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題名：台灣東南亞國際研究生學習經驗之研究:文化霸權觀點台灣東南亞國際研究生學習經驗之研究:文化霸權觀點
作者：陳素櫻
作者(外文)：Su-ying Chen
校院名稱：國立臺南大學
系所名稱：教育經營與管理研究所博士班
指導教授：姜麗娟
學位類別：博士
出版日期：2012
主題關鍵詞：文化霸權；國際學生；國際化；international students；internationalization；cultural hegemony
原始連結：連回原系統網址new window
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一向是西方國家國際學生來源的台灣已成為東南亞國際學生的留學國。雖然在高等教育的全球階層中，仍被視為位處國際知識網絡的邊陲，然身為亞洲新興國家，台灣近年來透過招收國際學生企圖往全球學術網絡中心位移，這些到台灣而非前往傳統西方留學國的國際學生其學習經驗為何?
能力缺乏理論向被用來解釋邊陲國家前往中心國家尤其美國留學之國際學生學習經驗。然而此種觀點因忽略中心和邊陲國家間存在的不平等權力關係而受到質疑。相對於能力缺乏理論，本研究以文化霸權觀點來揭露西方學術霸權如何在台灣這樣一個邊陲國家中運作，而形塑台灣國際學生的學習經驗，以填補以西方單一能力缺乏觀點對國際學生學習經驗詮釋之不足。
研究者首先透過國際學生學習經驗之文獻探討，提出國際學生學習經驗文化霸權的檢視架構，包括：國際學生學習經驗的四個內涵（留學動機、學術環境體驗、語言經驗與社會互動），以及文化霸權的四個概念內涵（同意、壓迫、抗拒與協商）。再以此架構來檢視東南亞國際研究生在台灣留學的學習經驗，以及其學習經驗中之文化霸權為何。
本研究採用質性訪談法探討在台灣的東南亞國際研究生是否也經歷和在西方國家國際學生一樣的霸權經驗。 訪談實施從2011年10月至2012年2月共訪談23位東南亞國際研究生。主要的發現為：東南亞國際研究生在台灣留學的學習經驗整體而言是務實的（在決定留學地點上）、適應的（在學習過程中）與補償的（在對未來的期許上）。在霸權的經驗上是透過台灣經歷間接的西方霸權，以及基於台灣本身優越的非霸權。如在留學動機與學術環境的體驗方面，一面同意西方師資、課程與排名的優越，但也認為台灣有獎學金與中文能力的誘因與優勢，以及優秀的教授與學習資源；在語言方面則在英文授課情境中體驗英語與西方學習文化的間接霸權，中文授課則為不明顯的霸權經驗；在社會互動方面，透過台灣人獨厚西方人卻歧視他們而體驗西方霸權，然在師生關係與同儕互動上，則未有明顯的霸權經驗。
基於研究發現本研究提出下列四點結論：文獻中國際學生學習經驗文化霸權的檢視架構分別包含學習經驗與文化霸權的各四個概念內涵、東南亞國際研究生在台灣留學學習經驗中之文化霸權為間接霸權與非霸權、以文化霸權理論檢視東南亞國際研究生留學台灣之學習經驗雖補足能力缺乏理論之不足，卻仍有其解釋上的限制、台灣同時因聯於西方又因本身的國家實力而有吸引國際學生之優勢。
最後，透過台灣個案的呈現，提出關於邊陲國家企圖往中心國家位移時的建議與省思。
Once a source of international students for Western countries, Taiwan has now become a host country for international students from South-East Asia. Within the global hierarchy of higher education, Taiwan was positioned as a ‘peripheral’ country in international knowledge network. However, being one of the newly industrializing countries, its higher education is making efforts toward the ‘center’ by recruiting more international students. What are the learning experiences of South-East Asian students choosing to study in Taiwan?
Deficiency theory has long been used to interpret the learning experiences of international students from peripheral countries to study in central countries, especially the United States. However, this perspective has caused increasing critiques for ignoring the power inequality embedded in the relationship between the North and the South. This study aims to disclose how the Western academic hegemony operates in a ‘peripheral’ country as Taiwan to offer a comprehensive understanding of international students’ learning experiences from a cultural hegemony perspective.
Through reviewing the international students'' learning experiences literatures, four examining frameworks for both international students learning experiences（motivation, academic environment, language and social interaction）and cultural hegemony（content, oppression, resistance and trade off）were proposed. The frameworks were then used to examine the learning experiences of South-East Asian international postgraduates and their cultural hegemony experiences.
The study adopts qualitative interviews to explore if South-East Asian international postgraduates in Taiwan also experience the hegemony usually perceived by international students in western countries. Twenty-three South-East Asian international postgraduates from three universities in Tainan were interviewed from October, 2011 to Feburary, 2012. After analyzing the students’ interview, I interpret their learning experiences as pragmatic (in deciding destination), adjustable (during studying process) and compensatory (future expectations) while at the same time experiencing the indirect hegemony and non-hegemony of the West in Taiwan. For example, in motivation and academic environment aspect, the participants expressed their costent to the excellence of Western-oritented faculty, curriculum and university ranking of Taiwan. On the other hand, they also mentioned the incentives and advantages of Taiwan shown in scholarship, Chinese language, excellent faculty and learning resources. Concerning language aspect, the participants experienced the indirect hegemony of English and Western learning cultures in English-taught classroom while seems no significant hegemonic experiences in Chinese-taught classroom were found. In social interaction, they also experienced hegemony by sensing the unfair treatment of foreigners from Taiwanese. No manifest hegemonic experiences were experienced in interacting with faculty and their peers.
In addition to the examining framework inducted from the literatures, the author conclude by arguing that the cultural hegemony experiences of South-East Asian international postgraduates in Taiwan are indirect hegemony and non-hegemony. Moreover, cultural hegemony theory can fill in the gap of the deficiency perspective in interpreting the learning experiences of international students while also has its limitations. Finally, by connecting to the West as well as building its own strength, Taiwan has the advantages to recruit international students.
Based on the main findings, certain reflections for Taiwan and ‘periphery’ countries to consider.
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