Rethinking History of Subalterns in China from Late Qing to Nanjing Decade: Postcolonial Approach on Studying the Power Asymmetry between Chinese Subalterns and Western Missionaries within Christian Educational Institutions

Abstract

Education in China was largely dominated by Christian schools which were mostly financed by Western sponsors during late nineteenth to early twentieth century. This had positioned Chinese students, educators, Christian disciples and educators in a subordinated situation vis-à-vis Western missionaries. Through careful reexamination of historical texts by contextualizing Christian schools into China’s semi-colonial history, this thesis probed into the agency of Chinese subalterns and explored the miscellaneous tactics that Chinese subalterns used to negotiate power and influence vis-à-vis their Western masters. It was evident that China’s independent sovereignty, especially Nanjing government attempted to expand its authority vis-à-vis Western forces had contributed to the stronger position that Chinese subalterns stood compared to subalterns from other full-fledged colonies. It was thus the various techniques that Chinese subalterns used to maximize their benefits bear special traits which were differed from Subalterns Studies in other countries.