Thirty Years of Reform and Opening Up: Teaching International Relations in China

Autor/inn/en	McMahon, Patrice C.; Zou, Yue
Titel	Thirty Years of Reform and Opening Up: Teaching International Relations in China
Quelle	In: PS: Political Science and Politics, 44 (2011) 1, S.115-121 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-0965
DOI	10.1017/S1049096510002003
Schlagwörter	Foreign Countries; Educational Change; Higher Education; Interviews; International Relations; Web Sites; Primary Sources; Educational Policy; Policy Analysis; Educational History; Political Science; Public Policy; College Instruction; Intellectual Disciplines; Politics of Education; Foreign Policy; China + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Internationale Beziehungen; Web-Design; Primärquelle; Politics of education; Bildungspolitik; Politikfeldanalyse; History of education; Bildungsgeschichte; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Öffentliche Ordnung; Hochschullehre; Geisteswissenschaften; Educational policy; Außenpolitik
Abstract	In 1978, Deng Xiaoping declared that China's future depended on "gaige kaifang" (reform and opening up to the West). By any standard, China has reformed its economic system and prospered handsomely by integrating into the world economy. With less fanfare, China has taken steps to restructure its political system and committed substantial resources to harmonizing relations with its neighbors. Given these changes, China's insular tradition, and Communist government, this article considers how the country's reemergence has impacted the teaching of international relations (IR) at Chinese universities. Using primary and secondary sources, including university Web sites written in Chinese and English, and about a dozen semi-structured interviews conducted in Beijing and Xi'an, this study concludes that although China has become actively engaged in IR and the internationalization of universities is evident, the government has yet to endorse fully the importance of IR as a discipline, and universities have not systematically adopted the theoretical toolbox developed outside of China to describe, explain, and predict behavior in IR. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10