This course examines and analyzes China’s foreign relations, focusing primarily on the post-Cold War period. The course starts by looking at the domestic sources (e.g. cultural, historical, ideological and political factors and key decision makers) of Chinese foreign policy. It then examines Chinese foreign policy behavior in the area of economics, global governance and security. The last part of the course examines the various regional and bilateral dynamics of China’s foreign relations with special attention paid to U.S.-China relations and China’s relations with Asia. Upon conclusion of the course, students will be able to provide sophisticated and well-researched commentary to the ongoing debate of the role a growing China will play in future world affairs.
The course also seeks to develop certain skills through various assignments such as student presentation and the NIE estimate. These skills include summarizing and analyzing sources by identifying their thesis and supporting arguments, forecasting the future of bilateral relationships by drawing on relevant written sources, oral presentation and teamwork.
Prerequisites:
None, although coursework in Comparative Politics, International Politics or International Relations theory will be helpful.
Additional student cost:
None
Learning outcomes:
By the end of the course students will be able to:
Develop an understanding of the recent history, and geopolitics, of China’s foreign relations.
Be able to identify and evaluate the domestic sources of Chinese foreign policy.
Be able to identify and evaluate the main issues and challenges in China’s foreign relations in the areas of economics, global governance and security.
Become familiar with China’s foreign relations with different regions of the world in the post-Cold War era, particularly the U.S.-China and China-Asia relationship.
Be able to summarize, analyze and compare primary and secondary sources on China’s foreign relations, and present your analysis in class.
Be able to research, evaluate and forecast the future of one of China’s bilateral relationships.
Method of presentation:
Lectures and students presentations and discussion. This course is organized as a seminar where students will play an important part in discussing the readings.
Required work and form of assessment:
Your course grade will be based on the following areas:
Attendance and Participation-20%
Response Papers/Student Presentations-20%
Midterm and Quizzes-30%
NIE Assessment-30% (20% grade for written report, 10% for the oral
presentation)
Effort and improvement will be taken into account.
Grading. Grades are assigned according to the following point system.
A 93-100 B 83-86 C 73-76 D 63-66
A- 90-92 B- 80-82 C- 70-72 F 62 or less
B+ 87-89 C+ 77-79 D+ 67-69
The criteria for grades are spelled out in the Course Catalog. They are summarized briefly as follows:
C work is adequate. It means you were able to recall the basic subject matter of the course, apply that knowledge in discussions and written assignments, and express your ideas and arguments in an intelligible but undistinguished fashion.
B work is good. It means you were able to follow directions, recall more than just the basic elements, apply that knowledge in a way that makes connections with your own beliefs, other knowledge gained in this or other courses and to the world around you, and express your ideas and arguments clearly and concisely.
A work is excellent. It means you were able to follow directions, show a mastery of the subject matter, apply the knowledge in a critical and original manner, and express your ideas and arguments in a clear and persuasive manner.
Class Attendance and Participation (20%). Regular attendance is crucial to your success in this class, and to the success of the class overall. IES has an attendance policy that will be enforced in this class. Each unexcused absence will result in your overall grade being lowered a step (e.g. from a B+ to a B). Proper documentation must be provided for all absences (see IES Handbook for guidelines about documenting absences). Being on time is also appreciated. Students should show up for class at least five minutes before class starts. Lateness will be penalized.
Student participation is an important part of your grade. You will be encouraged to be an active, assertive and thoughtful participant in class discussions. Your participation grade will be based on the following:
1. Your participation in discussing current events drawn from your reading of newspapers.
2. The quality of your discussion of the assigned reading material on the days you will be asked to lead a discussion of a class reading.
3. Courtesy and respect for other students. Allow other students a chance to express themselves.
4. Courtesy and respect for the instructor. You are expected to stay in class for the entire period and not take bathroom or water breaks unless it is an emergency.
5. Contribution to thoughtful discussion. You are expected to ask be attentive and inquisitive, ask questions and otherwise express yourself in a thoughtful manner.
Response Papers/Student Presentation (20%): During each class session, students will prepare a one-page, single-spaced response to an assigned reading discussing the author’s main thesis and supporting points, and present it in class. Good response papers should also discuss how the readings apply to the broader scope of the course and provide questions for discussion.
Midterm and Quizzes (30%). There will be a midterm, and announced and unannounced quizzes on geography and the readings.
NIE Assessment (30%): This assignment is an exercise in forecasting. Students will play the role of members of the National Intelligence Council, and assigned to write a National Intelligence Estimate (NIE) on the future relationship between China and a country, region or international organization. Depending on the number of people in class, and interest, students will either work individually or be organized into groups. A final written report will be submitted by each individual on the last week of class and each individual/group will give a 20 minute presentation followed by a 10 minute Q&A session led by the instructor. The written report should be 10 tightly-written double-spaced pages, including an Executive Summary of 300 words, and should forecast 2-3 years into the future what China’s relations with the country/region/organization selected will look like and why, i.e. what are the principal variables and factors that have previously shaped the chosen relationship and how will they impact on its future evolution. If presenting as a group, students will be graded both as a group and as individuals on their oral presentation.
Deadline extensions must also be requested in advance, and will be granted only in exceptional cases. If you do not request an extension in advance and hand your assignment in late, your grade for that assignment will be lowered one step (B+ to a B, B to a B-, etc.) for every day it is late.
All students are expected to adhere to high standards of academic honesty. Cheating or plagiarism are not acceptable under any conditions.
content:
1. Introduction to the class
2. International Relations and the Study of China’s Foreign Policy
Henry R. Nau, Ch.1 “How to Think About International Relations” (Coursepack)
Nathan and Ross, Foreword in The Great Walll and Empty Fortress (Coursepack)
Sutter, Ch.1
PART I DOMESTIC SOURCES OF CHINA’S FOREIGN POLICY
3. Michael Hunt, Chapter 1, “The Pertinence of the Past”, in The Genesis of Chinese
Communist Foreign Policy;
Nathan and Ross, Chs. 1 and 2 in The Great Wall and the Empty Fortress (Coursepack)
4. FIELDTRIP TO THE FOREIGN LEGATION QUARTER
5. China’s Foreign Policy Priorities
Sutter, Ch. 2
Fei-ling Wang,”Beijing’s Incentive Structure: Preservation, Prosperity and Power” in China Rising;
Peter Gries, “Nationalism and Chinese Foreign Policy” in China Rising (Coursepack)
6. Leonard, Ch. 3: Comprehensive National Power, in What Does China Think?;
Yong Deng, “Better than Power: “International Status” in Chinese Foreign Policy” and
Ming Wan, “Democracy and Human Rights in Chinese Foreign Policy” in China Rising (Coursepack)
NO CLASS -- MOBILE LEARNING TRIP
7. China’s Foreign Policy Decision Making
Sutter, Ch.3
Lu Ning, “The Central Leadership, Supraministry Coordinating Bodies, State Council Ministries, and Party Departments” and Tai Ming Cheung, “The Influence of the Gun”, in The Making of Chinese and Security Policy (Coursepack)
8. FIELDTRIP TO FOREIGN AFFAIRS COLLEGE
PART II CHINA’S FOREIGN POLICY: ECONOMICS, GLOBAL GOVERNANCE AND SECURITY
9. Sutter, Ch. 4, pp.91-112
Margaret Pearson, “China in Geneva: Lessons from China’s Early Years in the WTO” in New Directions in the Study of China’s Foreign Policy;
Yang Yi, “Domestic Constraints and International Forces: Exploring China’s Position on International Climate Change Policy”
10. Sutter, Ch. 4, pp.112-122 and Sutter, Ch.5
Allen Carlson, “More Than Just Saying No: China’s Evolving Approach to Sovereignty and Intervention” in New Directions in the Study of China’s Foreign Policy;
Bates Gill, “China’s Evolving Regional Security Strategy” in Power Shift (Coursepack)
11. Thomas Christensen, “Windows and War: Trend Analysis and Beijing’s Use of Force,” in New
Directions in the Study of China’s Foreign Policy;
M. Taylor Fravel, China’s Search for Military Power,” Washington Quarterly;
Andrew Scobell, “Terrorism and Chinese Foreign Policy” in China Rising. (Coursepack)
12. MIDTERM
PART III REGIONAL AND BILATERAL DYNAMICS
13. China and the U.S., Part I
Nathan and Ross, Ch.4 in The Great Walll and Empty Fortress
Sutter, Ch. 6
Peter Hays Gries, “Problems of Misperception in U.S.-China Relations”, Orbis (Coursepack)
14. China and the U.S., Part II
Aaron L. Friedberg, “The Future of U.S.-China Relations: Is Conflict Inevitable?”, International Security;
Henry M. Paulson, Jr., “A Strategic Economic Engagement: Strengthening U.S.-Chinese Ties”, Foreign Affairs;
Elizabeth C. Economy & Adam Segal, “The G-2 Mirage: Why the United States and China Are Not Ready to Upgrade Ties”, Foreign Affairs (Coursepack)
15. China and the U.S., Part III: Case studies
Wu Xinbo, Understanding Chinese and U.S. Crisis Behavior, The Washington Quarterly;
Jonathan Pollack, “Energy Insecurity and Sino-U.S. Relations,” Journal of Contemporary China (Coursepack)
16. FIELDTRIP TO THE U.S. EMBASSY
17. China and Taiwan
Sutter, Ch. 7
Richard Bush, “Taiwan Faces China,” in Power Shift;
Wang Jianwei, “Time for ‘New Thinking’ on Taiwan,” China Security;
Lin Chong-pin, “More Carrot than Stick: China’s Emerging Taiwan Policy,” China Security. (Coursepack)
18. China, Japan and Korea
Sutter, Ch.8
Mike Mochizuki, “China-Japan Relations” and Jae Ho Chung, “China’s Ascendancy and the Korean Peninsula” in Power Shift;
Bonnie Glaser, China’s Policy in the Wake of the Second DPRK Nuclear Test”, China Security (Coursepack)
19. China and South/Southeast Asia
Sutter, Chs. 9 and 10
Jing-dong Yuan, “The Dragon and the Elephant: Chinese-Indian Relations in the 21st Century”, The Washington Quarterly (Coursepack)
20. China, Russia and Europe
Sutter, Ch.11
Yu Bin, “China and Russia” in Power Shift;
Margot Schuller, “The EU’s Policy Toward China on Economic Issues” and Bates Gill, “European Union-China Cooperation on Security Issues”, in American and European Relations with China.
21. China, Africa, the Middle East and Latin America
Sutter, Ch. 12
Bates Gill, Chin-hao Huang & J. Stephen Morrison, “Assessing China’s Growing Influence in Africa”, China Security;
Shen Dingli, “Iran’s Nuclear Ambitions Test China’s Wisdom”, The Washington Quarterly.
(Coursepack)
22. NIE Assessment Presentations
23. NIE Assessment Presentations
Required readings:
Robert Sutter, Chinese Foreign Relations: Power and Policy Since the Cold War (2009)
Coursepack The course reader is a compilation of sources on Chinese foreign policy and China in international affairs written by Chinese and Western scholars.
Regular reading of: The New York Times at www.nytimes.com; The Washington Post at www.washingtonpost.com; the English-language version of the Chinese Communist Party’s official newspaper, The People’s Daily (Renmin Ribao) at english.peopledaily.com.cn; or the Chinese government’s English-language newspaper, China Daily at www.chinadaily.com.cn. You should be prepared to give a brief analysis of a news report on current affairs related to China’s foreign relations from either the Chinese or English news media at the beginning of each class period.
Note that readings are assigned on the day prior to when they will be discussed.
Brief Biography of Instructor:
W. Chad Futrell is a Ph.D. candidate in the field of Development Sociology at Cornell University. His two years of dissertation fieldwork on "Uneven Environmental Globalization and Networks in China and Korea” were supported by Fulbright-Hays and Korea Foundation fellowships, among others. Chad was a Korea Foundation Fellow at Korea University and has taught courses on Chinese Foreign Policy and International Relations, Chinese and Global Environmental Politics, Social Problems and Service Learning, and Qualitative Fieldwork Methods for study abroad programs in Beijing. Chad received an MS in Development Sociology and completed coursework for a MPS in Environmental Management at Cornell University. He also studied advanced Korean at Sogang University, received a Certificate of Advanced Chinese from IUP at Tsinghua University, and spent his undergraduate years studying religion and philosophy at UNC-Chapel Hill and University of Sussex. Since coming to the region in 1996, he has split his time between China and Korea, consulting and volunteering for numerous NGOs including Friends of Nature in Beijing and KFEM-Friends of the Earth Korea. Chad has published articles on civil society, NGOs, biodiversity and sandstorms in China and Korea as well as global environmentalism and American agriculture.
A Changing China In International Affairs
This course examines and analyzes China’s foreign relations, focusing primarily on the post-Cold War period. The course starts by looking at the domestic sources (e.g. cultural, historical, ideological and political factors and key decision makers) of Chinese foreign policy. It then examines Chinese foreign policy behavior in the area of economics, global governance and security. The last part of the course examines the various regional and bilateral dynamics of China’s foreign relations with special attention paid to U.S.-China relations and China’s relations with Asia. Upon conclusion of the course, students will be able to provide sophisticated and well-researched commentary to the ongoing debate of the role a growing China will play in future world affairs.
The course also seeks to develop certain skills through various assignments such as student presentation and the NIE estimate. These skills include summarizing and analyzing sources by identifying their thesis and supporting arguments, forecasting the future of bilateral relationships by drawing on relevant written sources, oral presentation and teamwork.
None, although coursework in Comparative Politics, International Politics or International Relations theory will be helpful.
None
By the end of the course students will be able to:
Lectures and students presentations and discussion. This course is organized as a seminar where students will play an important part in discussing the readings.
Your course grade will be based on the following areas:
Attendance and Participation-20%
Response Papers/Student Presentations-20%
Midterm and Quizzes-30%
NIE Assessment-30% (20% grade for written report, 10% for the oral
presentation)
Effort and improvement will be taken into account.
Grading. Grades are assigned according to the following point system.
A 93-100 B 83-86 C 73-76 D 63-66
A- 90-92 B- 80-82 C- 70-72 F 62 or less
B+ 87-89 C+ 77-79 D+ 67-69
The criteria for grades are spelled out in the Course Catalog. They are summarized briefly as follows:
C work is adequate. It means you were able to recall the basic subject matter of the course, apply that knowledge in discussions and written assignments, and express your ideas and arguments in an intelligible but undistinguished fashion.
B work is good. It means you were able to follow directions, recall more than just the basic elements, apply that knowledge in a way that makes connections with your own beliefs, other knowledge gained in this or other courses and to the world around you, and express your ideas and arguments clearly and concisely.
A work is excellent. It means you were able to follow directions, show a mastery of the subject matter, apply the knowledge in a critical and original manner, and express your ideas and arguments in a clear and persuasive manner.
Class Attendance and Participation (20%). Regular attendance is crucial to your success in this class, and to the success of the class overall. IES has an attendance policy that will be enforced in this class. Each unexcused absence will result in your overall grade being lowered a step (e.g. from a B+ to a B). Proper documentation must be provided for all absences (see IES Handbook for guidelines about documenting absences). Being on time is also appreciated. Students should show up for class at least five minutes before class starts. Lateness will be penalized.
Student participation is an important part of your grade. You will be encouraged to be an active, assertive and thoughtful participant in class discussions. Your participation grade will be based on the following:
1. Your participation in discussing current events drawn from your reading of newspapers.
2. The quality of your discussion of the assigned reading material on the days you will be asked to lead a discussion of a class reading.
3. Courtesy and respect for other students. Allow other students a chance to express themselves.
4. Courtesy and respect for the instructor. You are expected to stay in class for the entire period and not take bathroom or water breaks unless it is an emergency.
5. Contribution to thoughtful discussion. You are expected to ask be attentive and inquisitive, ask questions and otherwise express yourself in a thoughtful manner.
Response Papers/Student Presentation (20%): During each class session, students will prepare a one-page, single-spaced response to an assigned reading discussing the author’s main thesis and supporting points, and present it in class. Good response papers should also discuss how the readings apply to the broader scope of the course and provide questions for discussion.
Midterm and Quizzes (30%). There will be a midterm, and announced and unannounced quizzes on geography and the readings.
NIE Assessment (30%): This assignment is an exercise in forecasting. Students will play the role of members of the National Intelligence Council, and assigned to write a National Intelligence Estimate (NIE) on the future relationship between China and a country, region or international organization. Depending on the number of people in class, and interest, students will either work individually or be organized into groups. A final written report will be submitted by each individual on the last week of class and each individual/group will give a 20 minute presentation followed by a 10 minute Q&A session led by the instructor. The written report should be 10 tightly-written double-spaced pages, including an Executive Summary of 300 words, and should forecast 2-3 years into the future what China’s relations with the country/region/organization selected will look like and why, i.e. what are the principal variables and factors that have previously shaped the chosen relationship and how will they impact on its future evolution. If presenting as a group, students will be graded both as a group and as individuals on their oral presentation.
Deadline extensions must also be requested in advance, and will be granted only in exceptional cases. If you do not request an extension in advance and hand your assignment in late, your grade for that assignment will be lowered one step (B+ to a B, B to a B-, etc.) for every day it is late.
All students are expected to adhere to high standards of academic honesty. Cheating or plagiarism are not acceptable under any conditions.
1. Introduction to the class
2. International Relations and the Study of China’s Foreign Policy
Henry R. Nau, Ch.1 “How to Think About International Relations” (Coursepack)
Nathan and Ross, Foreword in The Great Walll and Empty Fortress (Coursepack)
Sutter, Ch.1
PART I DOMESTIC SOURCES OF CHINA’S FOREIGN POLICY
3. Michael Hunt, Chapter 1, “The Pertinence of the Past”, in The Genesis of Chinese
Communist Foreign Policy;
Nathan and Ross, Chs. 1 and 2 in The Great Wall and the Empty Fortress (Coursepack)
4. FIELDTRIP TO THE FOREIGN LEGATION QUARTER
5. China’s Foreign Policy Priorities
Sutter, Ch. 2
Fei-ling Wang,”Beijing’s Incentive Structure: Preservation, Prosperity and Power” in China Rising;
Peter Gries, “Nationalism and Chinese Foreign Policy” in China Rising (Coursepack)
6. Leonard, Ch. 3: Comprehensive National Power, in What Does China Think?;
Yong Deng, “Better than Power: “International Status” in Chinese Foreign Policy” and
Ming Wan, “Democracy and Human Rights in Chinese Foreign Policy” in China Rising (Coursepack)
NO CLASS -- MOBILE LEARNING TRIP
7. China’s Foreign Policy Decision Making
Sutter, Ch.3
Lu Ning, “The Central Leadership, Supraministry Coordinating Bodies, State Council Ministries, and Party Departments” and Tai Ming Cheung, “The Influence of the Gun”, in The Making of Chinese and Security Policy (Coursepack)
8. FIELDTRIP TO FOREIGN AFFAIRS COLLEGE
PART II CHINA’S FOREIGN POLICY: ECONOMICS, GLOBAL GOVERNANCE AND SECURITY
9. Sutter, Ch. 4, pp.91-112
Margaret Pearson, “China in Geneva: Lessons from China’s Early Years in the WTO” in New Directions in the Study of China’s Foreign Policy;
Yang Yi, “Domestic Constraints and International Forces: Exploring China’s Position on International Climate Change Policy”
10. Sutter, Ch. 4, pp.112-122 and Sutter, Ch.5
Allen Carlson, “More Than Just Saying No: China’s Evolving Approach to Sovereignty and Intervention” in New Directions in the Study of China’s Foreign Policy;
Bates Gill, “China’s Evolving Regional Security Strategy” in Power Shift (Coursepack)
11. Thomas Christensen, “Windows and War: Trend Analysis and Beijing’s Use of Force,” in New
Directions in the Study of China’s Foreign Policy;
M. Taylor Fravel, China’s Search for Military Power,” Washington Quarterly;
Andrew Scobell, “Terrorism and Chinese Foreign Policy” in China Rising. (Coursepack)
12. MIDTERM
PART III REGIONAL AND BILATERAL DYNAMICS
13. China and the U.S., Part I
Nathan and Ross, Ch.4 in The Great Walll and Empty Fortress
Sutter, Ch. 6
Peter Hays Gries, “Problems of Misperception in U.S.-China Relations”, Orbis (Coursepack)
14. China and the U.S., Part II
Aaron L. Friedberg, “The Future of U.S.-China Relations: Is Conflict Inevitable?”, International Security;
Henry M. Paulson, Jr., “A Strategic Economic Engagement: Strengthening U.S.-Chinese Ties”, Foreign Affairs;
Elizabeth C. Economy & Adam Segal, “The G-2 Mirage: Why the United States and China Are Not Ready to Upgrade Ties”, Foreign Affairs (Coursepack)
15. China and the U.S., Part III: Case studies
Wu Xinbo, Understanding Chinese and U.S. Crisis Behavior, The Washington Quarterly;
Jonathan Pollack, “Energy Insecurity and Sino-U.S. Relations,” Journal of Contemporary China (Coursepack)
16. FIELDTRIP TO THE U.S. EMBASSY
17. China and Taiwan
Sutter, Ch. 7
Richard Bush, “Taiwan Faces China,” in Power Shift;
Wang Jianwei, “Time for ‘New Thinking’ on Taiwan,” China Security;
Lin Chong-pin, “More Carrot than Stick: China’s Emerging Taiwan Policy,” China Security. (Coursepack)
18. China, Japan and Korea
Sutter, Ch.8
Mike Mochizuki, “China-Japan Relations” and Jae Ho Chung, “China’s Ascendancy and the Korean Peninsula” in Power Shift;
Bonnie Glaser, China’s Policy in the Wake of the Second DPRK Nuclear Test”, China Security (Coursepack)
19. China and South/Southeast Asia
Sutter, Chs. 9 and 10
Jing-dong Yuan, “The Dragon and the Elephant: Chinese-Indian Relations in the 21st Century”, The Washington Quarterly (Coursepack)
20. China, Russia and Europe
Sutter, Ch.11
Yu Bin, “China and Russia” in Power Shift;
Margot Schuller, “The EU’s Policy Toward China on Economic Issues” and Bates Gill, “European Union-China Cooperation on Security Issues”, in American and European Relations with China.
21. China, Africa, the Middle East and Latin America
Sutter, Ch. 12
Bates Gill, Chin-hao Huang & J. Stephen Morrison, “Assessing China’s Growing Influence in Africa”, China Security;
Shen Dingli, “Iran’s Nuclear Ambitions Test China’s Wisdom”, The Washington Quarterly.
(Coursepack)
22. NIE Assessment Presentations
23. NIE Assessment Presentations
Robert Sutter, Chinese Foreign Relations: Power and Policy Since the Cold War (2009)
Coursepack The course reader is a compilation of sources on Chinese foreign policy and China in international affairs written by Chinese and Western scholars.
Regular reading of: The New York Times at www.nytimes.com; The Washington Post at www.washingtonpost.com; the English-language version of the Chinese Communist Party’s official newspaper, The People’s Daily (Renmin Ribao) at english.peopledaily.com.cn; or the Chinese government’s English-language newspaper, China Daily at www.chinadaily.com.cn. You should be prepared to give a brief analysis of a news report on current affairs related to China’s foreign relations from either the Chinese or English news media at the beginning of each class period.
Note that readings are assigned on the day prior to when they will be discussed.
W. Chad Futrell is a Ph.D. candidate in the field of Development Sociology at Cornell University. His two years of dissertation fieldwork on "Uneven Environmental Globalization and Networks in China and Korea” were supported by Fulbright-Hays and Korea Foundation fellowships, among others. Chad was a Korea Foundation Fellow at Korea University and has taught courses on Chinese Foreign Policy and International Relations, Chinese and Global Environmental Politics, Social Problems and Service Learning, and Qualitative Fieldwork Methods for study abroad programs in Beijing. Chad received an MS in Development Sociology and completed coursework for a MPS in Environmental Management at Cornell University. He also studied advanced Korean at Sogang University, received a Certificate of Advanced Chinese from IUP at Tsinghua University, and spent his undergraduate years studying religion and philosophy at UNC-Chapel Hill and University of Sussex. Since coming to the region in 1996, he has split his time between China and Korea, consulting and volunteering for numerous NGOs including Friends of Nature in Beijing and KFEM-Friends of the Earth Korea. Chad has published articles on civil society, NGOs, biodiversity and sandstorms in China and Korea as well as global environmentalism and American agriculture.