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This paper aims to expound the composition and characteristics of “SMR Data”, to elaborate the role of the “SMR Data” in the comprehensive study of Anti-Japanese War from three aspects.

There are several methodologies included in this thesis, such as literature inquiry, questionnaire survey, field investigation and expert consultation.

The SMR Data is a historical portrayal of the 40 years of SMR. Its content is integrative, comprehensive and systematic. It covers a large area and a wide range of topics and can reflect the whole process of Japanese militarism’s invasion of China from different aspects.

The study of historical subject is not for the historical fact itself, exploring yesterday is looking for lessons for today. Because the imperialism phenomenon still exists and has not completely withdrew from the historical stage, people step into the typical imperialist colonial aggression, mighty and quite rich mysterious “SMR kingdom” historic sites, to explore the profound truth, unravel mysteries and find out the warning. Taking history as a mirror, all peace-loving people in the world call for a new international order and realize the harmonious coexistence of mankind.

This paper aims to make a comprehensive evaluation of the progress and achievements made by China and Japan in literature collection, publication and academic research of South Manchuria Railways Co (SMR) after the Second World War and points out the existing and urgent problems.

This paper adopts the methods of literature research, questionnaire survey, comparative analysis and expert consultation.

After the Second World War, both China and Japan made great achievements in the collection, publication and research of SMR data, as well as in the academic research of SMR. However, as a new research field, there are still some problems in deepening the excavation and utilization of SMR data, expanding the research fields, improving the research methods, etc.

SMR itself was the product of a war of aggression. Although it died with the defeat of the war of aggression, remaining SMR data also has very precious value, it records the history of Japanese aggression against China, is the biggest database for the study of the problems in China and northeast Aisa at that time. In addition to Japan and China, the USA and the Soviet Union also kept part of the SMR data, so that to involve them in the research of SMR is also the purpose of this paper.

To protect industrial cultural heritage, the methods of overall protection and utilization of industrial heritage were put forward in the transformation and development of resource-based cities. Taking Chongqing, a famous old industrial city in China, as the research object, from the cultural heritage, history, architecture, urban planning and other disciplines, the construction of Chongqing industrial heritage protection theory and practice methods were explored to guide the protection and utilization of Chongqing industrial heritage. A progressive evaluation method from the whole to the local was established. Industrial cities, typical corporate and architectural heritage were evaluated. The overall characteristics of urban industrial development were reflected. The renewal of old industrial areas and the protection of industrial heritage were elaborated through the overall co-ordination of urban design and detailed planning. The results showed that it was the key to integrate the protection elements and requirements into the detailed urban control planning. Therefore, special planning plays an important role in protecting industrial heritage.

The purpose of this paper is to examine how Si-shu, a traditional form of local, private education grounded in classical instruction, responded to the rapid modernization of education during the late Qing dynasty and early Republic of China and to explain why these schools, once extraordinarily adaptable, finally disappeared.

The authors have examined both primary and secondary sources, including government reports, education yearbooks, professional annals, public archives, and published research to analyze the social, political and institutional changes that reshaped Si-shu in the context of China's late-19th- and early-20th-century educational modernization.

Si-shu went through four stages of institutional change during the last century. First, they faced increased competition from new-style (westernized) schools during the late Qing dynasty. Second, they engaged in a process of intense self-reform, particularly after the Xinhai Revolution of 1911. Third, they were marginalized by the new educational systems of the Republic of China, especially the Renxu School System of 1922 and the Wuchen School System of 1928. Finally, after the foundation of the People's Republic of China in 1949, they were considered remnants of feudal culture and forcibly replaced by modern schools.

This paper brings hitherto unexplored Chinese sources to an English-speaking audience in an effort to shed new light on the history of traditional Chinese education. The fate of Si-shu was part of the larger modernization of Chinese education – a development that had both advantages and disadvantages.

This paper traces the incorporation of western educational histories in the development of normal-school curricula during the late Qing Dynasty and the Republic of China (1901–1944). It uses publication networks to show how the study of comparative educational history facilitated the international circulation of knowledge in the teaching profession, and how the “uses” of educational history were shaped by larger geopolitical forces.

This paper analyzes the international exchange of texts between normal schools in China and Japan and, subsequently, between normal schools in China and the United States. A database of 107 publications in the field of western educational history that were adopted in China reveals specific patterns of textual citation, cross-reference, and canon-formation in the field of educational historiography.

With conclusions derived from a combination of social network analysis and clustering analysis, this paper identifies three broad stages in China's development of normal-school curricula in comparative educational history: “Japan as Teacher,” “transitional period” and “America as Teacher.”

Statistical analysis can reveal citation and reference patterns but not readers' understanding of the deeper meaning of texts – in this case, textbooks on the subject of western educational history. In addition, the types of publications analyzed in this study are relatively limited, the articles on the history of education in journals have not become the main objects of this study.

This paper uses both quantitative and qualitative methods to uncover the transnational circulation of knowledge in the field of comparative educational history during its formative period in China.

The purpose of this paper is to investigate the survival capability of Chaoshan people in the maritime world of the South China Sea amidst the changing monetary systems of the rival empires and political regimes from 1939 to 1945. It particularly focuses on overseas Chinese remittance business in Shantou under the Japanese rule. Local societies in coastal China and overseas Chinese communities in Southeast Asia experienced severe hardships due to the Sino-Japanese War, the Pacific War and the Chinese Civil War. As fighting among the rival empires and regimes intensified, Chinese migrant communities straddling between Southeast Asia and South China had to negotiate and adapt to survive these crises, regardless of whether they were government-affiliated or local autonomous subjects.

This research draws on archival materials to investigate the reactions of Chinese migrant communities in Chaoshan region in times of war and regime change. How did local maritime societies and overseas Chinese adapt to the harsh realities of the wartime? How did the Japanese Empire use Wang Jingwei’s puppet government in Nanjing to control the Chaoshan remittance network? How did the remittance network shift its operational structure in face of a wartime crisis?

Faced with the wartime crisis and the Japanese occupation, Chaoshan communities used a variety of survival strategies to protect and maintain the overseas Chinese remittance business. In dealing with remittances from Singapore, British Malay and Indonesia, they cooperated with the Japanese military authority and its puppet government to maximize the autonomy of their business operation in the Japanese-controlled East Asian Co-prosperity Sphere. On the other hand, to secure the flow of remittances from French Indochina and Thailand, the indirectly controlled territories in the Japanese Empire, Chaoshan merchants sought an alternative path of delivering remittances, known as the Dongxing route, to bypass the Japanese ban on private remittances from these two regions.

It would be a better research if more resources, including remittance receipts and documents during the Japanese occupation, could be found and used to show more detailed features of Chaoshan local society.

This research is the first one to investigate the contradictory features of local Chaoshan society during the Japanese occupation, an under-explored subject in the Chinese historiography.

The purpose of this paper is to provide the historical and social contexts for the three protests in Macau in the Summer of 2014, while examining the popular discourse of the protests. These include simultaneous eruptions toward immediate issues, the political apathy of Macau residents and Castell’s model of “networked social networks.” It also discusses the competition for youth after the protests.

This paper first reviews the history of Macau, in particular the people’s struggle against corruption and privilege, and its little-discussed history of protest. Its innovation in communications, political structure and education development are also explained to illustrate the foundations which make possible protests against an obsolete social structure.

The author finds that the history of Macau since the nineteenth century does not lack protests, with goals ranging from protests against colonialism to national and local demands. Macau youth are now more able and willing to mobilize themselves to make demands on the administration, and activists find it necessary to pass down such experience for generations to come.

The paper deconstructs the traditional image of Macau’s politics, by appealing to the linkage between continuity and contemporary events, and calls for the reader’s attention toward its social activism.

This paper examines China's historiography on foreign education since 1900, with an emphasis on the period since 1949. The understanding of “foreign education” in China during this period shifted rapidly from the Western-centered approach that had been introduced from Japanese during the late Qing dynasty and the Republic of China to the Soviet-centered approach that followed the founding of New China to a restoration of Western-centered approaches after the “opening” of the late 1970s and 1980s. The paper asks: how has the study of foreign educational history changed over time in the People's Republic of China, how has the broader discipline of history of education changed, and how have successive generations of historians of education conceived of their intellectual and political roles?

Grounded in archival documents and the published works of influential historians of education, this study notes the ways in which political regime change affected the construction and application of academic knowledge.

This study identifies four stages in the Chinese historiography on foreign education: a formative stage (from 1900 until the late 1940s); a difficult post-revolutionary recovery, followed by growth and then suppression (from 1949 until the mid-1970s); a period of achievement combined with an academic crisis (from 1978 until the early 2000s); and finally, a recent transition marked by theoretical innovation and global integration (from the 2000s until the present).

This study finds that a narrow focus on “practical utility” or service to politics and policy has perturbed historians of foreign education in China and stunted their field's development. A look back at early periods in the historiography offers a warning about the potential dangers of extreme ideological/political utilitarianism. These dangers existed not only in the history of foreign education but also in the history of education research more broadly. A close examination of these dangers can help twenty-first-century historians of education in China balance the practical, political and professional dimensions of their research. To grasp the meaning of foreign education, historical research needs to be politically independent.