Based mainly on Russian and Chinese archival sources that have become available only since the early 1990s, the authors of this collection explore the main aspects of the Chinese Revolution in the crucial period of the 1920s, such as the United Front policy, the development of communism, the Guomindang perspective, institutional issues and social movements. The various approaches and interpretative methods employed by the contributors from seven countries have resulted in a collection of articles representing four very different and until now almost independent discourses: the European, the American, the Chinese, and the Russian.

Christina Kelley Gilmartin rewrites the history of gender politics in the 1920s with this compelling assessment of the impact of feminist ideals on the Chinese Communist Party during its formative years. For the first time, Gilmartin reveals the extent to which revolutionaries in the 1920s were committed to women's emancipation and the radical political efforts that were made to overcome women's subordination and to transform gender relations. Women activists whose experiences and achievements have been previously ignored are brought to life in this study, which illustrates how the Party functioned not only as a political organization but as a subculture for women as well. We learn about the intersection of the personal and political lives of male communists and how this affected their beliefs about women's emancipation. Gilmartin depicts with thorough and incisive scholarship how the Party formulated an ideological challenge to traditional gender relations while it also preserved aspects of those relationships in its organization.

A widespread conviction in the need to rescue China’s children took hold in the early twentieth century. Amid political upheaval and natural disasters, neglected or abandoned children became a humanitarian focal point for Sino-Western cooperation and intervention in family life. Chinese academics and officials sought new scientific measures, educational institutions, and social reforms to improve children’s welfare. Successive regimes encouraged teachers to shape children into Qing subjects, Nationalist citizens, or Communist comrades. In Raising China’s Revolutionaries, Margaret Mih Tillman offers a novel perspective on the political and scientific dimensions of experiments with early childhood education from the early Republican period through the first decade of the People’s Republic. She traces transnational advocacy for child welfare and education, examining Christian missionaries, philanthropists, and the role of international relief during World War II. Tillman provides in-depth analysis of similarities and differences between Nationalist and Communist policy and cultural notions of childhood. While both Nationalist and Communist regimes drew on preschool institutions to mobilize the workforce and shape children’s political subjectivity, the Communist regime rejected the Nationalists’ commitment to the modern, bourgeois family. With new insights into the roles of experts, the cultural politics of fundraising, and child welfare as a form of international exchange, Raising China’s Revolutionaries is an important work of institutional and transnational history that illuminates the evolution of modern concepts of childhood in China.

During the 1920s the Soviet Union made a determined effort to stimulate revolution in China, sending several scores of military and political advisers there, as well as arms and money to influence political developments. The usual secrecy surrounding Soviet foreign intervention was broken when the Chinese government seized a mass of documents in a raid on the Soviet military headquarters in Peking in 1927. 'Missionaries of Revolution' weaves together information gleaned from these documents with contemporary historical materials.