The local experiences of foreigners in China in the 19th and early 20th centuries exemplify the often latent or tacit patterns of social encounters, individually or in groups, with certain cultural boundedness, stability, and homogeneity. This book takes into account virtual, mediated, imaginative contact zones and looks back at much slower and delimited times and focuses primarily on some selective experiences by Italians and Germans. In doing so it accounts for trajectories from individual and small groups with local, territorial, physical and fully sensual interfaces to fully programmed and highly steered contact zones in the 21st century.

The local experiences of foreigners in China in the 19th and early 20th centuries exemplify the often latent or tacit patterns of social encounters, individually or in groups, with certain cultural boundedness, stability, and homogeneity. This book takes into account virtual, mediated, imaginative contact zones and looks back at much slower and delimited times and focuses primarily on some selective experiences by Italians and Germans. In doing so it accounts for trajectories from individual and small groups with local, territorial, physical and fully sensual interfaces to fully programmed and highly steered contact zones in the 21st century.

In Intergenerational Contact Zones, Kaplan, Thang, Sánchez, and Hoffman introduce novel ways of thinking, planning, and designing intergenerationally enriched environments. Filled with vivid examples of how ICZs breathe new life into communities and social practices, this important volume focuses on practical descriptions of ways in which practitioners and researchers could translate and infuse the notion of ICZ into their work. The ICZ concept embraces generation and regeneration of community life, parks and recreational locations, educational environments, residential settings and family life, and national and international contexts for social development. With its focus on creating effective and meaningful intergenerational settings, it offers a rich how-to toolkit to help professionals and user groups as they begin to consider ways to develop, activate, and nurture intergenerational spaces. Intergenerational Contact Zones will be essential reading for academics and researchers interested in human development, aging, and society, as well as practitioners, educators, and policy makers interested in intergenerational gathering places from an international perspective.

This volume utilizes the concept of contact zones to reconceptualize the time and space around East Asian borders as meeting zones where multiple races, nations, and cultures interacted through the processes of exchange, coexistence, and acculturation. Focusing especially on the borderlands of China and Korea, the contributors document the shifts and repositioning of the contact zones of East Asia as well as the encounters and conflicts that transpired in these spaces, with historical materials spanning the period from the first to the early twentieth centuries and geographical regions from the Tibetan Plateau to Manchuria to the Korean Peninsula. What emerges is a rich account of how the historical changes in the contact zones significantly shaped the history of East Asia as a whole.

Cultural encounters are often being stylized not only as experiences of uncontrollability and unpredictability par excellence, but also as challenges to planning and predicting. The history, the different forms and the consequences of this phenomenon are the main issues discussed in this volume. The contributions show that chaos and control are not mutually exclusive in the "contact zone" (Mary Louise Pratt); on the contrary, they stand in relation to each other - be it as a competence or as an interpretive scheme.

This is a pioneering book on Taiwan's cultural diplomacy. It argues that cultural diplomacy is a subset of public diplomacy aiming to utilize useful cultural resources to demonstrate Taiwan's soft power so to increase the public's understanding and create positive impression toward Taiwan in the like-minded countries. It then identifies three effective areas to implement cultural diplomacy: films, music, and the academic field of Taiwan studies. Dr. Astrid Lipinsky is Managing Director of the Vienna Center for Taiwan Studies at University of Vienna, Austria.

Winner, CCCC Outstanding Book Award Until recently, American composition scholars have studied writing instruction mainly within the borders of their own nation, rarely considering English composition in the global context in which writing in English is increasingly taught. Writing in the Devil’s Tongue challenges this anachronistic approach by examining the history of English composition instruction in an East Asian country. Author Xiaoye You offers scholars a chance to observe how a nation changed from monolingual writing practices to bilingual writing instruction in a school setting. You makes extensive use of archival sources to help trace bilingual writing instruction in China back to 1862, when English was first taught in government schools. Treating the Chinese pursuit of modernity as the overarching theme, he explores how the entry of Anglo-American rhetoric and composition challenged and altered the traditional monolithic practice of teaching Chinese writing in the Confucian spirit. The author focuses on four aspects of this history: the Chinese negotiation with Anglo-American rhetoric, their search for innovative approaches to instruction, students’ situated use of English writing, and local scholarship in English composition. Unlike previous composition histories, which have tended to focus on institutional, disciplinary, and pedagogical issues, Writing in the Devil’s Tongue brings students back to center stage by featuring several passages written by them in each chapter. These passages not only showcase rhetorical and linguistic features of their writings but also serve as representative anecdotes that reveal the complex ways in which students, responding to their situations, performed multivalent, intercultural discourses. In addition, You moves out of the classroom and into the historical, cultural, and political contexts that shaped both Chinese writing and composing practices and the pedagogies that were adopted to teach English to Chinese in China. Teachers, students, and scholars reading this book will learn a great deal about the political and cultural impact that teaching English composition has had in China and about the ways in which Chinese writing and composition continues to be shaped by rich and diverse cultural traditions and political discourses. In showcasing the Chinese struggle with teaching and practicing bilingual composition, Writing in the Devil’s Tongue alerts American writing scholars and teachers to an outdated English monolingual mentality and urges them to modify their rhetorical assumptions, pedagogical approaches, and writing practices in the age of globalization.