Programs : Brochure
- Locations: Ho Chi Minh City, Vietnam; Hong Kong, China; Macau, China; Taipei, Taiwan
- Program Terms: Early Fall
- Budget Sheets: Early Fall
|Location||Hong Kong; Macau; Saigon/Ho Chi Minh City, Vietnam: Taipei and Taiyuan, Taiwan|
|Academic Term||Early Fall|
|08/26/2019 - 09/14/2019|
|Estimated Program Fee||$7,150|
|Prerequisites||No specific course prerequisites, but preference will be given to students who have taken AAS 101, AAS 206, AAS 210, AAS 220, AAS 350, AAS 395, AES 150 and other American Ethnic Studies courses. No language requirements.|
|Program Directors||Connie So | firstname.lastname@example.org
Third Andresen email@example.com
|Priority Application Deadline||February 15, 2019|
|Information Sessions||Session 1: Thursday, February 7, 4-5:30p; Session 2: Monday, February 11, 4-5:30 AES Conference Room (B503 Padelford)|
|General||An on-site learning experience focusing on the regions with the largest populations of Chinese in the global diaspora. Students will learn about Southern Chinese culture and how the culture has been retained/altered in Hong Kong, Macau, Taiwan and Vietnam. At the same time, students will learn how the overseas Chinese experience has impacted Chinese in America.|
The Chinese diaspora is one of the largest in the world. Historically, the most diasporic Chinese people are the Cantonese, from Guangdong/Kwangtung Province, and the Hokkien, from neighboring Fujian/Fukien Province. The port of entry to the United States from the diasporic Chinese were Hong Kong and Taiwan. This migration from South China to overseas communities intensified in the 19th century during the time of Western imperialism over Asia. In 1842, after the first Opium War ended with the signing of the Treaty of Nanjing/Nanking, Hong Kong, a port in Guangdong Province, was ceded to the British. Following more wars, seasonal crop failures and taxes, more Cantonese went to Hong Kong, the gateway to the West, then ventured to the neighboring colonized countries of French-Indochina (Vietnam, Cambodia, Laos) and Thailand, as well as the Americas. Meanwhile, more Hokkien of Xiamen/Amoy, China, continued migrating to Taiwan (founded by Hokkien hero, Koxinga/Zheng Chenggong, after he ousted the Dutch-Portuguese from the island), the Philippines, Singapore, Indonesia, and Malaysia. Much of this migration was encouraged by the Western colonizers during their efforts to imperialize southeast Asia. Chinese migrants, longtime visitors in southeast Asia, then became the “middlemen minority” during Western colonialism. Later, after WWII, Chinese from the overseas communities of Southeast Asia, would re-migrate to the United States because of political, economic and social turmoil. Thus, the Chinese American story is merely one part of the story of the larger overseas Chinese diaspora.
“Colonialism and the Overseas Cantonese and Hokkien Communities in Asia” is an on-site learning expanding on the course material about early Chinese to the Americas as taught in AAS 101, AAS 206, AAS 350, AES 150. More specifically, it will vividly illustrate the push-pull factors that accelerated emigration from South China to Southeast Asia, Oceania and the United States.
Hong Kong, the former crown colony of Great Britain, was the port most frequented by Chinese emigrants to the West. Macau, China, former colony of the Portuguese, among the earliest European groups in China that participated in the Sea Silk Trade of the 12th-15th Century, was the primary port for the 19th century 'coolie'/slave trade in Asia. The colonization of “Formosa” by the Dutch-Portuguese, settlement of “Taiwan” by the Hokkien, imperialism of Japan, followed by “invasion” by the Kuomintang/Guomindang (Nationalist China) forever changed the island country. Japanese imperialism, for example, devastated the indigenous Seediq Bale, and sent the Amis, Atayal and other Malayo-Polynesian groups to the hinterland. Vietnam, when colonized by the French, altered the identity of the “Bai Yue/Bach Viet” people, when they actively encouraged the segregation and migration of the Southern Chinese as a means to “develop/assert control” over French-Indochina. By visiting these cities, University of Washington students will be able to directly examine how colonialism impacted the Chinese diaspora, and learn how overseas Chinese facilitated changes in Asia, the United States and the world.
Hong Kong; Macau; Saigon/Ho Chi Minh City, Vietnam: Taipei and Taiyuan, Taiwan
Commercial hotels will all be 3-5 star hotels in "safe" areas.
No specific course prerequisites, but preference will be given to students who have taken AAS 101, AAS 206, AAS 210, AAS 220, AAS 350, AAS 395, AES 150 and other American Ethnic Studies courses. No language requirements. Students are required to take ASS 498 (5 credits) during Spring Quarter. Traveling through South East Asia will involve extensive amounts of walking on steep hills, rocky steps, in humid, tropical weather. Students have suffered from heat-related illnesses on this trip. There is also an abundance of mosquitos.
5 UW Quarter Credits
Asian American Studies 450 is an on-site explorations course on the history and lives of Chinese Americans in the context of the global Chinese diaspora. Since there is not adequate time to address all the different types of ethnic Chinese Americans, this explorations seminar will focus on the experiences of the 19th and 20th century Cantonese and Hokkien Chinese Americans. There are a number of reasons for narrowing the material to these groups, including the amount of written material available, the tremendous growth and changes within these populations, and the social, economic and political significance of their experiences in the United States. Beyond noting the commonalities of a Chinese ethnicity, students are expected to note how differences and similarities of race, class, gender and generation, for example, might influence both the objective and subjective life experiences of the different Chinese American groups in society. For example, what is the experience of a Cantonese Jamaican in the 19th century versus a Hokkien Indonesian during that same period?
The course has been divided into 5 parts: the first part deals with the 3 primary Chinese philosophies; second part focuses on Chinese migration, particularly in the 19th Century; the third part concerns China’s early interaction with the West; the fourth part focuses on the policies set by other countries to deal with the Chinese immigration; the fifth deals with the view of the Chinese in the United States and the changing meaning of identity.
This general aim of the course is to provide a forum for many different opinions in order to gain an understanding of the complexity of what it means to be “Chinese” and “Chinese American.” Students are expected to gain a greater understanding and appreciation of the experiences, achievements and culture of the Overseas Chinese, especially Chinese Americans.
Learning goals include:
1. Understand, experience and apply fundamental concepts of the AAS 498 (see above syllabus). -
2. Work well with others including those from the University of Washington and those in South China and Southeast Asia.
ASSESSMENT: Group presentation – orally and in writing
Understanding that not every goal or educational objective can always be assessed, we nonetheless will use the following methods to assess student learning:
The results from the learning assessments will be used for decision-making, strategic planning, program evaluation, and program improvement when we, as a department, develop or continue this or any other study abroad.
Dr. Connie So, Principal Lecturer in American Ethnic Studies, led four South China Fall Exploration trips, 2014-2018. A Hong Kong immigrant, she worked for the International Trade Administration (Seattle), National Committee on U.S.-China Relations (NYC), and World Affairs Council (Seattle). She teaches Asian American Studies 350: Chinese American History and Culture where, for the past 7 years, a large percentage of her students in the class are Chinese international students.
Dr. Third Andresen, is a Filipino American of Macanese descent. He is a part-time lecturer in Comparative History of Ideas, and the Chair of Ethnic Studies at Green River Community College. In 2014, he served as the Assistant Director for the inaugural South China Study Abroad. He has also led study abroad programs to the Philippines, New Zealand and Hawaii
Included in the program fee:
Program fees will be posted to your MyUW student account and can be paid the same way that you pay tuition and other fees. Check your MyUW Account periodically for due dates.
Consult our Scholarships page to learn about UW-based and national scholarships. The Office of Merit Scholarships, Fellowships, and Awards can help you learn about additional opportunities.
We understand that figuring out your finances for study abroad can be complicated and we are here to help. Below are some ways to find additional support.
The study abroad application includes a personal statement, three short answer questions, one recommendation from a professor or TA, and electronic signature documents related to UW policies and expectations for study abroad. Following the online application process, you may be contacted by the program director for an in-person interview. Once an admission decision has been made regarding your application, you will be notified by the study abroad system via email.
To be eligible to study abroad, you must complete the mandatory pre-departure online orientation provided by UW Study Abroad. You must also attend program-specific orientations offered by the program director.
You will be able to access the online orientation through your study abroad application once you have been accepted to a program. Orientation must be completed prior to the enrollment deadline for the quarter that you are studying abroad.
UW Study Abroad is not responsible for obtaining visas for study abroad program participants. The cost and requirements for obtaining visas vary. It is your responsibility to determine visa requirements for all countries you plan to visit while abroad including countries that you plan to visit before or after your study abroad program. This is an especially important consideration if you are planning to do more than one study abroad program. You can research visa requirements by calling the consular offices of those countries or checking the following website: http://travel.state.gov/content/passports/english/country.html.
Note: If you are not a U.S. citizen, consult the embassy or consulate of the countries you will visit to learn their document requirements. You can check the following website to find contact information for the consulate of the country you will be visiting: https://www.state.gov/s/cpr/32122.htm.
For non-U.S. citizens, the procedures that you will need to follow may be different than those for U.S. citizens. It is important to initiate this process as soon as possible in order to assemble documents and allow time for lengthy procedures.
The University of Washington is committed to providing access and reasonable accommodation in its services, programs, activities, and education for individuals with disabilities. To request disability accommodation for this program, contact Disability Resources for Students at least 8 weeks in advance of your departure date. Contact info at disability.uw.edu.
$350 of the total program fee and the $450 UW Study Abroad Fee are non-refundable once you have submitted a contract. Students withdrawing from a program are responsible for paying a percentage of the program fee depending on the date of withdrawal. More details about the withdrawal policy will be included in your payment contract. No part of the program fee is refundable once the program has begun. The date of withdrawal is considered the business day a withdrawal application is received by UW Study Abroad. Notice of withdrawal from the program must be made in writing by completing the following steps:
Visit the Withdrawals section of our website for more information.