Chinese Chess in Taiwan: Mandarin-based Citizenship Education for the New Taiwanese


	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.


	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