The Journal of Modern African Studies · 2015 · 128 citations · 34 references
Social SciencesArea StudiesDevelopment StudiesDevelopment EconomicsEconomic DevelopmentInternational DevelopmentChinese StudiesGlobal Political EconomyEconomic ElitesLocal ElitesSelective IncorporationUpper Echelons Theory
The China Model and Beijing Consensus rose in the past decade but are now waning, and their influence and limits can only be understood by historicising them within the selective incorporation of late‑comer countries. The study aims to show that China can serve as an example for countries seeking rapid modernisation and navigating the challenges of political and economic globalisation. The authors draw on interviews with 46 Ethiopian elites and theories of lesson‑drawing and cross‑societal emulation. The article finds that literature on the China Model is largely atheoretical and unempirical, and that from 2005 to 2012 Ethiopian elites consciously emulated aspects of China’s developmental successes.
ABSTRACT The past decade has seen the rapid rise of concepts such as the ‘China Model’ and the ‘Beijing Consensus’, yet more recent trends suggest a waning of their popularity. This article finds that the problem with the literature on the China model lies less with the concept itself than with a tendency to apply the term in an atheoretical and unempirical manner. From 2005 until at least 2012, Ethiopian elites from the upper echelons downwards were indeed engaged in a conscious and voluntary attempt to emulate aspects of China's perceived developmental successes. Drawing on interviews with 46 such elites, as well as on theories of lesson-drawing and cross-societal emulation, the study suggests that China may act as an example to countries seeking to achieve rapid modernisation and to navigate the perilous waters of political and economic globalisation. It is only by historicising and contextualising the ‘China Model’ within the older story of selective incorporation by certain ‘latecomer’ countries, however, that its true influence – and limits – can be understood.
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Richard Rose · Journal of Public Policy · 1991 · 1.3K citations
Public Affairs, Teacher Education, Communities Of Practice +11