This paper is aimed at discussing the Chinese imperial expansion and the practices adopted by Portuguese or Spanish settlers in Southeast Asia. In turn, this issue can be examined with the help of Jose Rizal’s novel Noli Me Tangere1 Since this literary work throws light on the experiences of the Pilipino people during the Spanish rule, overall, it is possible to say that there are certain important similarities in the approaches used by different empires.
In particular, one can speak about the attempts to make local elites affiliated to the culture of colonizers. This goal was achieved by changing the administrative structure of the colonies and introducing new educational or cultural practices.
To draw parallels between two approached, one should first explain the strategies adopted by imperial China. Overall, Chinese administrators attempted to gain the support of the ruling classes. For example, they introduced the native chieftain system. This method was based on the premise that the representatives of the local elite could be given imperial titles and ranks (Yang 96). Therefore, these people did not see the need to rebel against the foreign rulers.
In turn, Jose Rizal describes some of the similar practices. For instance, this author frequently mentions people who have such titles and ranks as a lieutenant, captain, governor, and so forth (Rizal 12). Therefore, one can argue that in both cases, colonizers attempted to incorporate some of the local people into the ruling structure. This policy helped to ensure their support.
Additionally, foreign administrators attempted to change the identity of many local people who had to perceive themselves as representatives of Chinese culture. In particular, these people adopted the educational practices developed in China. More importantly, the children of the local rulers could be educated at the imperial universities located in Beijing (Yang 119).
Therefore, these people did not distinguish from Chinese culture. This issue is also described in Jose Rizal’s novel. One should keep in that the main character of this work is educated in abroad, most probably in Spain; he spends seven years away from his home country ((Rizal 17).
Moreover, this individual does not feel any hatred towards Spain. This is another detail that should not be disregarded because it illustrates the policies adopted by imperial states. In turn, British and Dutch administrators failed to make colonized people become affiliated with foreign culture.
Additionally, colonizers also brought the elements of their ideology. One should keep in mind that Chinese administrators laid stress on Confucianism as the major cultural influence (Yang 119). This approach helped them legitimize Chinese rule in Southeast Asia. This is one of the reasons many people living in Asian countries became attached to China.
To some degree, similar practices were adopted by Spanish and Portuguese colonizers. For example, they emphasized the importance of Christianity. One should mention that in the Philippines, many local people could describe themselves as “good Christians” (Rizal 267). In turn, people living in British colonies, practiced their native religions. Thus, Christianity was an important part of their identity.
Therefore, it is possible to argue that there were some vital similarities in the practices used by colonial administrators from China, Portugal, and Spain. In both cases, the foreign rulers did not rely only on coercion. They tried to gain the loyalty of the local people, especially the elites. Their policies are based on the principle that local people should not perceive foreign colonizers only as conquerors who rely on only coercion. These are the main details that can be singled out.
Works Cited
Rizal, Jose. Noli Me Tangere (Touch Me Not), New York: Penguin Classics, 2006. Print.
Yang, Bin. Between winds and clouds: the making of Yunnan (second century BCE to twentieth century CE), New York: Columbia University Press, 2009. Print.
Footnotes
1. This title is usually translated into English as Touch Me Not.