• Scott Relyea 李皓同

    Assistant Professor of Chinese History
    and East Asian Studies


    Professor Relyea is a historian of late imperial and twentieth century China, specializing in political, social, and intellectual history, with a particular regional focus on China’s southwest, encompassing Sichuan and Yunnan provinces and the Tibetan plateau. His primary research interests center on nationalism, state-building, ethnic construction and identity, and the global circulation of ideas embodied in the interaction between empire, state, and nation, particularly in the late nineteenth and early twentieth centuries. In his research and teaching, Prof. Relyea is especially interested in exploring perceptions, representations, and manipulation of the history produced by these interactions as manifest in the use of history by governments, scholars, and the news media both in the past and today. His current book project, derived from his dissertation, situates the origin of contentions in recent Sino-Tibetan relations in efforts to incorporate the eastern portion of the Tibetan plateau into the burgeoning Chinese state and nation during a crucial period in China’s transition from empire to state in the early twentieth century.

    Originally from Boston, Mass., Prof. Relyea earned a BS in Journalism from the Medill School of Journalism at Northwestern University; an MA in International Affairs from the Elliott School of International Affairs at the George Washington University; an MA in Chinese Studies from the School of Oriental and African Studies, part of the University of London; and a PhD in Chinese History from the University of Chicago. During his academic career, he has studied Chinese at Middlebury College, National Taiwan Normal University, National Taiwan University, Fudan University, Sichuan University, Southwest University for Nationalities, and Tibetan at the Manjushree Centre in Darjeeling, India. Before joining the Hamline faculty, Prof. Relyea was a visiting scholar at the Institute for Asian Research at the University of British Columbia, and taught Chinese history at the University of Toronto.

    Teaching style

    ‘Not hearing is not as good as hearing, hearing is not as good as seeing,
    seeing is not as good as knowing, knowing is not as good as acting;
    only through action can a thing be truly learned.’

    These words by Xunzi 荀子, a Confucian philosopher from the third century b.c.e., reflect my approach to teaching. In my courses, we learn actively by closely engaging with both textual and visual sources in writing assignments and discussion. I strive to transport my students back to the era we’re studying, encouraging them to join me in an investigation of how history unfolds in its time, to actively see history through the eyes of its participants and actors. We accomplish this by supplementing secondary historical readings with critical engagement with the thought and writings of people who lived in that time and through the integration into lecture and discussion of archival videos, photos, images, documentaries, and even cinematic portrayals of the past. In my courses, I also seek to first reveal, then challenge the tendency to teleology inherent in interpretations of history often viewed through a contemporary lens. I see my classroom as a community of learning, an open space wherein all students can feel comfortable discussing the history and experimenting with the themes and theories presented in class, making mistakes, correcting, and learning from each other.

    Everyday we are confronted with history in some form. The ability to analyze a reading, whether a textbook or a speech, a treaty or a newspaper, and to critically discuss its contents and assertions over coffee or on a blog is essential to expanding our knowledge of the world around us.

  • Publications

    'Yokes of Gold and Threads of Silk: Sino-Tibetan competition for authority in early twentieth century Kham', Modern Asian Studies (FirstView online, March 2015; forthcoming in print 2015).

    'Conceiving the "West": Early Twentieth Century Visions of Kham', Twentieth Century China, vol. 40, no. 3 (forthcoming Fall 2015).

    'Trans‐state entities: Postmodern cracks in the great Westphalian dam', Geopolitics, vol. 3, no. 2 (Autumn 1998), pp. 30-61.

    Select Introductory Level Courses

    Continuity and Change in China’s Imperial Past
    The Challenge of Reform and Revolution in China’s Past and Present
    History of Tibet
    Mapping the World, Mapping Ourselves
    Have you eaten? Regional and ethnic foods in China (first-year seminar)

    Select Upper Level Courses

    Senior Seminar in History (capstone course)
    The Three Taboos of China: Tibet, Taiwan, Tiananmen
    Between State and Society: Students, Protest, and Social Change in China
    Beijing 2008 & London 2012: The National Imaginary in Olympic Opening Ceremonies
    Filming Mediaeval China