Two scholars at the University of Michigan have come together to redefine the way Chinese studies are approached, blending personal cultural experiences with academic leadership at the Lieberthal-Rogel Center for Chinese Studies.
Ann Chih Lin, who holds the Kenneth G. Lieberthal and Richard H. Rogel Professor of Chinese Studies title, had her first immersive experience with Chinese culture in seventh grade during a year spent in Taiwan. As a Chinese American, Lin’s journey transformed her perception of “Chinese” from an ethnic identifier to a dynamic language and culture. Her academic exploration focuses on policy implementation and China’s modernization, aiding graduate students in understanding Chinese policies as models or warnings for other nations.
In contrast, Ian Shin, an assistant professor of history and American Culture, was born in Hong Kong and moved to California in 1993. His initial interest in racism and migration was sparked by a book he discovered while taking piano lessons, leading him to delve into the history of Chinese Americans amid migration, empire, and race.
From personal journeys to shared leadership
Now serving as LRCCS director, Lin partners with associate director Shin to reshape the center. They emphasize the need for a nuanced understanding of China, rooted in diversity and personal experiences, alongside academic insight.
While Lin feels an obligation to promote a responsible understanding of China due to her Chinese-American heritage, Shin is driven to integrate Chinese Americans into wider discussions about racism in the U.S., stating, “Chinese Americans are part of a much larger conversation about racism in the United States.”
Research and teaching shaped by identity
Shin’s teachings emphasize the complexity of Chinese American narratives and examine how Chinese culture has been perceived in the U.S. His book, “Imperial Stewards: Chinese Art and the Making of America’s Pacific Century,” discusses how early 20th-century collectors created museums that positioned America as a caretaker of Chinese culture.
Lin has spent seven years advocating for Chinese American scientists scrutinized by the U.S. government, arguing for the protection of immigrant researchers and the principle of “open science.” Her teaching challenges students to view China’s policy challenges in a global context, rather than always comparing them to the U.S.
Shin complicates students’ assumptions about Chinese American history, highlighting lesser-known stories like that of Wong Chin Foo, who coined the term “Chinese-American.” He encourages students to see Chinese American history as more intricate than single narratives suggest.
Securing the future of Chinese studies at U-M
Lin and Shin acknowledge the current fragility of Chinese studies infrastructure in the U.S., especially as U.S.-China tensions rise. Lin emphasizes the importance of rebuilding faculty expertise in contemporary China, aiming to secure resources to maintain the center’s prominence.
Shin focuses on supporting Chinese and China-studies students at U-M, ensuring they are well-prepared for ambitious projects. Both scholars highlight the importance of sustained investment in faculty, students, and federal funding to avoid poor policy decisions based on inadequate knowledge of China.
They see storytelling as advocacy, hoping to garner support by sharing the center’s long history and the achievements of its faculty and students. Shin notes that U-M’s Chinese-studies training equips graduates with valuable analytical skills, stating, “There are many different ways to be Chinese.”
Lin encourages students to embrace their connections and challenge biases, while Shin advises them to explore unexpected stories and advocate boldly for themselves. Their combined vision for LRCCS is both rooted in personal engagement with China and forward-looking, emphasizing nuance and diversity in understanding China in a global context.
