By Lin, Weiran
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Extra resources for An abortive Chinese enlightenment The Cultural Revolution and class theory
As time plays a crucial role in my study, I will elaborate on time from two perspectives: historical and generational time which relate to the diﬀerences between fathers’ and daughters’ generations; adolescence and life course time which focus on important phases young people are going through, which is inspired by the use of time framework by researchers such as Glen Elder (1985), Tamara Hareven (1982), and Julia Brannen (2002). 1 Historical Time and Generational Time In the classic book The Sociological Imagination, C.
Zhongguo: Chuantong yu Bianqian [China: Tradition and transformation]. Chang Chun: Jilin Publisher. T. (1992). From the soil, the foundations of Chinese society [A translation of Fei Xiaotong’s Xiangtu Zhongguo]. Oxford: University of California Press. Feng, X. (2002). Chengshizhong Xuesheng yu Fumu De Guanxi: Butong Shijiaozhong de Tuxiang [Parent-child relationships among secondary school students in the cities: Different images from different perspectives]. Youth Studies, 8. Feng, X. (2010).
British Journal of Sociology, 61(3), 489–512. Ye, X. (2008). Zhongguo Zhiqing Shangshan Xiaxiang de Luomu [The end of up to the mountains, down to the villages]. In S. Zhang & Q. ), The crucial decisions made during thirty-year’s open-policy (pp. 1978– 2008). Chengdu: Sichuan People’s Publisher. L. (2001). Children’s time with fathers in intact families. Journal of Marriage and Family, 63(1), 136–154. , & Wu, W. (2002). Pathways to a world city: Shanghai rising in an era of globalisation. Urban Studies, 39(7), 1213–1240.