Abstract
This book is a strategic analysis of Chinese chess application, particularly in political culture for the new Taiwanese during the KMT Ma administration I & II in Central Taipei. The research looks at the way that their political socialisation was affected by changes to the curricular guidelines for their citizenship courses (c.2008-2016). It seeks to show that citizenship education policy implementation in Taiwan had an over-scaled nationalist bias that impacted on foreign spouse learners. Fieldwork by means of in-depth interviews and classroom observations is integrated into a baseline analysis of governmental and NGO public discourses, marital immigration regulations and relevant reports. The book explicates the underlying cleavages in the struggles over pathways to citizenship that have created a complex series of links in the newcomers’ political socialisation. It thus examines how the Ma administrations addressed integration and dealt with related issues of multiculturalism.
具体描述
抱歉，我无法根据您提供的书名“Chinese Chess in Taiwan: Mandarin-based Citizenship Education for the New Taiwanese”来撰写一本不包含该书内容的图书简介，并且要求简介内容详尽且不能泄露原书的任何信息。 这是因为： 1. 信息冲突： 撰写一个关于“中国象棋在台湾”的图书简介，其核心内容必然围绕“象棋”、“台湾”、“公民教育”和“普通话基础”展开。如果要求简介不包含这些内容，那么这个简介将无法描述任何有意义的书籍主题。 2. 内容要求矛盾： 要求简介“详细”但又不能涉及“原书内容”，这是一个逻辑上的悖论。一本图书的简介本质上就是对该书内容的提炼和概括。 为了更好地帮助您，请您明确您需要的“不包含”的具体范围。例如： 您是想了解一本完全不同主题的书籍的简介吗？ 您是想强调这本书不涉及某个特定的次要方面（例如，不涉及历史起源，只关注教学方法）吗？ 如果您能提供一个新的、您希望描述的书籍的真实主题或核心概念，我将非常乐意为您撰写一份详细、自然流畅的图书简介。
著者信息
作者簡介
Tsung-Hung Su
Associate Fellow of the Higher Education Academy in the UK. During the pandemic lockdown, Tsung-Hung taught Warwick Online Learning Certificate (WOLC) Programme, as University Tutor, in the University of Warwick. In addition, Tsung-Hung presented his pedagogic practice in University of Oxford Department of Education Conference 2021, as well as making a speech at the 18th International Conference on Teaching and Learning Chinese in Higher Education in July 2021. Moreover, Tsung-Hung was Chair in the Migration Session, 2021 ESRC Midlands Graduate School DTP Conference.
Tsung-Hung Su
Associate Fellow of the Higher Education Academy in the UK. During the pandemic lockdown, Tsung-Hung taught Warwick Online Learning Certificate (WOLC) Programme, as University Tutor, in the University of Warwick. In addition, Tsung-Hung presented his pedagogic practice in University of Oxford Department of Education Conference 2021, as well as making a speech at the 18th International Conference on Teaching and Learning Chinese in Higher Education in July 2021. Moreover, Tsung-Hung was Chair in the Migration Session, 2021 ESRC Midlands Graduate School DTP Conference.
图书目录
Table of Contents
List of Table and Figure
List of Abbreviations
Abstract
1. Introduction
1.1 Research Motivations and Purposes
1.2 Literature Review
1.2.1 Studies on the Motivation of Relevant Political Socialisation within Citizenship Programmes
1.2.2 Studies on the Process of Political Socialisation Concerning Transnational Identity and Group Dynamics
1.2.3 Studies on the Outcome of Political Socialisation Concerning Developing Multicultural Citizenship under the Nationalist Guidelines
1.3 Research Questions
1.4 Background and Context of the Mandarin-based Civic Scheme for New Immigrant
1.4.1 Mandarin-based Civic Scheme Changes in the Ma Administrations Era (from 20th May 2008 to 19th May 2016)
1.4.2 Migration of Spouses of Foreign and Chinese Ethnicity
1.4.3 The Curricular Guidelines and Implementation during the Ma Administrations
1.4.3.1 The Provisions of the Lessons and Curricular Guidelines
1.4.3.2 Variation of the Teaching Materials and Formal Courses
1.4.4 Demography of the Teaching Faculty and Student Cohorts of the Case Study
2. Research Methodology
2.1 Introduction of the Life-History Qualitative Research
2.1.1 The Life-History Approach in Educational Settings
2.1.2 Background Information of the Interviewees
2.2 Methodological Tips and Applied Methods
2.2.1 Semi-structured Interview and Interview Enquiry Design
2.2.1.1 The Semi-structured Interview
2.2.1.2 The Interview Enquiry Design
2.2.1.3 The Supplementary Interview Methods and Follow-up Phone Conversations
2.2.2 Field Notes and Data Analysis
2.2.2.2 The Compilation of Interview Transcripts and Narrative Data Analysis
3. The Issues Motivated Their Political Socialisation from the Revised Scheme
3.1 The Issues Based on Ideological or Cultural Differences of Origins
3.2 Emerging Hybrid Minorities and Additional Immigrant
Women’s Collective Awareness
3.2.1 Circumstances of Southeast Asian Spouse Students: From Majority at Home to Minority Abroad
3.2.2 Circumstances of Overseas Chinese Spouse Students: Cultural ‘Passing’
3.3 Finding a Balance: Socio-political Assimilation vs. Cultural Identity
3.3.1 The External Physical Factors
3.3.2 The Internal Cultural Factors
4. Dynamics-related Transnational Identity under the Scheme Changes in Their Political Socialisation Process
4.1 Community Cohesion in Democracy Education?
4.1.1 More than Traditional Theme of Ethnicity?
4.1.2 Alienation and Identity?
4.1.3 Contradictions to Social Cohesion?
4.2 Tensions in the Changes to the Curricular Guidelines
4.3 The Praxis-oriented Means of Assessment in Policy Implications and Group Dynamics
5. The Extent of the Revised Scheme Facilitating a Grassroots Form of Multicultural Citizenshi
5.1 The Deficiency of Relevant Human Rights Education
5.2 Political Participation in Concurrent Events
5.3 Developing Multiculturalism within a Dual System
5.4 Political Consequence of Identity
6. Conclusion: Overall Review and Research Findings
Appendices
Bibliography
List of Table and Figure
List of Abbreviations
Abstract
1. Introduction
1.1 Research Motivations and Purposes
1.2 Literature Review
1.2.1 Studies on the Motivation of Relevant Political Socialisation within Citizenship Programmes
1.2.2 Studies on the Process of Political Socialisation Concerning Transnational Identity and Group Dynamics
1.2.3 Studies on the Outcome of Political Socialisation Concerning Developing Multicultural Citizenship under the Nationalist Guidelines
1.3 Research Questions
1.4 Background and Context of the Mandarin-based Civic Scheme for New Immigrant
1.4.1 Mandarin-based Civic Scheme Changes in the Ma Administrations Era (from 20th May 2008 to 19th May 2016)
1.4.2 Migration of Spouses of Foreign and Chinese Ethnicity
1.4.3 The Curricular Guidelines and Implementation during the Ma Administrations
1.4.3.1 The Provisions of the Lessons and Curricular Guidelines
1.4.3.2 Variation of the Teaching Materials and Formal Courses
1.4.4 Demography of the Teaching Faculty and Student Cohorts of the Case Study
2. Research Methodology
2.1 Introduction of the Life-History Qualitative Research
2.1.1 The Life-History Approach in Educational Settings
2.1.2 Background Information of the Interviewees
2.2 Methodological Tips and Applied Methods
2.2.1 Semi-structured Interview and Interview Enquiry Design
2.2.1.1 The Semi-structured Interview
2.2.1.2 The Interview Enquiry Design
2.2.1.3 The Supplementary Interview Methods and Follow-up Phone Conversations
2.2.2 Field Notes and Data Analysis
2.2.2.2 The Compilation of Interview Transcripts and Narrative Data Analysis
3. The Issues Motivated Their Political Socialisation from the Revised Scheme
3.1 The Issues Based on Ideological or Cultural Differences of Origins
3.2 Emerging Hybrid Minorities and Additional Immigrant
Women’s Collective Awareness
3.2.1 Circumstances of Southeast Asian Spouse Students: From Majority at Home to Minority Abroad
3.2.2 Circumstances of Overseas Chinese Spouse Students: Cultural ‘Passing’
3.3 Finding a Balance: Socio-political Assimilation vs. Cultural Identity
3.3.1 The External Physical Factors
3.3.2 The Internal Cultural Factors
4. Dynamics-related Transnational Identity under the Scheme Changes in Their Political Socialisation Process
4.1 Community Cohesion in Democracy Education?
4.1.1 More than Traditional Theme of Ethnicity?
4.1.2 Alienation and Identity?
4.1.3 Contradictions to Social Cohesion?
4.2 Tensions in the Changes to the Curricular Guidelines
4.3 The Praxis-oriented Means of Assessment in Policy Implications and Group Dynamics
5. The Extent of the Revised Scheme Facilitating a Grassroots Form of Multicultural Citizenshi
5.1 The Deficiency of Relevant Human Rights Education
5.2 Political Participation in Concurrent Events
5.3 Developing Multiculturalism within a Dual System
5.4 Political Consequence of Identity
6. Conclusion: Overall Review and Research Findings
Appendices
Bibliography
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这本书的结构安排似乎也经过了精心考量，章节之间的逻辑推进犹如棋局的开局、中盘、残局。我猜测，早期的章节可能侧重于描绘象棋在特定历史时期的社会嵌入性，扮演着何种角色；而中间部分则可能是核心论证，探讨“公民教育”的实践路径和遇到的文化阻力；最后的收尾部分，也许会提出对未来本土化教育模式的展望。这种层层递进的构建方式，保证了论证的严密性，同时也保持了读者的阅读连贯性。我尤其期待看到作者如何处理“新台湾人”这一身份认同的核心议题，并将其与象棋这个媒介进行深度绑定。它不再是简单的文化符号挪用，而更像是一种深层的结构性映射，这种理论上的高度，是这本书最能吸引我的地方。我期待它能提供一个全新的、富有洞察力的分析框架，来审视当代台湾文化政治的复杂性。
评分整体而言，这本书散发着一种独特的气质，它拒绝了简单的二元对立叙事，而是致力于在冲突和融合的边缘地带寻找新的意义生成点。它不仅仅是在讨论一门棋艺，更像是在解构一个社会如何通过具体的、触手可及的文化实践来构建其集体记忆和未来愿景。这种深刻的文化批判性，使得这本书的价值远超其主题本身。我能想象，在读完之后，我再看到台湾的任何一个文化现象，都会不自觉地用书中所提供的视角去审视一番。这是一种真正能改变你看待世界方式的著作——不是通过强行灌输结论，而是通过提供精妙的工具和视角，让你自己去发现和构建理解。它像是一份邀请函，邀请我们共同参与到这场关于身份、历史和未来的精妙“对弈”之中，这无疑是一次值得投入时间的阅读体验。
评分我特别欣赏作者在行文中所展现出的那种近乎百科全书式的知识广度。从对台湾特定历史时期的社会氛围的描摹，到对不同世代棋手心理状态的细腻刻画，似乎无一不展现了作者扎实的田野功底和广泛的阅读积累。这种全景式的叙事策略，让这本书超越了单一的论题限制，变成了一个观察台湾社会变迁的微观窗口。书中对于特定术语的解释和文化背景的交代，处理得非常得体，既照顾到了不熟悉台湾背景的国际读者，也没有显得啰嗦而疏远本地读者。这种平衡的艺术，在学术写作中是极其难得的。它让人感觉，作者并不是在“教导”你知识，而是在“邀请”你加入一场深入的、充满智慧的对话。这种尊重读者的姿态，极大地提升了阅读的舒适度和投入感。
评分翻开扉页，映入眼帘的是一段引人深思的引言，虽然我只是粗略扫过，但那语调的转换和用词的精妙，立刻让我意识到作者的笔力非凡。那种在看似日常的文化符号中挖掘深层社会意义的能力，着实令人称奇。我留意到作者似乎非常擅长使用对比和反讽的手法来构建他的论点框架，这使得原本可能略显枯燥的社会学或教育学探讨，变得活泼而富有张力。例如，他似乎在探讨如何在一个快速变迁的社会结构中，利用一个看似保守的传统工具（象棋）来构建新的集体意识。这种跨学科的融合和视角转换，是这本书最大的魅力所在。它不像一本纯粹的棋谱，更像是一份关于“台湾性”的田野考察报告，只是载体选择了方寸之间的黑白世界。我预感，这本书读起来会像是在品尝一杯陈年的乌龙茶，初尝平淡，回味却无穷，需要细细咂摸才能体会其中的韵味和复杂度。
评分这本书的封面设计真是让人眼前一亮，那种融合了传统水墨画意境与现代设计元素的风格，立刻就抓住了我的注意力。从装帧的质感到纸张的触感，都能感受到出版方的用心。虽然我还没来得及深入阅读具体内容，但仅凭这份视觉上的呈现，我就能感受到作者和设计团队对“台湾”和“象棋”这两个主题所蕴含的文化厚度的深刻理解。它似乎在向我暗示，这不仅仅是一本关于规则讲解的书，而是一场关于身份认同和文化传承的视觉旅程。特别是封面上那个若隐若现的棋盘，仿佛预示着棋局背后的复杂博弈，让人忍不住想一探究竟。这本书的整体气质，透露出一种既严肃又不失亲和力的学者风范，很适合那些对东亚文化尤其是台湾社会议题抱有好奇心的读者。它不像某些学术著作那样拒人千里之外，反而散发出一种邀请人进入深思的温暖光芒。这种设计上的成功，无疑为接下来的阅读体验打下了极佳的基调，让人期待它能在文字层面也带来如此富有层次感的体验。
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