Teorías feministas en la Revista 'Wenyi Lilun' de la década de los 90

En la República Popular China, uno de los campos pioneros de introducción de las teorías feministas occidentales fue desarrollado por un grupo de estudiantes especializados en lenguas y literaturas extranjeras e interesados por los estudios de género. La traducción hecha por estudiantes chinos del pensamiento feminista en chino mandarín y sus análisis y revisiones de las teorías feministas occidentales fueron importantes vehículos que llevaron el pensamiento feminista desde Occidente a China. Este campo de estudio fue un factor clave en la incorporación de las teorías feministas occidentales a China. Después de que las mujeres chinas tuvieran la oportunidad de conocer las teorías feministas, la forma en que el feminismo occidental fue recibido en China empezó a ser objeto de más investigación. Para analizar con exactitud los detalles de la investigación en la literatura feminista china, he examinado todos los artículos relacionados con las teorías literarias feministas occidentales en Wenyi lilun (Teorías literarias y artísticas) durante la década de los 90. Según mi investigación, esta revista dio preferencia a las teorías feministas francesas en la década justo después de los sucesos de Tiananmen. Intento analizar cómo y por qué este fenómeno podría ser consecuencia tanto de la política de apertura de la China comunista a Occidente como del temor de la sociedad china hacia los movimientos sociales.In the People’s Republic of China, one of the front lines to embrace Western feminist theories was a group of scholars who were trained in foreign languages and literature, and interested in gender studies. These Chinese scholars’ translation of feminist thoughts into Mandarin Chinese and their analyses and revisions of Western feminist theories were important vehicles that helped to bring feminist thoughts from the West into China. This front line was a key factor in terms of how Western feminist theories were transferred into China. After Chinese women had the opportunity to hear and learn about feminist theories, the way in which Western feminism was received in China began to merit further investigation. In order to analyse the details of Chinese feminist literary research in an accurate way, I surveyed all the articles related to purely Western feminist literary theories in Wenyi Lilun (Literary and Artistic Theories) during the 1990s. According to my survey, this journal preferred French feminist theories in the decade immediately following the Tiananmen incident. I aim to examine how and why this phenomenon might be the result both of Communist China’s «open door policy» to welcome the West, and Chinese society’s fear of social movements

From TCFL/TCSL Courses of the US 100K Strong Initiative to English-Taught Classes: A Case Study of Yuan Ze University

How to categorize Teaching Chinese as a Foreign Language (TCFL) or Teaching Chinese as a Second Language (TCSL) courses in higher education depends on hosting institutions, national-level governmental policies, international diplomatic, overall global trends, and even economic factors. In Euro-American higher education, they belong to Asian Studies Programs, Departments of East Asian Languages and Cultures, Departments of Foreign Languages and Literatures, or Departments of World Languages and Literatures. In Mainland Chinese higher education of the post-2010s, they are categorized as classes in College of Chinese as a Foreign Language (對外漢語學院). In Taiwanese higher education of the post-2010s, they are placed under the administrative umbrella of Graduate Institutes of Teaching Chinese as a Second Language (TCSL), Departments of Chinese, Language Centers, or English-taught classes all over the Taiwanese campuses. This article aims to analytically record the case study of how hosting institutions, national-level governmental policies, international diplomatic, global trends, and even economic factors gradually affected and reshaped Yuan Ze University’s TCFL/TCSL courses of the US 100K Strong Initiative and English-taught classes in the recent five-year period from 2011 to 2016.[i] Keywords: TCFL, TCSL, 100K Strong Initiative, Alcorn State University, English-Taught Classes, MY Camp, MIT, University of Notre Dame, PTV, CTV, Yuan Ze University, Far Eastern Group Notes [i] Ms. Nai-ling Lu (呂迺玲), the secretary at the Global Affairs Office in Yuan Ze University, offered valuable information to me in order help me complete this article. I owe a debt of gratitude to her