Geography 4822: china’s environment and development
fall 2006
Professor Emily Yeh, 492-5438,
Class meetings: Fridays, 12-2:50 pm, Guggenheim 201E
Office Hours: Guggenheim 103A, Mondays 1-3pm, Fridays 3-3:30pm, or by appointment
Course Description
China’s environmental problems are increasingly in the news. The Three Gorges Dam comes to mind, but so too does flooding on the Yangtze River, dust storms that blow from the Gobi Desert over the Pacific Ocean, the “greening” of Beijing in preparation for its much-awaited hosting of the 2008 Olympics, water shortages, deforestation, and dramatically increasing consumption patterns contributing to global climate change. With over one-fifth of the world's population and an increasingly important role in international geopolitics, China has to be considered seriously in any attempt to address global questions of sustainable development. Legacies of what some have called "3000 years of unsustainable growth" and "Mao's war on nature" have only been exacerbated by two decades of rapid economic development, unchecked pollution, and increased inequality. With its history of dramatic policy swings and cycles of repression and accommodation, China's social and environmental future remain unclear.
In this class, we will examine the many factors and processes which have contributed to the contemporary environmental situation, and responses to these problems from both the state and a growing environmental movement. In addition to the details of environmental problems and specific natural resource sectors in China, we will also consider more theoretical questions that arise when thinking about the relationship between environment and development. The class develops several overarching arguments. The most important is that processes of both environmental degradation and environmental protection are never merely “natural” problems that can be solved with purely technical solutions. Instead, they are always political, and we will be paying particular attention to the relationship between politics, power, and the environment. This includes a scrutiny of who is able to benefit from environmental protection, and whether some groups disproportionately suffer from particular types of environmental transformations.
After a survey of the many problems and issues lying at the environment-development nexus, we will delve into the historical and cultural dimensions of China’s environment, examining the legacies of the late imperial and Maoist periods on the contemporary environmental challenges, as well as the extent to which particular “cultures” of nature in China can be identified. Next we will examine the current regulatory and institutional framework of environmental laws, policies, and their implementation, and analyze how post-Mao economic reforms, increasingly neoliberal economic policies, and the deepening integration of China into the global economy affect the environment. From here, turn to several specific issues, sectors, and debates, including forestry, grasslands, and wildlife conservation. Finally, we’ll examine environmental NGOs in the context of China’s growing civil society, and return once again to the question of the relationship between culture and nature.
There is much that can be considered under the question of China’s environment, and this class will, of course, only touch on some of them. In particular, we will focus much more on the “green” than the “brown” issues – that is, more on questions of land, natural resources, and conservation than on pollution, energy, and industry. However, you will have the chance to explore any topic of your choice in a research paper.
Class format
Each week, you are responsible for the assigned readings (articles, book chapters, or books) from the recent literature on China’s environment and development. Because this is a critical thinking seminar, I will give only very short lectures at the beginning of class. This will consist of additional background information about the topic at hand, and if necessary, summaries of the main arguments of the readings. The rest of the class will be devoted to analysis of the readings through discussion, guided by the questions and commentaries that you will write about those readings (see below). The ideal to which I aspire is for the seminar to be characterized by thoughtful, enthusiastic, informed, and respectful conversation. This will, of course, only be possible if all class members complete the assigned readings before class, and come prepared to engage in discussion.
Please note that this is a reading and writing intensive seminar. I will strive to make it interesting and fun, as well as to assist you in conducting research about an aspect of China’s environment that interests you. However, you should be aware of the amount of reading and writing expected of you right at the beginning of the semester.
In addition, although there are no formal prerequisites for this class, it is strongly suggested that you have either some basic familiarity with China, or with geography/ environment, and preferably both. If you have had no prior experience with China, either through the classroom or personal experience, please be sure to see the instructor early in the semester for some recommended readings.
Assignments and Grading
1. One page, discussion-preparation commentaries; 7 due throughout the semester. (25%)
By midnight on Wednesday of each week, students are required to submit a short commentary on the assigned readings. These should be roughly 1 page, single spaced in length and should be submitted online through the WebCT site for this class. (If you are enrolled in this class, you should automatically see the WebCT class when you log in to CU connect.) While these do not have to be structured as formal essays, they should be checked for spelling, grammar, and logical flow of sentences within paragraphs.
In the interest of discussion, you should read other students' postings before class.
These commentaries are supposed to be critical reflections on the readings, and their purpose is to prepare you for discussion. Thus, they should not simply be summaries or descriptions of the readings, but rather your reasoned analysis of them. You are not required to write about every single reading assigned for one week, but neither should you only write about one reading. You should try to make at least some of your commentaries synthetic and comparative. More specifically, these commentaries can include some of the following:
· What, if anything was particularly unclear or confusing, and why?
· What themes or arguments tie the readings of the week together?
· What sort of dialogue or debate is going on between the authors and who do you agree with more? Do these differences arise from different theoretical positions, different methodological approaches, or something else?
· Has one or more of the authors made an argument that you disagree with ? Why?
· What did you get out of the readings that you might not have expected? What if anything was surprising?
Finally, since one of the main purposes for writing critical commentaries is to enhance discussion, you will not receive credit for your commentary for a particular week if you fail to show up for the class where those readings are discussed.
2. Class participation (20%)
I will be taking attendance, and you will be marked down for unexcused absences (since we cannot have a discussion without discussants). However, simply showing up for class is not enough to earn a good participation grade. You should come to class having done the readings, and ready to join in the discussion. My goal is to create an atmosphere in which everybody feels comfortable speaking up, and in which each student listens to the instructor and other students respectfully. If you find it particularly difficult to speak up in front of a class, please talk to the instructor early in the semester.
3. Research paper (including topic proposal and presentation) (40%)
Our class discussions and readings will inevitably leave many areas of China’s environment (particularly those related to industry and pollution) unaddressed Instead, you will have the opportunity to choose a topic that you find interesting, and write a 15-20 page (double-spaced) research paper, due at the end of the semester. The last two class meetings will be devoted to presentations of your research to the class. The paper and presentation will be graded together.
On September 29, you must hand in a one paragraph to one-page proposal about what you plan to write your paper on. Students should then meet with the instructor in office hours the following week to discuss an approach to writing a paper on the proposed topic. The proposal will not be graded, but is required before writing the paper.
The final paper is due no later than noon on December 19.
4. Annotated bibliography (15%)
Also to facilitate the writing of a good research paper, you will be required to turn in an annotated bibliography of at least 10 sources for your research paper, by November 17. You can draw from materials listed on the syllabus, as well as other books, book chapters, academic articles, newspapers, and websites. No more than four of the ten may be websites (as distinct from other sources, eg. news articles or journal articles, found on the web), and at least four must be academic sources (ie. not news articles). For each piece, you should provide bibliographic information, a summary of the argument, methods used, and your analysis of the data and arguments. You should also try to write briefly for each piece how it will fit into your research paper. Each entry should range from two paragraphs to one page in length.
Required Texts
1. Shapiro, Judith. 2001. Mao's war against nature: politics and the environment in revolutionary China. Cambridge University Press
2. Weller, Robert P. 2006. Discovering Nature: globalization and environmental culture in China and Taiwan Cambridge University Press
3. In addition to these required texts, we will be reading articles and book chapters. These will be made available by e-reserve. During the first week of class, we will also discuss other possibilities for distributing these readings, if necessary.
The two books are available at the CU Bookstore, and are also on two hour reserve at Norlin.
NOTE: In addition to these, two other books, Ma and Ortolano’s Environmental Regulation in China, and Smil’s China’s past, china’s future, are also listed as “required” at the bookstore. Because of cost considerations, I have decided NOT to require these books. Instead, I will make available certain chapters that we will read. If you can afford them, it will of course not hurt you to own them; Smil in particular is a handy reference.
CU Boulder campus policies and procedures
Accommodations for students with disabilities
If you qualify for accommodations because of a disability, please submit to the professor letter from Disability Services as soon as possible, and definitely by September 29 (the fifth class meeting) so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. (303-492-8671, Willard 322, www.Colorado.EDU/ disability services)
Religious observances
Students who have serious religious obligations which conflict with assignments or required attendance must notify the professor as soon as possible, and definitely no later than the third class meeting (September 15). If this is the case, the student and professor will meet and work out a mutually satisfactory agreement for the particular situation.
Classroom behavior policy
Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender variance, and nationalities.
Policy on discrimination and harassment:
The University of Colorado at Boulder policies on Discrimination and Harassment and Sexual Harassment apply to all students, staff, and faculty. Any student, staff, or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual orientation or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs, 303-492-5550.
Honor Code
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions
from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at
http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/
Plagiarism
According to the university: “Plagiarism is defined as the use of another’s ideas or words without appropriate acknowledgment. Examples of plagiarism include: failing to use quotation marks when directly quoting from a source; failing to document distinctive ideas from a source; fabricating or inventing sources; and copying information from computer-based sources, i.e., the Internet.” Please note that copying from another student’s work counts as plagiarism! If you are discovered to have plagiarized, you will automatically fail the class and be reported to the Honor Code Council.
DETAILED COURSE SCHEDULE
Week 1 Introduction September 1
Go over course syllabus, assignments, other logistical issues
Film: China Revs Up by NOVA, 2004
Week 2 Overview of China’s environment September 8
The main purpose of this week’s readings and class is to give a general overview of China’s environment in order to give you a sense of the wide spectrum of possible issues and topics that you may choose for your research paper. We will return to some of the topics covered in this week’s readings in greater depth, but we will not have time to explore many others. Despite the apparently ‘factual’ nature of the readings, think about what underlying perspectives or assumptions the different authors bring to their task. Which do you agree with more, and why? How useful is the term "ecological modernization"? What about “sustainable development"?