The Service Learning Program has been designed as an experiential learning process, with a combination of classroom activities and field work. Students are expected to take away a broad overview of pertinent, current global development issues, placed in the Chinese context. Alongside classroom learning, students will also volunteer with Non-Governmental Organizations and Non-profit institutions working on different issues and will use that as an opportunity to learn, analyze and synthesize their experiences in the field with themes presented during the seminar. (3 credit hours).
Prerequisites:
None
Service Learning Placement Process: Prospective students will submit a placement survey for the service learning seminar online through the IES portal prior to arrival in Kunming. Once onsite, students will have a 1-1 meeting with the seminar coordinator to follow-up on their expectations for the service learning placement. Students will potentially interview at several organizations for their placements during the first two weeks of coursework in Kunming. The placement is expected to begin during the second week of coursework. The student, placement supervisor, and the seminar coordinator will work together throughout the semester to monitor and discuss the student’s individual progress in the placement.
Learning outcomes:
By the end of the semester, the students would:
Describe theories and models of development and volunteerism
Analyze different global developmental issues in the Chinese context
Demonstrate good practices in volunteering, measured by feedback received from field agency mentors, facilitators and peers
Analyze and synthesize their experiences based on the theories and issues studied
Present material through a group seminar
Method of presentation:
Students meet for 2 hours each week for the seminar component of the course curriculum. The seminar will require participation in classroom activities, which will be a mix of discussions, simulations, presentations, and talks. Weekly readings will pertain to classroom discussion topics divided between discussions of development in general in China and of adjusting to life in the Chinese workplace. Students will engage in reflective writing projects and regular debriefings on volunteering experiences. In addition, students are required to participate in a service learning placement 8 hours per week for at least 10 weeks for a total minimum of 80 placement hours.
Required work and form of assessment:
Development Paper – 40%
Working on this assignment will be a cumulative process ending with a twenty (20) page written paper. The goal of the paper is to demonstrate the students’ understanding of some current development theory and critiques of such theories in a Chinese specific context. Students are expected to choose a specific topic (health, education, environment, water resources, women, etc.) and gain some first-hand knowledge of the current work in this sector. To do this students are expected to visit at least one organization (school, hospital, etc.), NGO, or INGO in the specific field and complete a minimum of two interviews as part of the assignment. Students should prepare a list of questions in advance based on issues raised in the seminar readings and lectures.
Successful completion of the paper requires a discussion of the specific topic of choice in the larger development arena and the incorporation of cultural concerns specific to China.
The topic selection will be made by week 5 and the papers will be submitted by week 11. Final presentations will also be made on these papers at a seminar organized by the students in week 12
(described below).
Social Change and Self Transformation: Volunteer Placements – 40%
Students will choose an organization that they will be placed with over a period of 11 weeks. Students will be expected to spend 8 hours each week (total minimum of 80 hours) with the placement organization, during the course of which they will attempt to understand the workings of that organization and the particular developmental concern that the organization is trying to address.
The aim is to give students the opportunity to examine development work first-hand and to enable them to have some practical experience in the field. Students should consider their individual skill sets and what they may be able to contribute in a volunteer capacity in the planning for this project. At the same time, the volunteering experience needs to be looked at as a learning opportunity and the students are expected to be reflective and introspective throughout the process.
As part of the volunteering assignments, students will capture two change stories (10% each) from their placement agencies that demonstrate their individual change and growth in the placement. Students should discuss milestones, achievements, praise, failures, and frustrations with their placement. Students should also consider challenges faced and discuss strategies used to overcome these challenges. Additionally, students will also write a summary on the impact the volunteering experience with their placement agency has had on them (20%).
Evaluation will be based on feedback from placement agency, self, and IES faculty.
Final presentation – 10%
As a final presentation, students are expected to design and implement a seminar as a group. Through this seminar, the students will present their final papers, while having organized and managed logistics of the seminar as a team. They will receive peer and faculty feedback on the same. This process not only requires them to demonstrate an analytical view of the topics they researched, but also allows them to demonstrate the ability to synthesize their learning experiences and an ability to work effectively in teams.
Discussions, Excursions, and Participation – 10%
The Service Learning Seminar combines classroom based lectures with student and faculty-led discussions and field excursions. They are expected to demonstrate a basic understanding of the material and to facilitate group analysis of key themes and ideas. The seminar additionally may include films emphasizing different aspects of Chinese culture and development issues. Finally, field excursions will allow students first-hand observation of seminar topics and are built into the curriculum to support the classroom learning. Students are expected to not only be present on all excursions but also to actively engage through questions and keen observations.
Participation is not the same as attendance. All students are expected to participate fully in all aspects of the seminar. This means asking pertinent questions to the course’s guest lecturers, engaging in discussion and analysis during question opportunities after lectures, in group discussions, and on excursions. Students are expected to complete the required reading in a timely fashion, and to demonstrate their understanding of texts through reflection, writing, and discussion.
content:
WEEK TOPIC READING/ASSIGNMENT
Week 1 Introduction to course, overview, grading, field agencies’ presentations; preparing for your placement interview and general discussion of placements.
Week 2 Introduction to Development: Understanding Civil Society - Participants develop a general understanding of development, while getting an overview of the 3 sector model, representing Civil Society, Government and Corporations. The session takes a look at micro and macro level action for change, while also mapping the historical progression of voluntary action in China.
Schwartz, Jonathan and Shieh, Shawn. “State and society responses to China’s social welfare needs: and introduction to the debate.” Pp 3-21. In Schwartz and Shieh, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Shieh, Shawn. “Beyond Corporatism and civil society: three modes of state-NGO interaction in China? Pp 22-42. In Schwartz and Shieh, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Placement discussion reading: Goodman, Sam. East Eats West, pp. 76-82, 118-126, 156-161, 166-174.
Week 3 Millennium Development Goals - Participants develop an understanding of the global relevance of the MDGs, with a specific look at each of the goals. They also get a brief insight into the current status and progress of the MDGs in the Chinese.
Hulme, David and Scott, James; The Political Economy of the MDGs:Retrospect and Prospect for the World’s Biggest Promise; Brook’s World Poverty Institute Working Paper 110, 2010. Pp 1-20.
Film – ‘A Future within Reach’ - Produced by TVE Asia Pacific (TVEAP) for UNESCAP.
Placement discussion reading: Lin-Liu, Jen. Serve the People: A Stir-fried Journey through China . (Houghton-Mifflin, 2008), pp. 117-194.
Week 4 Gender - Here, a contextual understanding of gender, as well as its socio-economic and cultural definitions, will be developed. A brief overview of Gender and Development in global and local contexts will be given.
Charlesworth, Hilary. Gender Mainstreaming and Human Rights in the United Nations. Harvard Human Rights’ Journal, Vol. 18 (Spring 2005) pp 1-30.
Gender Equality and the MDGs; Naila Kabeer; Gender and Development, April 2003. Pp 20-35.
Placement discussion reading: Hu Wenzhong and Cornelius Grove. Encountering the Chinese: A Guide for Americans . Second Edition. (Intercultural Press, 1999), pp. 13-34,51-76, 142-156.
Week 5 Sustainable Living and the Environment - The participants will take a look at sustainable development through the context of the socio-economics of globalization and the impact there of.
Hildebrant, Timothy, and Turner, Jennifer. “Green Activism? Reassessing the role of environmental NGOs in China.” Pp 89-110. In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Placement discussion reading: Hessler, Peter. River Town. Pp 1-56 chap 1-2.
Students submit paper topics
Week 6 Conflict, Security and Climate Change – This session will examine the arguments and the evidence that indicates the linkages between climate change, instability, and security.
Barnett, J. and Adger, N. (2007) “Climate Change, Human Security and Violent Conflict”, Political Geography 26(6): 639-655 Homer-Dixon, T. 1994; ‘Environmental Scarcities and Violent Conflict: Evidence from Cases.’ International Security, 19/1: pp5-40.
Placement discussion reading: Hu Wenzhong and Cornelius Grove. Encountering the Chinese: A Guide for Americans. pp 117-129. Intercultural Press, 1999.
Week 7 Youth culture and education in civil society development in China
Hayhoe, Ruth, and Zhong, Ningsha. “University Autonomy and Civil Society.” Pp 99-123. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Nesbitt-Larking and Chan, Alfred. “Chinese Youth and Civil Society.” Pp 149-171. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Week 8 Care for the youth and disabled in China
Keyser, Catherine. “The role of the state and NGOs in caring for at-risk children: the case of orphan care.” Pp 45-65. In Shieh and Schwartz, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Placement discussion reading: Symbols in Organizational Culture in China. Pp 20-45.
Week 9 Religion and philanthropy as civil society in China
Dean, Kenneth. “Ritual and Space: Civil Society or Popular Religion.” Pp 172-195. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Laliberte, Andre. “The Institutionalization of Buddhist Philanthropy in China.” Pp 113-134. . In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Week 10 Disease prevention and HIV/AIDS in Yunnan
Kaufman, Joan. “The role of NGOs in China’s AIDS crisis: Challenges and possibilities.” Pp 156-174. In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Schwartz, Jonathan. “The impact of crises on social service provision in China: the state and society response to SARS.” Pp 135-155. In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Week 11 Prospects for civil society development in China
Beja, Jean-Phillipe. “The changing aspects of civil society in China.” Pp 71-89. In Zheng and Fewsmith, China’s Opening Society. Routledge, 2008.
Brook, Timothy and Frolic, Michael. “China and the future of civil society.” Pp 195-203. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Schwartz, Jonathan, and Shieh, Shawn. “Serving the people? The changing roles of the state and social organizations in state and social service provision.” Pp 177-189. In Schwartz and Shieh, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Week 12 Final presentations
Required readings:
‘A Future within Reach’ - Produced by TVE Asia Pacific (TVEAP) for UNESCAP.
Barnett, J. and Adger, N. (2007) “Climate Change, Human Security and Violent Conflict”, Political Geography 26(6): 639-655 Homer-Dixon, T. 1994; ‘Environmental Scarcities and Violent Conflict: Evidence from Cases.’ International Security, 19/1: pp5-40.
Brook, Timothy and Frolic, Michael B, eds. Civil Society in China. M.E. Sharpe, 1997.
Charlesworth, Hilary. Gender Mainstreaming and Human Rights in the United Nations. Harvard Human Rights’ Journal, Vol. 18 (Spring 2005).
Goodman, Sam. East Eats West, pp. 76-82, 118-126, 156-161, 166-174.
Hessler, Peter. River Town. Pp 1-56 chap 1-2.
Hu Wenzhong and Cornelius Grove. Encountering the Chinese: A Guide for Americans. pp 117-129. Intercultural Press, 1999.
Hulme, David and Scott, James. “The Political Economy of the MDGs: Retrospect and Prospect for the World’s Biggest Promise.” Brook’s World Poverty Institute Working Paper 110, 2010.
Lin-Liu, Jen. Serve the People: A Stir-fried Journey through China. (Houghton-Mifflin, 2008), pp. 117-194.
Kabeer, Naila. Gender Equality and the MDGs. Gender and Development, April 2003.
Schwartz, Jonathan and Shieh, Shawn, eds. State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Symbols in Organizational Culture in China. Pp 20-45.
Zheng Yongnian and Fewsmith, Richard. China’s Opening Society. Routledge, 2008.
Recommended readings:
The Barefoot Collective. (2009). The Barefoot Guide to Working with Organizations and Social Change. Cape Town: Community Development Resource Association. Retrieved March 18, 2009, from www.barefootguide.org
Bearman, J. (2008). Drowning in Paperwork, Distracted from Purpose: Challenges and Opportunities in Grant Application and Reporting. Retrieved April 29, 2008 from Project Streamline Web Site.
Birdsall, K. and K. Kelly, et al. (2007). Pioneers, Partners, Providers: The Dynamics of Civil Society and AIDS Funding in Southern Africa. Braamfontein, South Africa: OSISA and CADRE.
Eade, D. (1997). Capacity Building: An Approach to People-Centered Development. U.K.: Oxfam.
Farrer, James. “Feelings: Good and Memorable” in Opening Up: Youth Sex Culture and Market Reform. University of Chicago: Chicago, 2002. Chapter 6 (pp 186-222).
Gladney, Dru. Dislocating China. University of Chicago Press: Chicago, 2004. pp 1-89
Gubbels, P. and C. Koss. (2000). From the Roots Up: Strengthening Organizational Capacity through Guided Self-Assessment. Oklahoma City: World Neighbors.
Inouye, Melissa. “Continuity in Heterodoxy: Banned Christian Sects in Contemporary China.”
Kaplan, A. (1996). The Development Practitioners Handbook. Cape Town: Pluto Press.
Keystone. (2006). Survey results: Downward accountability to ‘beneficiaries’: NGO and donor perspectives. Retrieved May 28, 2008, from Keystone Web Site.
Keystone. (2011). The INGO Partner Survey 2010. Retrieved April 5, 2011, from Keystone Web Site.
Kretzmann, J. and J. McKnight. (1993). Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets. Chicago: ACTA Publications.
Madsen, Richard. China’s Catholics: Tragedy and Hope in an Emerging Civil Society.
Meisner, Maurice. Mao’s China and After. The Free Press: New York, 1999.
Murphy, Rachel. How Migrant Labor is Changing China. Cambridge: Cambridge, 2002.
O’Brien, Kevin & Li Lijiang. Rightful Resistance in Rural China. Cambridge: Cambridge, 2006.
Palmer, P. (2004). A Hidden Wholeness: The Journey Towards an Undivided Life. San Francisco: Jossey-Bass.
Sang, Ye. China Candid. University of California: Berkeley, 2006.
Schell, Orville. Mandate of Heaven. New York, 1995.
Shambaugh, David. The Modern Chinese State. Cambridge: Cambridge 2000.
Shirk, Susan. Political Logic of Economic Reform. University of California: LA, 1993.
Solinger, Dorothy J. The Paradox of China’s Post-Mao Reform.
Wesley, F., B. Zimmerman, and M. Q. Patton. (2006). Getting to Maybe: How the World is Changed. Random House Canada.
Yan, Sun. Corruption and Market in Contemporary China. Cornell: Ithaca, 2004.
Yan, Yunxiang. Private Lives Under Socialism: Love, intimacy, and family change in a Chinese village: 1949-1999. Stanford University Press, 2003.
Zhang, Li. Searching for Paradise in the Middle Kingdom. Cornell: New York, 2010.
Service Learning Seminar
The Service Learning Program has been designed as an experiential learning process, with a combination of classroom activities and field work. Students are expected to take away a broad overview of pertinent, current global development issues, placed in the Chinese context. Alongside classroom learning, students will also volunteer with Non-Governmental Organizations and Non-profit institutions working on different issues and will use that as an opportunity to learn, analyze and synthesize their experiences in the field with themes presented during the seminar. (3 credit hours).
None
Service Learning Placement Process: Prospective students will submit a placement survey for the service learning seminar online through the IES portal prior to arrival in Kunming. Once onsite, students will have a 1-1 meeting with the seminar coordinator to follow-up on their expectations for the service learning placement. Students will potentially interview at several organizations for their placements during the first two weeks of coursework in Kunming. The placement is expected to begin during the second week of coursework. The student, placement supervisor, and the seminar coordinator will work together throughout the semester to monitor and discuss the student’s individual progress in the placement.
By the end of the semester, the students would:
Students meet for 2 hours each week for the seminar component of the course curriculum. The seminar will require participation in classroom activities, which will be a mix of discussions, simulations, presentations, and talks. Weekly readings will pertain to classroom discussion topics divided between discussions of development in general in China and of adjusting to life in the Chinese workplace. Students will engage in reflective writing projects and regular debriefings on volunteering experiences. In addition, students are required to participate in a service learning placement 8 hours per week for at least 10 weeks for a total minimum of 80 placement hours.
Development Paper – 40%
Working on this assignment will be a cumulative process ending with a twenty (20) page written paper. The goal of the paper is to demonstrate the students’ understanding of some current development theory and critiques of such theories in a Chinese specific context. Students are expected to choose a specific topic (health, education, environment, water resources, women, etc.) and gain some first-hand knowledge of the current work in this sector. To do this students are expected to visit at least one organization (school, hospital, etc.), NGO, or INGO in the specific field and complete a minimum of two interviews as part of the assignment. Students should prepare a list of questions in advance based on issues raised in the seminar readings and lectures.
Successful completion of the paper requires a discussion of the specific topic of choice in the larger development arena and the incorporation of cultural concerns specific to China.
The topic selection will be made by week 5 and the papers will be submitted by week 11. Final presentations will also be made on these papers at a seminar organized by the students in week 12
(described below).
Social Change and Self Transformation: Volunteer Placements – 40%
Students will choose an organization that they will be placed with over a period of 11 weeks. Students will be expected to spend 8 hours each week (total minimum of 80 hours) with the placement organization, during the course of which they will attempt to understand the workings of that organization and the particular developmental concern that the organization is trying to address.
The aim is to give students the opportunity to examine development work first-hand and to enable them to have some practical experience in the field. Students should consider their individual skill sets and what they may be able to contribute in a volunteer capacity in the planning for this project. At the same time, the volunteering experience needs to be looked at as a learning opportunity and the students are expected to be reflective and introspective throughout the process.
As part of the volunteering assignments, students will capture two change stories (10% each) from their placement agencies that demonstrate their individual change and growth in the placement. Students should discuss milestones, achievements, praise, failures, and frustrations with their placement. Students should also consider challenges faced and discuss strategies used to overcome these challenges. Additionally, students will also write a summary on the impact the volunteering experience with their placement agency has had on them (20%).
Evaluation will be based on feedback from placement agency, self, and IES faculty.
Final presentation – 10%
As a final presentation, students are expected to design and implement a seminar as a group. Through this seminar, the students will present their final papers, while having organized and managed logistics of the seminar as a team. They will receive peer and faculty feedback on the same. This process not only requires them to demonstrate an analytical view of the topics they researched, but also allows them to demonstrate the ability to synthesize their learning experiences and an ability to work effectively in teams.
Discussions, Excursions, and Participation – 10%
The Service Learning Seminar combines classroom based lectures with student and faculty-led discussions and field excursions. They are expected to demonstrate a basic understanding of the material and to facilitate group analysis of key themes and ideas. The seminar additionally may include films emphasizing different aspects of Chinese culture and development issues. Finally, field excursions will allow students first-hand observation of seminar topics and are built into the curriculum to support the classroom learning. Students are expected to not only be present on all excursions but also to actively engage through questions and keen observations.
Participation is not the same as attendance. All students are expected to participate fully in all aspects of the seminar. This means asking pertinent questions to the course’s guest lecturers, engaging in discussion and analysis during question opportunities after lectures, in group discussions, and on excursions. Students are expected to complete the required reading in a timely fashion, and to demonstrate their understanding of texts through reflection, writing, and discussion.
WEEK TOPIC READING/ASSIGNMENT
Week 1 Introduction to course, overview, grading, field agencies’ presentations; preparing for your placement interview and general discussion of placements.
Week 2 Introduction to Development: Understanding Civil Society - Participants develop a general understanding of development, while getting an overview of the 3 sector model, representing Civil Society, Government and Corporations. The session takes a look at micro and macro level action for change, while also mapping the historical progression of voluntary action in China.
Schwartz, Jonathan and Shieh, Shawn. “State and society responses to China’s social welfare needs: and introduction to the debate.” Pp 3-21. In Schwartz and Shieh, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Shieh, Shawn. “Beyond Corporatism and civil society: three modes of state-NGO interaction in China? Pp 22-42. In Schwartz and Shieh, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Placement discussion reading: Goodman, Sam. East Eats West, pp. 76-82, 118-126, 156-161, 166-174.
Week 3 Millennium Development Goals - Participants develop an understanding of the global relevance of the MDGs, with a specific look at each of the goals. They also get a brief insight into the current status and progress of the MDGs in the Chinese.
Hulme, David and Scott, James; The Political Economy of the MDGs:Retrospect and Prospect for the World’s Biggest Promise; Brook’s World Poverty Institute Working Paper 110, 2010. Pp 1-20.
Film – ‘A Future within Reach’ - Produced by TVE Asia Pacific (TVEAP) for UNESCAP.
Placement discussion reading: Lin-Liu, Jen. Serve the People: A Stir-fried Journey through China . (Houghton-Mifflin, 2008), pp. 117-194.
Week 4 Gender - Here, a contextual understanding of gender, as well as its socio-economic and cultural definitions, will be developed. A brief overview of Gender and Development in global and local contexts will be given.
Charlesworth, Hilary. Gender Mainstreaming and Human Rights in the United Nations. Harvard Human Rights’ Journal, Vol. 18 (Spring 2005) pp 1-30.
Gender Equality and the MDGs; Naila Kabeer; Gender and Development, April 2003. Pp 20-35.
Placement discussion reading: Hu Wenzhong and Cornelius Grove. Encountering the Chinese: A Guide for Americans . Second Edition. (Intercultural Press, 1999), pp. 13-34,51-76, 142-156.
Week 5 Sustainable Living and the Environment - The participants will take a look at sustainable development through the context of the socio-economics of globalization and the impact there of.
Hildebrant, Timothy, and Turner, Jennifer. “Green Activism? Reassessing the role of environmental NGOs in China.” Pp 89-110. In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Placement discussion reading: Hessler, Peter. River Town. Pp 1-56 chap 1-2.
Students submit paper topics
Week 6 Conflict, Security and Climate Change – This session will examine the arguments and the evidence that indicates the linkages between climate change, instability, and security.
Barnett, J. and Adger, N. (2007) “Climate Change, Human Security and Violent Conflict”, Political Geography 26(6): 639-655 Homer-Dixon, T. 1994; ‘Environmental Scarcities and Violent Conflict: Evidence from Cases.’ International Security, 19/1: pp5-40.
Placement discussion reading: Hu Wenzhong and Cornelius Grove. Encountering the Chinese: A Guide for Americans. pp 117-129. Intercultural Press, 1999.
Week 7 Youth culture and education in civil society development in China
Hayhoe, Ruth, and Zhong, Ningsha. “University Autonomy and Civil Society.” Pp 99-123. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Nesbitt-Larking and Chan, Alfred. “Chinese Youth and Civil Society.” Pp 149-171. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Week 8 Care for the youth and disabled in China
Keyser, Catherine. “The role of the state and NGOs in caring for at-risk children: the case of orphan care.” Pp 45-65. In Shieh and Schwartz, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Placement discussion reading: Symbols in Organizational Culture in China. Pp 20-45.
Week 9 Religion and philanthropy as civil society in China
Dean, Kenneth. “Ritual and Space: Civil Society or Popular Religion.” Pp 172-195. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Laliberte, Andre. “The Institutionalization of Buddhist Philanthropy in China.” Pp 113-134. . In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Week 10 Disease prevention and HIV/AIDS in Yunnan
Kaufman, Joan. “The role of NGOs in China’s AIDS crisis: Challenges and possibilities.” Pp 156-174. In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Schwartz, Jonathan. “The impact of crises on social service provision in China: the state and society response to SARS.” Pp 135-155. In State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Week 11 Prospects for civil society development in China
Beja, Jean-Phillipe. “The changing aspects of civil society in China.” Pp 71-89. In Zheng and Fewsmith, China’s Opening Society. Routledge, 2008.
Brook, Timothy and Frolic, Michael. “China and the future of civil society.” Pp 195-203. In Brook and Frolic, Civil Society in China. M.E. Sharpe, 1997.
Schwartz, Jonathan, and Shieh, Shawn. “Serving the people? The changing roles of the state and social organizations in state and social service provision.” Pp 177-189. In Schwartz and Shieh, State and Society Responses to Social Welfare Needs in China. Routledge, 2009.
Week 12 Final presentations