文化認同的維繫：緬甸華文教育與台灣僑教政策（1960－2000）

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P111 - 164

人文学 > 历史学
人文学 > 人类学及族群研究
社会科学 > 社会科学综合
社会科学 > 教育学
社会科学 > 社会学
社会科学 > 经济学

DOI： 10.7039/TJSAST

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文化认同的维系：缅甸华文教育与台湾侨教政策（1960－2000）

The Sustainability of Cultural Identity: Ethnic Chinese Education in Burma and Taiwan's Policy of Overseas Chinese Education, 1960-2000

李盈慧(LEE Ying-Hui)

台湾东南亚学刊； 17 卷 1 期 (2022 / 04 / 01) ， P111 - 164

繁体中文;英文

缅甸；华人；华文教育；台湾；侨教政策；认同；瓦城（曼德勒）孔教学校； Burma ； Ethnic Chinese ； Ethnic Chinese Education ； Taiwan ； Policy of Overseas Chinese Education ； Identity ； Kongjiao Chinese High School (Mandalay, Myanmar)

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摘要 │ 参考文献 (70) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

In the 1960s, ethnic Chinese in Burma confronted the suppression of ethnic Chinese education from the government of Burma. Under such severe situation, they zealously looked for other alternatives to continue their education and decided to establish cram schools, in the disguise of religious venues, for Chinese learning. These cram schools were gradually developed and eventually transformed into Chinese high schools dedicating themselves to sustaining Chinese culture in Burma. While Mainland China was overwhelmed by the fierce storm of the Cultural Revolution, the government in Taiwan, on the contrary, took actions to enhance the renaissance of Chinese culture and thus built closer and stronger cultural connections with ethnic Chinese communities in Burma. Through Burmese Chinese's constant efforts and Taiwan's political and educational supports for overseas Chinese education, ethnic Chinese education was vigorously developed in central and northern Burma. Burmese Chinese in southern Burma, however, were less active to promote ethnic Chinese education because of some concerns. During this period, many Burmese Chinese youth were passionate about studying in Taiwan and shared a "Taiwanese Dream" to which they entrusted their future. This "Taiwanese Dream" was also an option provided by Taiwan for ethnic Chinese in Burma to sustain their cultural identity. This paper has reached the following conclusions. First, the reason why it has been possible to constantly develop ethnic Chinese education in Burma is because of endeavors of those education staff persisting in promoting Chinese education in central and northern Burma. Among them, Kongjiao Chinese High School in Mandalay deserved special attention. This school even shared its own experience of school management with other schools in central and northern Burma. Second, in addition to Burmese Chinese's efforts, Taiwan's policy of overseas Chinese education also played an important role in boosting ethnic Chinese education in Burma. Third, Taiwan initiated the Chinese Cultural Renaissance Movement in the 1960s, providing an alternative of cultural identity for Burmese Chinese. Fourth, Taiwan also offered long-term assistance and support for ethnic Chinese education in Burma, making many Burmese Chinese youth yearn to study in Taiwan or even dream a "Taiwanese Dream." Fifth, experiences in developing ethnic Chinese education across Burma were varied. While it was vigorously developed in central and northern Burma, ethnic Chinese education in southern Burma was relatively inactive. Sixth, the government in Taiwan and Burmese Chinese could influence each other when developing both overseas and ethnic Chinese education. Taiwan's policy of overseas Chinese education, for example, was revised based on suggestions from Chinese schools in central and northern Burma.

参考文献 ( 70 ) 〈TOP〉

李道缉(2007)。构建新「祖国」─郑彦棻时期（民国 39-47 年）的侨务工作。中央大学人文学报，31，181-207。
连结：
彭霓霓(2021)。从 2021 年缅甸春季革命探讨 Z 世代缅甸华人的认同。台湾东南亚学刊，16(1)，15-24。
连结：
Purcell, Victor,郭湘章（译）,国立编译馆（编）(1966).东南亚之华侨.台北:正中书局.
Roberts, Jayde Lin(2011).University of Washington.
Silverstein, Josef(1977).Burma: Military Rule and the Politics of Stagnation.Ithaca, NY:Cornell University Press.

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