Untitled - Api-fellowships.org

More documents

Recommendations

Info

FLUX AND FLOWS OF PEOPLE, POWER AND PRACTICES: ISSUES RELATING TO SOCIAL JUSTICE241Mekong basin region seem to be more cautious aboutthis generous gift from their giant neighbor. Thailandhas 23 CI and Classrooms, compared to just one ineach of the rest of Mekong region countries (theproposed CI in Vietnam has yet to be set up). Incontrast to other foreign cultural institutions, such asthe British Council or Centre Culturel FrancaisL’Espace_ the CI chose to affiliate with publicuniversities and high schools. Every year, Hanbansends about 1,500 volunteer staff to Thailand andother countries in the Mekong region with the missionof bringing the Chinese language and culture to theThai and Mekong people.Local response to this new development is relativelydiverse. My conversations with local people inThailand and Vietnam indicate a variety of views onCI activities. Most Vietnamese people expressedhistory-based opinions that reflected concerns aboutthe establishment of CI in the country. They wereconcerned over risks of dependency on China. Bycontrast, Thai people see positive as well as negativeimpacts. They give at least four reasons for why they ortheir children should study Chinese culture andlanguage: 1) Learning and speaking the Chineselanguage distinguishes them “from the crowd” asEnglish is nowadays too popular; 2) MasteringChinese is a heartfelt aspiration of Thai-Chinese whoare deeply integrated into Thai society and no longerspeak their ancestral tongue. Studying Chinese is agood way to return to their origins and respect theirancestors; 3) The increasing presence of China inThailand and other Mekong basin countries bringsmore employment opportunities for local people whoare able to speak Chinese; 4) Princess Maha ChakriSirindhorn is often mentioned as an example of a greatlearner who has spent many years studying Chineseand gaining a background in Chinese culture.The question can be raised as to why China investssuch large effort into supporting many CI in Thailand,and why Thailand has shifted from previous policies ofThai-ization of Chinese immigrants to warmlywelcoming Chinese language and culture. The initialfindings of this study suggest that Thailand perhapsoccupies an important position within China’sdiplomacy in the Mekong region and in theAssociation of Southeast Asian Nations (ASEAN)generally. While this hypothesis needs furtherempirical data to prove, it is certain that China’scultural expansion is built upon its global strategy toconduct a “charm offensive”.NOTES123456This paper is the result of an API fellowship award by theNippon Foundation for 2010-2011. I would like to thankProf. Sunait Chutintaranond, IAS Director atChulalongkorn University; Prof. Chayan Vaddhanaphuti,RCSD Director at Chiang Mai University; Prof. ShimizuHiromu, CSEAS Director at Kyoto University for theirwarm hospitality and support during my affiliation with theirinstitutions. My deep gratitude goes to Prof. Fu Zengyou,Director of the Confucius Institute at ChulalongkornUniversity; Prof. Cen Rong Lin, Co-Director of theConfucius Institute at Mae Fah Luang University; Dr. YuQinwei, Director of the Confucius Institute at Chiang MaiUniversity; and many more faculty staff working at variousCI in Thailand. They spent hours meeting me and sharingwith me their common interests. I am also very grateful to theNational Research Council of Thailand (NRCT) forsupporting my research in Thailand; Dr. Thanya Sripana(Chulalongkorn University) and Dr. Thanet Aphornsuvan(Thammasat University) for their kind assistance and forsharing with me their wisdom. I do believe that without theirassistance, this small piece of study could not have beenrealized, though I do understand that the study needs morework to meet the requirements of all readers, and I am aloneresponsible for that.On April 6 th 2009, the Vietnam Government Officeofficially issued document No. 1992/VPCP-QHQT toannounce that Prime Minister Nguyen Tan Dung had agreedto permit a pilot project of the Confucius Institute to be builtin Vietnam. The document however did not mention indetail how, when and where the institute was to beinaugurated. Source: http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban (Accessed 1 July2012)Interviews with Dr. Yu Quinwei, Director of the ConfuciusInstitute at Chiang Mai University, Thailand on 1 December2010.A survey conducted by the Newspaper Nguoi Lao Dong[Labor] reported that Departments of Chinese Studies atvarious universities in the country found it difficult to findstudents to register for Chinese language as students couldnot find jobs after graduation. See: Nganh Ngoai Ngu TeoDan [Foreign language studies narrows down] in: Nguoi LaoDong, 17 May 2011.For further information on the global mission of China’sConfucius Institutes, see the long interview in GuangmingNet with Dr. Xu Lin, Director General of Hanban, posted atthe following site: http://english.hanban.org/article/2010-08/16/content_167061_7.htm (Accessed 1 July 2012)As informed by this institution at its website (http://www.pbic.tu.ac.th/main/node/968),? The Chinese StudiesInternational Program at Pridi Banomyong InternationalThe Work of the 2010/2011 API Fellows
242 Panel 5789College is unique because it has a close relationship with theSchool of International Studies at Peking University inChina; students in the program are required to spend at leastone semester abroad at Peking University; and the coursesoffered by the Chinese Studies International Program atThammasat are equivalent to courses offered at PekingUniversity,Most of the so-called Rajabhat Universities in Thailand weredeveloped from the former Rajabhat Institutes, whichbelonged to the provincial teacher college system.Interviews with Prof. Cen Rong Lin, Co-Director of theConfucius Institute at the Mae Fah Luang University,August 15, 2011.Information carved on the stone stele unveiled as part of theopening ceremony of the Confucius Center in Mae FahLuang University informs that the 60 million-baht centerwas a gift from the Government of the People’s Republic ofChina, constructed by engineers and craftsmen from Yunnanprovince, based on plans by a Sichuanese architect.10 According to Prof. Cen Rong Lin, CI Director at Mae FahLuang University, the Chinese language training program atthe CI of Mae Fah Luang University is of four years duration.Students who graduate from this program are awarded aBachelor’s degree. This is different from the training programoffered by other CI, which aim to provide short courses ofthree to six months only (interviews with Prof. Cen RongLin, August 15, 2011).REFERENCESChan Kwok Bun, Tong Chee Kiong.1993. RethinkingAssimilation & Ethnicity: The Chinese in Thailand.International Migration Review, Vol.2, Spring 1993.Chey, Jocelyn, 2008. Chinese “Soft Power” – Diplomacy andThe Confucius Institute podcast, Sydney Papers Vol. 20 No. 1,pp. 33-48.China Confucius Institute, 2011 An Introduction on theConfucius Institute at National University of Laos http://www.cnconfucius.cn/institution/hanban/confuciusclass/2011-01-07/444.html (Accessed 1 July 2012).Traimit High School News. 2010 Brief Introduction onConfucius Classroom in Traimit High School. http://english.chinese.cn/confuciusinstitute/article/2010-12/03/content_340897.htm (Accessed 1 July 2012)Confucius Institute (Hanban), 2010. Introduction to theConfucius Institutes; http://english.hanban.org/node_10971.htm (Accessed 1 July 2012).Confucius Institute Volunteer Center, 2010. The 2010 ThaiVolunteer Chinese Teachers’ Living & Working ConditionsFact-Finding Meeting Convenes in Bangkok; 2010-July-14.Economist, 2009. A message from Confucius. New ways ofprojecting soft power; http://www.economist.com/node/14678507 Oct 22. (Accessed 1 July 2012)Hà Giang, 2009. tử tại Nên Việt hay Nam không [Should nên thành a Confucius lập Học Institute viện Khổng beestablished in Vietnam? RFA Interviews with Dr. NguyenThanh Liem]. http://www.rfa.org/vietnamese; 2009-04-19.Hanban, 2009. Confucius Institute at Fuxing School Myanmarhttp://210.40.3.82/en_US/2/58/read/864;jsessionid=416574528F33911889D6B29B5693232D(Accessed 1 July 2012).Hanu (University of Hanoi City), 2008. Ký kết biên bản ghi nhớthành lập học viện Khổng Tử [MOU signing ceremony onestablishment of Confucius Institute], http://www.hanu.vn/He, Qinglian, 2009. “Soft Power” with Chinese CharacteristicsIs Changing the World”; http://www.hrichina.org/crf/article/3175 (Accessed 1 July 2012)Khon Kaen University, 2010. The Vice President for Academicand International Affairs selected an individual withperformance excellence http://kkuinter.kku.ac.th/2010/index.php/news/1-latest-news/150-the-vice-president-foracademic-and-international-affairs-selected-an-individual-withperformance-excellence-(Accessed 1 July 2012)Koh, Tommy, 2011. “21 st Century: China and the World”; in:China in the Next 30 years;http://www.spp.nus.edu.sg/ips/docs/pub/pa_tk_21st%20Century%20China%20and%20the%20World_11.pdf (Accessed 1 July 2012)Kriengsak, 2008. Promote Chinese Studies: Develop theRelationship between Thailand and China http://blog.nationmultimedia.com/print.php?id=5017 (Accessed 1July 2012)McDowell, Adam, 2010. “Are China’s Confucius Institutes inCanada culture clubs or spy outposts”. In: National Post, Friday,Jul. 9, 2010, Canada.Ministry of Education of the Kingdom of Thailand (MOE ofThailand), 2006. 2006 Framework of Cooperation Between theChina National Office for Teaching Chinese as a ForeignLanguage (Hanban) and the Ministry of Education of theKingdom of Thailand (MOE of Thailand) on the cooperationin Chinese Language Teaching. http://www.bic.moe.go.th/th/images/stories/MOU/framework/th-hanbaneng.pdf (Accessed1 July 2012)Nye, Joseph S. 2005. “The Rise of China’s Soft Power”, WallStreet Journal Asia, December 29, 2005; http://belfercenter.ksg.harvard.edu/publication/1499/rise_of_chinas_soft_power.html (Accessed 1 July 2012)Overseas Compatriot Affairs Commission (OCAC), 2005. TheRanking of Ethnic Chinese Population around the world; http://www.ocac.gov.tw (Accessed 1 July 2012)The Work of the 2010/2011 API Fellows
Page 2 and 3:
CULTURE, POWER AND PRACTICES:THE GL
Page 7 and 8:
viABOUT THE BOOKCULTURE, POWER AND
Page 9 and 10:
viiiACKNOWLEDGEMENTSThe API Coordin
Page 11 and 12:
x(co-authored with Gunawan Wiradi,
Page 13 and 14:
xiiSri Wahyuni is the director of t
Page 15 and 16:
xivThe gap between rich and poor is
Page 17 and 18:
xviand development mainly: Economy,
Page 19 and 20:
xviiiIn closing, I would like to qu
Page 21 and 22:
xxmovements to defend their rights,
Page 23 and 24:
xxiicomplex relationships between f
Page 25 and 26:
xxivIndonesian Academy of Social Sc
Page 28 and 29:
MULTIPLE MODERNITIES: GLOBALIZATION
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
POTENTIAL OF LOCAL KNOWLEDGE AND PR
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82:
Page 85 and 86:
58 Panel 2(Left) Kurazukuri are anc
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
MULTIPLE IDENTITIES VIA THE GLOBALI
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
MULTIPLE IDENTITIES VIA SPIRITUALIT
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219: MULTIPLE IDENTITIES VIA SPIRITUALIT
Page 220 and 221: FLUX AND FLOWS OF PEOPLE, POWER AND
Page 272 and 273: OPENING REMARKS AND OVERVIEWDr. Rat
Page 274 and 275: 247There is also a massive movement
Page 276 and 277: 249need to be looked at, as globali
Page 278 and 279: 251Appendix IWorkshop ScheduleThe T
Page 280 and 281: 25313:00 - 15:00 Concluding PanelCh
Page 282 and 283: 255THAILANDAroon Puritat, Artist an
Page 284 and 285: 257RAPPORTEURSGarry MorrisonMarian
Page 286 and 287: Communication, Education and Public
Page 288 and 289: 261have used tourism as a mechanism
Page 290 and 291: 263Panel 4: Multiple Modernities vi
Page 292 and 293: 265out how Asian women politicians
Page 294 and 295: 267CONTACT DETAILS (as of March 201
show all

Untitled - Api-fellowships.org

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?