Lester Brown sounded an alarm in 1995: who will feed China? Against this backdrop, this contribution examines China's dramatic turn from having been a soybean net exporter, up until the mid-1990s, to being the biggest importer of genetically modified (GM) soybeans, since 2000. With China's growing soybean imports, domestic soybean production has experienced a drastic fall, creating an outcry about a ‘soybean crisis’ in China. This paper examines competing interpretations about China's soybean imports and how a wide arrange of heated debates and critical reflections have emerged about China's position in globalization, the role of the state in food security, the safety of GM foods, consumer rights, what constitutes scientific authority, and the power of transnational corporations. In these debates, Chinese critics have very different views about the US and South America, where significant GM soybeans are produced for export to China.

On 12 May 2008, a huge earthquake struck Wenchuan county in Sichuan province, China. Since that time, we have worked together with the local community, implementing an alternative model of community reconstruction. Our ‘rural–urban alliance’ is an action research project devoted to post-disaster community rebuilding, which not only restores local livelihoods but also creates sustainable economic development. This article examines the role of social workers in disaster intervention, the theoretical background of our new model and the history of the intervention itself.

A 7.0-magnitude earthquake hit Lushan county of Ya’an city, Sichuan Province, China, on 20 April 2013. The Lushan earthquake damage is less than the 2008 Wenchuan earthquake’s, where 70,000 houses collapsed and 2 million people across nineteen prefectures and 115 counties of Sichuan province were affected. Temple Village (fictitious name), an old village in S township, was chosen as an intervention site. As most young adults went to work in the city, the old community became dilapidated and its traditional culture, architecture, custom, skill and wisdom were dying. Social workers were unable to tackle fully this community’s multiple needs, especially those associated with environmental and physical spaces linked to notions of belonging and identity, on their own. A transdisciplinary action research team in which social workers operated hand in hand with the disciplines of architectural design became the means for exploring an alternative model of post-disaster community reconstruction that would enhance the quality of life of left-behind people in this disaster-affected community. Working together, the research team facilitated the formation of a community kitchen project that enabled villagers to create a new building and co-operative organisations for the village’s long-term sustainable development. This paper presents the participatory design process, contribution of green social work and transdisciplinary interventions in post-disaster community reconstruction.

Green social work has been significant in introducing new issues into environmental debates and increasing its centrality to social work practice. These have included: the mainstreaming of environmental considerations; a widening of the theoretical and practice base to ensure that social and environmental justice are considered integral to any environmental involvement by social workers; highlighting the need to think of innovative approaches to socio-economic development; and making disaster interventions core elements in the social work repertoire of knowledge, skills, capacity building and curriculum formulation. This paper considers the challenges of China’s rapid industrialisation and its implications for rural people migrating into cities, the urban populations that receive them and environmental degradation. It introduces the idea of green social work and discusses the implications of green social work for social development in China in the context of environmental crises precipitated by the country’s rapid economic development.

This paper contains our reflections about our experiences in employing a capacity building model for training social workers to conduct community development work in rural China. Unlike the conventional approach to social work practicum, our approach advocates an educational practice of capacity building; not only for local people and learners, but for educators as well. It stresses that the educator should assume a non‐expert role in relating to his/her students so that the students will do the same with local people. We challenge the concept of the social work educator as an expert because it gives a teacher the power and authority to dominate students, which disempowers students during the learning process. In the same vein, we challenge the desire of social work students to become experts in rural development, which in turn disempowers local people from taking charge of the future direction of their lives in rural China. The capacity building approach subscribes to a critical pedagogy that calls for a re‐invention of self by challenging tradition and culture, and by developing academic knowledge, the habit of inquiry and critical curiosity about society, power, inequality, and social change.