bilingual data, 98

binary system, 40–42, 54

abandonment of the, 40–41, 124

in Australia, 42, 124

in the U.K., 40–42

Birch, Michael, 156

Bloor, DavidSee also sociology of knowledge, xvii, 17–20, 118, 149

Bourdieu, Pierre, 11, 25, 161, 163, 187, 189–190, 207

Bowring, Richard, 134–135, 200

British Academy, The, 110–112, 201

British Association forBloor, David, xvii, Chinese Studies (BACS), 79–80, 134, 211

Cambridge University Reporter,, 78

case selection, 63

case studies, 60–63, 72, 76

case study, xviii, 60–63, 67, 71, 82, 89, 92–93

categorizing data, 99

categorizing procedures, 99

Chaos of Disciplines,, 149

Child, Arthur, 14

China as an “enigma” and a “puzzle,”, 109

ChinaExpertSee also HEFCE; Review of Chinese studies, 135

China experts, 141–142

China scholars

community of, 159–161, 163–164, 187, 189, 204, 213

intellectual hierarchy among, 100

intellectual thinking of, 5

shifting values on, 140

China watching, 212

Chinese civilization, 143, 152–154, 213

Chinese Encyclopaedia, 153–154

Chinese Language Teachers Association (CLTA), 79

Chinese literary language, 144

Chinese specialists, 171–172

Chinese Studies

construction of, 5, 59, 93, 100, 104, 122, 126, 165

in Australia, 65, 79–80, 117, 132

in Cambridge, 109, 167

in Melbourne, 79

in the United Kingdom, 66, 71, 79, 133

knowledge construction in, 5

meaning of, 5, 86

notion of, 12

programs of, 6

scope of, 65, 86

sections of, 104, 167–169

See also scholarship of China;

the historical development of the study of China in Australia, 114–132;

the historical and recent development of the study of China in the United Kingdom, 107–114, 132–137

Chinese Studies Association of Australia (CSAA), 64, 79, 117, 122–124, 129–130, 132, 150

CiLT, 186

Civilization of China, The,, 109

Class, Codes and Control,, 9

classical literary learning, 155

classical texts, 4, 100, 139–140, 155, 162–163, 169, 176, 187–188, 207–208

classicist-dominant tradition, 189

coding

internal, 101

notes, 100