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#404 Factory Girls

2/8/2017

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Preparation:
  • Leslie T. Chang, Factory Girls: From Village to City in a Changing China, (New York: Spiegal & Graw, 2008), 97-119.​​
Picture
Documentary selections:
View selections from:
  • ​Manufacturing Landscapes (from beginning for about 2-3 minutes)
  • Mardi Gras (5:45-15:15; 20:26-24:10; 35:41-36:11)
As you watch, make notes of what you observe. Note, specifically:
  • What is similar or different in these scenes than what you might have expected after reading Chang?
  • How do the working conditions vary in each of the two films?

Journal write:
  • Identify 1-2 pressure(s) faced by the young women profiled by Chang that are like those you face at Hotchkiss. Please provide specific examples with page numbers.
  • Identify 1-2 pressure(s) faced by the young women profiled by Chang that are not like those you face at Hotchkiss. Please provide specific examples with page numbers.
  • Identify important questions from Chang you would like to discuss as a class.

Discussion questions:
  • What do we know about the author of this selection?
  • At the beginning of the semester, we discussed “insider knowledge” and “outsider knowledge.” How is Chang able to leverage her “outsider knowledge” to make sense of her subjects?
  • Before today, what had you heard either about workers in Dongguan, the Pearl River Delta area, or China more generally? Did Chang expand on or challenge any of your preconceptions?
  • Which elements of Chang’s account stood out most to you?
  • What do you make of the contradictions that appear on page 107? (“The girls all claimed in front of one another that they didn’t approve of finding a boyfriend in the city, although many of them already had one; they disparaged further education as useless even as some quietly took classes in an effort to improve themselves.”)
  • Our recent readings (Deng, Harvey, and Lin) have taken a macro (“big picture”) focus on China’s development. Where do you see their ideas, arguments, and concerns addressed by Chang?
  • Are the conditions described by Chang “fair”? Why or why not? Describe the role of outsiders – companies like Nike and Adidas and consumers – in shaping those conditions.
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  • Courses
    • HS150 Global Thinking >
      • HS150 Course Information
      • HS150 In-Class
      • HS150 Assignments
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
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