Throughout the twentieth century and continuing today, personifications of Russia as a bride occur in a wide range of Russian texts and visual representations, from literature and political and philosophical treatises to cartoons and tattoos. Invariably, this metaphor functions in the context of a political gender allegory, which represents the relationships between Russia, the intelligentsia, and the Russian state, as a competition of two male suitors for the former’s love.
In Unattainable Bride Russia, Ellen Rutten focuses on the metaphorical role the intelligentsia plays as Russia’s rejected or ineffectual suitor. Rutten finds that this metaphor, which she covers from its prehistory in folklore to present-day pop culture references to Vladimir Putin, is still powerful, but has generated scarce scholarly consideration. Unattainable Bride Russia locates the cultural thread and places the political metaphor in a broad contemporary and social context, thus paying it the attention to which it is entitled as one of Russia’s modern cultural myths.
U.S.-China relations became increasingly important and complex in the twentieth century. While economic, political, and military interactions all grew over time, the most dramatic expansion took place in educational exchange, turning it into the strongest tie between the two nations. By the end of the 1940s, tens of thousands of Chinese and American students and scholars had crisscrossed the Pacific, leaving indelible marks on both societies. Although all exchange programs were terminated during the cold war, the two nations reemerged as top partners within a decade after the reestablishment of diplomatic relations.
Approaching U.S.-China relations from a unique and usually overlooked perspective, Hongshan Li reveals that both the drastic expansion and complete termination of educational ties between the two nations in the first half of the twentieth century were largely the results of direct and deep intervention from the American and Chinese governments. Benefiting from government support and collaboration, educational exchange succeeded in diffusing knowledge and improving mutual understanding between the two peoples across the divide of civilizations. However, the visible hand of government also proved to be most destructive to the development of healthy intercultural relations when educational interactions were treated merely as an instrument for crisis management.
In 1911, Joseph Bailie, a professor at Nanjing University, often took his Chinese students to tour Nanjing's shantytowns. One student, the son of a district magistrate, followed Bailie from hut to hut one rainy day, and was grateful that Bailie opened his eyes to the poverty in his own city.
However, twenty years later, when M. R. Schafer, another Nanjing University professor, showed his students a film that included his own photographs of the poor quarters of Nanjing, his students were so upset that they demanded his expulsion from China.
Zwia Lipkin explores the reasons for these starkly different reactions. Nanjing in the 1910s was a quiet city compared to 1930s Nanjing, which was by that time the national capital. Nanjing had become a symbol of national authority, aiming not only to become a model of modernization for the rest of China, but also to surpass Paris, London, and Washington. Underlying all of Nanjing's policies was a concern for the capital's image and looks—offensive people were allowed to exist as long as they remained invisible.
Lipkin exposes both the process of social engineering and the ways in which the suppressed reacted to their abuse. Like Professor Schafer's movie, this book puts the poor at the center of the picture, defying efforts to make them invisible.
A Wisconsin story that serves as a national warning
UW Struggle provides an on-the-ground view of the smoldering attack on public higher education in Wisconsin. Chuck Rybak, who works in the University of Wisconsin System, provides important glimpses into the personal lives of those affected, the dismantling of tenure protections, the diminishment of shared governance, and how faculty remain the scapegoat for all of the university’s problems. This is a chronicle of failed leadership and what actions, if any, can protect this vital American institution.
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