Ambiguous States: Confucius Institutes and Chinese Soft Power in the U.S. Classroom

Abstract

This article offers an ethnographic examination of representations and perceptions of the Chinese state as manifest through Confucius Institutes in the United States. Confucius Institutes are Chinese language and culture programs that are funded and staffed by the Chinese government. Confucius Institutes are a constituent part of China's soft power policy efforts to communicate to the world that its cultural tradition stresses harmony and that its rise to power will be a peaceful and globally responsible process. Through analyzing parent and student perceptions of “the state” through their experiences with Confucius Institute teachers and pedagogical materials, it is possible to contextualize and problematize the means through which Cold War rhetoric is recast and recirculated in the contemporary “post‐Cold War” historical moment, thus interrogating assumptions about essentialized Chinese difference. This research reveals how understandings of a newly empowered China cast the nation as a threat to U.S. economic and political power in a manner that negates China's soft power efforts, dislocating policy intention and effect. At the same time, this research suggests that as Confucius Institute teachers distance themselves from perceptions of an authoritarian state, parents and students begin to disaggregate perceptions of a monolithic Chinese state in a manner that reinforces the state's soft power goals.