“Let a Hundred Flowers Bloom, a Hundred Schools of Thought Contend”: Web Engineering in the Chinese Context

O'Hara, Kieron (2009) “Let a Hundred Flowers Bloom, a Hundred Schools of Thought Contend”: Web Engineering in the Chinese Context. In, Zhang, Xiaoling and Zheng, Yongnian (eds.) China's Information and Communications Technology Revolution: Social changes and state responses. , Routledge.


[img] PDF
Download (136Kb)


The revolutionary aspect of the World Wide Web is that it is a decentralised information structure. This democratic decentralisation is a key factor in the added value that the Web provides, because it facilitates the serendipitous reuse of information in new and unanticipated contexts. However its basic principle, of free flow of information packets and a very simple set of rules and standards underpinning these complex structures, is being undermined by attempts to restrict information flow. As use of the Web has spread, illiberal regimes feel threatened, but thanks to the hands-off approach of the 1990s, there are no affirmative globally-recognised principles governing the flow of information online. Currently, China is still focusing on a censorship-based approach to information control, using methods in direct opposition to the Web’s essential governing principle of decentralisation. This paper examines some of the questions for engineering and policy of that clash of principles.

Item Type: Book Section
ISBNs: 9780415462303
Keywords: China, Web Science, Web engineering, liberalism, censorship, history of the WWW, history of the Internet
Divisions : Faculty of Physical Sciences and Engineering > Electronics and Computer Science > Web & Internet Science
ePrint ID: 267189
Accepted Date and Publication Date:
Date Deposited: 13 Mar 2009 14:08
Last Modified: 31 Mar 2016 14:14
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/267189

Actions (login required)

View Item View Item

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics