“CFS is not high school in China. It is a sustained encounter with a local community that’s all about setting the kids into that community to learn by doing.”
“All of my subjects blended together so perfectly to make me feel like I was always learning new things and always in a stimulating environment.”
The China Fieldwork Semester (CFS) is an intensive interdisciplinary project-based student research program in Xizhou, Yunnan, for sixteen 11th or 12th grade students, working together in a research “collaboratory” housed in a historic residential facility.
CFS provides course descriptions and an official transcript for coursework in history, literature, science, and Chinese language, with tutoring support provided for completion of each student’s home school math course. CFS transcript and course credits are accepted by Sidwell Friends School, Dalton School, Punahou School, ‘Iolani School, and other leading independent schools.
CFS is held annually each spring semester. Students arrive in China the last week of January, in time for Spring Festival, and return in mid-May.
Multidisciplinary Study of Place
CFS program content focuses on landscape studies as the unifying principle for research projects using a multidisciplinary approach: How do people interact with place, and how have those interactions changed over time?
The program’s four core subject areas are coordinated in a series of fieldwork projects:
- History / social science research on changes in space/place and livelihood
- Environmental science / landscape ecology research on diverse landscapes, ecosystems, biodiversity, and sustainable development
- Chinese literature in translation focused on the cultural encounter with place in rural China
- Intensive Chinese language at varying levels through tutorial and immersion related to projects (no prior Chinese coursework required)
CFS curriculum also includes:
- A digital ethnography unit, intentional representation of space, of photography instruction
- A digital humanities component through the program’s relational database, xml coding, and digital archive of all CFS research
- Experiential learning through hands-on organic farming with Xizhou villagers, apprenticeships to local craftsmen, and tai chi / martial arts practice
- A community service project in collaboration with local schools, focused on sustainability, cultural exchange, or cultural preservation
The program’s fieldwork method devotes significant blocks of time to the sequence of immersive projects:
- Project sequence designed to connect different facets of experience, across disciplines
- Projects emphasize the production of knowledge rather than its consumption
- Projects are collaborative, with individual responsibilities:
- Each semester is approached as a collaborative documentary composed of coordinated individual work and group projects, entered into the program’s digital archive/database
- The collaborative approach enables peer interaction and challenges students from different grades, schools, and educational systems to work together
|Place||Human geography, macro-regions; fengshui time and space; Empire and state formation||Classics and Foundations: Book of Songs, Daoism, Confucianism, Tang Poets||Geology past & present – the restless crust & materials of the lithosphere. Climate, biomes, ecosystem & community ecology|
|Dwelling||Home; family structure; architecture; genealogy Lineage; civil society;||Architecture and Power: Su Tong, Raise the Red Lantern||Population ecology & biodiversity. Land use & water resources. Landscapes shaped by water & ice|
|Work||Agriculture; handicrafts; markets; labor; merchants and trade||Storytelling / Performance: Stories from a Ming Collection; Chinese Storytellers||Agriculture & aquaculture. Ecosystem disturbance, habitat loss, invasive species, over exploitation & pollution impacts on landscape & biodiversity|
|Belief||Temples, Buddhism, Popular Religion, and Revolution||Chinese Modernism; Lu Xun:Selected Stories||Human population & climate change impacts on landscape & biodiversity|
|Diversity||Ethnicity, ethno-history, Tibet, construction of national identity||Landscape and Identity: Mo Yan, Red Sorghum||Tibet: Biodiversity & species decline; biological reserves, conservation & restoration ecology|
|Modernity||Modernization and the developmental state; challenges and prospects||Modernization and Irony: Liao Yiwu, Corpsewalker||Urbanization, species & landscape management, ecotourism, conservation & sustainable development in human modified landscapes|
Subject: History and Grassroots China
This course will explore local histories as counter-narratives to the History of the nation-state; environmental history and the changing cultural landscape of rural China; place formation and local identity along the ethnic and ecological frontier; and issues of economic development and sustainability in contemporary China.
The fieldwork activities will explore specific themes—home, work and exchange, ethnic identity—within which students will trace the arc of historical change from traditional patterns established in the late imperial period of the Ming-Qing Dynasties, through the radical transformations of the revolution, to the current period of reform and the transformed revival of traditional practices and beliefs in the process of rapid modernization.
Students will research particular features in the cultural landscape collecting survey data and then analyzing, synthesizing, editing, and uploading that data into an online database. The course closes with a unit focusing on historical interconnections of trade along the ethnic and ecological frontier between agricultural China and the pastoral Tibetans. Students will explore Tibetan folkways in comparison with the data from Xizhou, and focus on issues of sustainability in the fragile yet crucial ecology of the Tibetan plateau.
Subject: Chinese Literature in Translation
How can encounter with place inform our reading of Chinese literature, and how can that literature in turn shape our understanding of place? In this course we will explore literary works—from classical foundations to modernism to the ironic turn of contemporary fiction—in connection to specific fieldsites.
We will read the ancient classic, the Book of Songs, in the context of an agrarian society that still has a vibrant epic folksong tradition. We will explore local historical changes in architecture as we read the Su Tong novella Raise the Red Lantern, set in a traditional family compound, and we will encounter senses of place and memory in rural China through Nobel Laureate Mo Yan’s novel Red Sorghum.
Students will draw on those fictional representations of space to reflect on the explicit and implicit meanings of the built environments (houses) they are studying in Xizhou. In markets and temple opera stages, students will understand the social context of the rich story telling tradition that is the foundation of much of Chinese written literature, and encounter the popular religion tradition through the eyes of the early twentieth century iconoclast and ardent modernist Lu Xun. Our visits to these sites will enable us to make meaningful connections between place and literature.
Subject: Landscape Ecology
The Landscape Ecology course will focus on applied geology and conservation biology research. Students will investigate the diverse landscapes and ecosystems of Yunnan province—one of the richest biodiversity “hotspots” on the planet.
The course will be taught using case-based and problem-based learning, coordinated with hands-on field research in multiple sites in Yunnan. In this course, students will learn how to use scientific evidence to make decisions about conservation and landscape management. Throughout the semester they will engage in group work, debate, and develop critical thinking skills in evaluating literature and other sources.
Subject: Chinese Language
Students at all levels—from novice to advanced—will study Chinese language daily through intensive tutorial and through immersion in the local community of Xizhou. CFS program staff, including many native speakers, will teach students in small groups and individual sessions customized for each student’s particular level.
The curriculum for each level of Chinese language is designed to fit with the themes, site visits and fieldwork research projects in the other courses. Students will have structured language practicums and informal opportunities to immediately put into practice the vocabulary, sentence patterns, and grammar they learn in the Chinese language course.
John Flower is director of the Sidwell Friends School Chinese Studies Program. Dr. Flower (PhD, University of Virginia) is former associate professor of history at the University of North Carolina at Charlotte, and fellow at the East Asia Center and the Institute for Advanced Technology in the Humanities at the University of Virginia. His scholarship includes articles and book chapters on local history and folklife in China and Tibet, as well as the digital monograph Moral Landscape in a Sichuan Mountain Village, co-authored with his wife, Dr. Pamela Leonard.
Pamela Leonard received her PhD in social anthropology from Cambridge University, and served as adjunct professor of anthropology at the University of North Carolina at Charlotte. She has authored and edited publications on China, “postsocialism,” and environmental issues, and worked with international NGOs on environment and development issues in China.
Tuition and Application
Program cost: $22,500 (includes international airfare and all program fees)
Tuition and financial aid from your home institution may apply.
China Fieldwork Semester Websites: