臺灣博碩士論文加值系統

Striving for world class is a central goal within Taiwanese Higher Education (HE). Through orienting themselves toward an ever-increasing number of international students and a push for more English Taught Programs (ETPs), Taiwanese Higher Education Institutions (HEIs), under the supervision of the Ministry of Education (MOE), are seeking to climb the ranking tables in order to ascend into global imagination. Indeed, as Taiwanese educators of these ETPs operate within this fervent atmosphere for internationalization and interact with diverse communities of international students, there are pedagogical possibilities for the employment of multicultural education practices. Thus, in seeking to explore this critical space between internationalization and multicultural education practices, the research conducted semi-structured interviews with a sample of ten Taiwanese professors at a reputable social sciences university in Taiwan. The explorative study found that internationalization, with this specific orientation toward world class, along with the complex context of Taiwan, shaped perceptions and practices of Taiwanese educators toward different communities of international students. These perceptions saw a preference toward Western voices and white bodies and the perceived diversity that such international students brought to classroom discussions. Furthermore, the study found that among the perceptions of these educators was an erasure of the diversities latent within the South East Asian international student community. Utilizing a case study approach to also engage with the institutional imagination of the university that the professors were based at, the research found that there was a stronger bias toward recruiting students from western European countries as this was where the perceived cultural and economic capital lay for creating a diverse campus as well as a key method of survival and of allowing the university to be recognized by powerful others.

Chapter 1: Introduction 1
1.1 Motivation & the Researcher’s Position 1
1.2 Background 5
1.3 Structure of the Thesis 7
Chapter 2: Literature Review 10
2.1 Context 10
2.1.1 A Critical Look at Defining Internationalization 10
2.1.2 Ideology and the Desire for World Class in the University 12
2.1.3 Taiwan: A Complex National Identity in a Postcolonial Condition 14
2.1.4 Taiwan’s Higher Education Landscape 16
2.1.5 The Politics of Recognition 20
2.1.6 Identifying Contextual Dynamics through the lens of Postcolonial Theories 21
2.1.7 Visualizing the Context and its Forces 25
2.2 Perceptions and Practices in Multicultural Taiwan 27
2.2.1 Context and the Critical Multicultural Educator: An Intimate Connection 27
2.2.2 The Origins of Multicultural Education 28
2.2.3 White Privilege and the Inextricability of Whiteness and Knowledge 29
2.2.4 The Critical Multicultural Educator 31
2.2.5 Taiwan’s Landscape of Harmony? Affirmations of A “Multicultural Nation” 34
2.2.6 Ethnic and Cultural Hierarchy in the Multicultural Taiwan Context 38
Chapter 3: Research Design & Methods 41
3.1 Grounded Theory 41
3.2 Case Study 42
3.3 Documents Used 43
3.4 Engaging the Taiwanese Educators: Sampling Method 43
3.5 Semi-Structured Interviews 46
3.6 Ethics & Reflections 48
3.7 Data Analysis 49
Chapter 4: Findings 51
4.1 Institutional Fervor for World Class 51
4.1.1 Inscribing World Class into the Fabric of Policy in Taiwanese HE 52
4.1.2 Historical Background and University Stance toward Internationalization 55
4.1.3 Institutional Ties: Reaching for Europe 56
4.1.4 Student Makeup 57
4.1.5 International Student Body Statistics for Each ETP 59
4.1.6 The Disease of Ranking: A QS Rankings Workshop 63
Chapter 5: The Ranking of Student Bodies & Minds 66
5.1 Understanding of Internationalization through Perceptions of Universities 67
5.1.1 World Class Universities 67
5.1.2 The Promise of International Students for Taiwanese HE survival 69
5.1.3 Allowing Powerful Others to See Taiwan 72
5.1.4 Serving the Students: “A Menu of ETCs” for International Students 73
5.2 Understanding of Internationalization through Perceptions of International Students 75
5.2.1 World Class Students: The Western and White Ideal as “Diversity” 75
5.2.2 The Erasing of Diversities Among South East Asian & Taiwanese Students 77
5.2.3 Educators’ Blindness & Perceptiveness of Discrimination toward South East Asian Students 80
5.3 The Critical Space Between Internationalization and Multicultural Education 82
5.3.1 A Spectrum of Practices and Perceptions 82
5.3.2 “If You Don’t Speak About These Issues How Can We Ever Recognize and Address the Prejudice? 85
5.3.3 Addressing the Privileges of the White International Student Body 88
5.3.4 Power and Language: “Is my English good enough?” 89
Chapter 6: Discussion & Conclusion 93
6.1 Contribution & Future Inquiry 96
6.2 Concluding through Disengaging from World Class 99
6.3 Personal Reflections: Becoming Reflexive 99
6.4 Limitations 102
Bibliography 105
Appendices (1) 113
Appendices (2) 114
Appendices (3) 116
Appendices (4) 117

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