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.
具體描述
抱歉，我無法根據您提供的書名“Chinese Chess in Taiwan: Mandarin-based Citizenship Education for the New Taiwanese”來撰寫一本不包含該書內容的圖書簡介，並且要求簡介內容詳盡且不能泄露原書的任何信息。 這是因為： 1. 信息衝突： 撰寫一個關於“中國象棋在颱灣”的圖書簡介，其核心內容必然圍繞“象棋”、“颱灣”、“公民教育”和“普通話基礎”展開。如果要求簡介不包含這些內容，那麼這個簡介將無法描述任何有意義的書籍主題。 2. 內容要求矛盾： 要求簡介“詳細”但又不能涉及“原書內容”，這是一個邏輯上的悖論。一本圖書的簡介本質上就是對該書內容的提煉和概括。 為瞭更好地幫助您，請您明確您需要的“不包含”的具體範圍。例如： 您是想瞭解一本完全不同主題的書籍的簡介嗎？ 您是想強調這本書不涉及某個特定的次要方麵（例如，不涉及曆史起源，隻關注教學方法）嗎？ 如果您能提供一個新的、您希望描述的書籍的真實主題或核心概念，我將非常樂意為您撰寫一份詳細、自然流暢的圖書簡介。
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.
圖書目錄
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
圖書試讀
用戶評價
评分
我特彆欣賞作者在行文中所展現齣的那種近乎百科全書式的知識廣度。從對颱灣特定曆史時期的社會氛圍的描摹，到對不同世代棋手心理狀態的細膩刻畫，似乎無一不展現瞭作者紮實的田野功底和廣泛的閱讀積纍。這種全景式的敘事策略，讓這本書超越瞭單一的論題限製，變成瞭一個觀察颱灣社會變遷的微觀窗口。書中對於特定術語的解釋和文化背景的交代，處理得非常得體，既照顧到瞭不熟悉颱灣背景的國際讀者，也沒有顯得囉嗦而疏遠本地讀者。這種平衡的藝術，在學術寫作中是極其難得的。它讓人感覺，作者並不是在“教導”你知識，而是在“邀請”你加入一場深入的、充滿智慧的對話。這種尊重讀者的姿態，極大地提升瞭閱讀的舒適度和投入感。
评分這本書的封麵設計真是讓人眼前一亮，那種融閤瞭傳統水墨畫意境與現代設計元素的風格，立刻就抓住瞭我的注意力。從裝幀的質感到紙張的觸感，都能感受到齣版方的用心。雖然我還沒來得及深入閱讀具體內容，但僅憑這份視覺上的呈現，我就能感受到作者和設計團隊對“颱灣”和“象棋”這兩個主題所蘊含的文化厚度的深刻理解。它似乎在嚮我暗示，這不僅僅是一本關於規則講解的書，而是一場關於身份認同和文化傳承的視覺旅程。特彆是封麵上那個若隱若現的棋盤，仿佛預示著棋局背後的復雜博弈，讓人忍不住想一探究竟。這本書的整體氣質，透露齣一種既嚴肅又不失親和力的學者風範，很適閤那些對東亞文化尤其是颱灣社會議題抱有好奇心的讀者。它不像某些學術著作那樣拒人韆裏之外，反而散發齣一種邀請人進入深思的溫暖光芒。這種設計上的成功，無疑為接下來的閱讀體驗打下瞭極佳的基調，讓人期待它能在文字層麵也帶來如此富有層次感的體驗。
评分翻開扉頁，映入眼簾的是一段引人深思的引言，雖然我隻是粗略掃過，但那語調的轉換和用詞的精妙，立刻讓我意識到作者的筆力非凡。那種在看似日常的文化符號中挖掘深層社會意義的能力，著實令人稱奇。我留意到作者似乎非常擅長使用對比和反諷的手法來構建他的論點框架，這使得原本可能略顯枯燥的社會學或教育學探討，變得活潑而富有張力。例如，他似乎在探討如何在一個快速變遷的社會結構中，利用一個看似保守的傳統工具（象棋）來構建新的集體意識。這種跨學科的融閤和視角轉換，是這本書最大的魅力所在。它不像一本純粹的棋譜，更像是一份關於“颱灣性”的田野考察報告，隻是載體選擇瞭方寸之間的黑白世界。我預感，這本書讀起來會像是在品嘗一杯陳年的烏龍茶，初嘗平淡，迴味卻無窮，需要細細咂摸纔能體會其中的韻味和復雜度。
评分整體而言，這本書散發著一種獨特的氣質，它拒絕瞭簡單的二元對立敘事，而是緻力於在衝突和融閤的邊緣地帶尋找新的意義生成點。它不僅僅是在討論一門棋藝，更像是在解構一個社會如何通過具體的、觸手可及的文化實踐來構建其集體記憶和未來願景。這種深刻的文化批判性，使得這本書的價值遠超其主題本身。我能想象，在讀完之後，我再看到颱灣的任何一個文化現象，都會不自覺地用書中所提供的視角去審視一番。這是一種真正能改變你看待世界方式的著作——不是通過強行灌輸結論，而是通過提供精妙的工具和視角，讓你自己去發現和構建理解。它像是一份邀請函，邀請我們共同參與到這場關於身份、曆史和未來的精妙“對弈”之中，這無疑是一次值得投入時間的閱讀體驗。
评分這本書的結構安排似乎也經過瞭精心考量，章節之間的邏輯推進猶如棋局的開局、中盤、殘局。我猜測，早期的章節可能側重於描繪象棋在特定曆史時期的社會嵌入性，扮演著何種角色；而中間部分則可能是核心論證，探討“公民教育”的實踐路徑和遇到的文化阻力；最後的收尾部分，也許會提齣對未來本土化教育模式的展望。這種層層遞進的構建方式，保證瞭論證的嚴密性，同時也保持瞭讀者的閱讀連貫性。我尤其期待看到作者如何處理“新颱灣人”這一身份認同的核心議題，並將其與象棋這個媒介進行深度綁定。它不再是簡單的文化符號挪用，而更像是一種深層的結構性映射，這種理論上的高度，是這本書最能吸引我的地方。我期待它能提供一個全新的、富有洞察力的分析框架，來審視當代颱灣文化政治的復雜性。
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