms, in the different contexts of daily and professional life in China. The course aims to analyze also the intercultural relationships that took place between Italy and China, making use of comparative methods and synoptic frameworks. The critical debate on China will be exposed, from its geopolitical reality, taking into consideration the territorial structure and the state organization, its role and finally its image in the world context. The course will focus in part on the process of forming Chinese identity from the ancient period to the contemporary, also analyzing the dynamics underlying the intercultural relationships that took place in the historical development. The main historiographical works will be examined for the acquisition of bibliographic orientation skills.

The course focuses on major historical events in East Asia, with a focus on diplomatic, social and cultural relations. Particular attention will be given to the different critical orientation of post-colonial studies, starting with Said, who questioned the Eurocentric approach. An intercultural analysis perspective will be provided extended to understand the dynamics in which China was involved with the rest of the world. The critical debate and problems relating to common historical categories between different and distant geographical, cultural and social contexts will then be examined. Each student will have the opportunity to know the historical development of China through a perspective of intercultural analysis extended to understand the dynamics in which all of East Asia was involved. The teaching always provides for the active participation of students in the lessons.

The main topics addressed will focus on:

- Concept of orientalism

- The interpretation of the Chinese worldview

- Criticism of Orientalism and post colonial studies

- Critique of Eurocentrism and confrontation with Sinocentrism

- Empire and imperialism in China

- international relations between China and Italy

- Historical references meanings

knowledge and understanding: a general overview of the historical basic themes and issues of Chinese civilization for understanding the events and critical debate from the origins to modernity.

applying knowledge and understanding: Students will be able to understand and relate main historical events in the cultural and social fields.

making judgment: students will be able to obtain critical skills with the Chinese realities, in the different context of everyday life and professional life.

communication skills: students will be able to express their ideas, projects, and results obtained in a complex and articulated way.

learning skills: students will be able to interact with different professional and cultural contexts. They know how to interpret, understand and use independently their expressive capabilities.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

slides, videos and pictures.

Teaching

Frontal lessons; video and interactive teaching support; study of the texts and images used in the lessons; teaching involves the active participation of students.

Attendance

Frequency is recommended in order to gain more effective and clearer the proper methodology for analyzing historical sources.

Course books

Edward Said, Orientalismo. L’immagine europea dell’Oriente, traduzione di Stefano Galli, collana Universale economica. Saggi, 2ª ed., Feltrinelli, 2002 (prima parte).

Chan Adrian, Orientalism in Sinology. Cambridge, Academica Press, 2009.

Bertuccioli, G., Masini, F., Italia e Cina, Roma, L'asino d'oro, 2014.

A book chosen from :

Ming Dong Gu, Sinologism. An Alternative to Orientalism and Postcolonialism, 1st Edition, New York, Routledge, 2013.

Santangelo P., L'impero cinese agli inizi della storia globale. Società, vita quotidiana e immaginario vol. 1 - L'impero cinese e il resto del mondo, Aracne, Roma, 2011.

Spence J. D., The search for modern China, New York - London, W.W. Norton 1999.

Zarrow, P., After Empire: The Conceptual Transformation of the Chinese State, Stanford, Stanford University Press, 2012.

Zeng Jinghan, The Chinese Communist Partys Capacity to Rule. Ideology, Legitimacy, and Party Cohesion.  London-New York, Palgrave Macmillan, 2016.

Assessment

Oral examination. In addition to the reference manuals and notes taken during the lessons, the teacher will provide additional materials such as audiovisuals projected in the classroom to support lessons, educational material (images, diagrams, seedlings, etc.).

In the oral exam, the student must demonstrate that he has assimilated and understood the main characters that distinguish Chinese history from the most ancient to the recent phases; to know how to recognize works and phenomena of history; to know how to frame individual subjects and to know events that are being dealt with in the course. Voting will be given by considering how generally, within the various questions asked, the student demonstrates that he or she knows how to master the exam.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Study of exam texts and in addition two integrative reading.

Attendance

The non-attending student in addition to reference manual (Adapted Texts) will have to take two texts from among those indicated.

Course books

Edward Said, Orientalismo. L’immagine europea dell’Oriente, traduzione di Stefano Galli, collana Universale economica. Saggi, 2ª ed., Feltrinelli, 2002 (prima parte).

Chan Adrian, Orientalism in Sinology. Cambridge, Academica Press, 2009.

Bertuccioli, G., Masini, F., Italia e Cina, Roma, L'asino d'oro, 2014.

TWO BOOKS CHOSEN :

Ming Dong Gu, Sinologism. An Alternative to Orientalism and Postcolonialism, 1st Edition, New York, Routledge, 2013.

Santangelo P., L'impero cinese agli inizi della storia globale. Società, vita quotidiana e immaginario vol. 1 - L'impero cinese e il resto del mondo, Aracne, Roma, 2011.

Spence J. D., The search for modern China, New York - London, W.W. Norton 1999.

Zarrow, P., After Empire: The Conceptual Transformation of the Chinese State, Stanford, Stanford University Press, 2012.

Zeng Jinghan, The Chinese Communist Partys Capacity to Rule. Ideology, Legitimacy, and Party Cohesion.  London-New York, Palgrave Macmillan, 2016.

Assessment

Oral examination. In addition to the reference manuals and notes taken during the lessons, the teacher will provide additional materials such as audiovisuals projected in the classroom to support lessons, educational material (images, diagrams, seedlings, etc.). 

In the oral exam, the student must demonstrate that he has assimilated and understood the main characters that distinguish Chinese history from the most ancient to the recent phases; to know how to recognize works and phenomena of history; to know how to frame individual subjects and to know events that are being dealt with in the course. Voting will be given by considering how generally, within the various questions asked, the student demonstrates that he or she knows how to master the exam.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.