From Missionary Education to Confucius Institutes examines the history and globalization of cultural exchange between the United States and China and corrects many myths surrounding the incompatibility of American and Chinese cultures in the higher education sphere. Providing a fresh look at the role of non-state actors in advancing Sino-American cross-cultural knowledge exchange, the book presents empirical studies highlighting the diverse experiences and practices involved. Case studies include the U.S.-initiated missionary education in modern China, the involvement of private foundations and professional associations in education, the impact of Chinese and American laws on student exchanges, and the evaluation of the experience of U.S. Confucius Institutes. This book will appeal to students and scholars of U.S. and Chinese higher education from the past to the present, as well as international admission officers and university executives who are concerned about the global educational partnership with China and questions around the internationalization of education more broadly.

“This book’s power comes from Wong’s broad sense of the patterns of Chinese history, reflected in the lives of a father and son, and from his ability to toggle effortlessly between the epic and the intimate.” —Gal Beckerman, The Atlantic “Edward Wong’s exquisite family chronicle achieves a level of humane illumination that only one of America’s finest reporters on China could deliver. In tracing his father’s journey—from Hong Kong to Xinjiang to America—Wong gives us a profound story of modern China itself. Anyone who once was absorbed by the power of Wild Swans will savor this meditation on memory, history, and belonging.” —Evan Osnos, author of Age of Ambition, winner of the National Book Award One of Foreign Policy’s Most Anticipated Books of 2024 An epic story of modern China that weaves a riveting family memoir with vital reporting by the New York Times diplomatic correspondent The son of Chinese immigrants in Washington, DC, Edward Wong grew up among family secrets. His father toiled in Chinese restaurants and rarely spoke of his native land or his years in the People’s Liberation Army under Mao. Yook Kearn Wong came of age during the Japanese occupation in World War II and the Communist revolution, when he fell under the spell of Mao’s promise of a powerful China. His astonishing journey as a soldier took him from Manchuria during the Korean War to Xinjiang on the Central Asian frontier. In 1962, disillusioned with the Communist Party, he made plans for a desperate escape to Hong Kong. When Edward Wong became the Beijing bureau chief for The New York Times, he investigated his father’s mysterious past while assessing for himself the dream of a resurgent China. He met the citizens driving the nation’s astounding economic boom and global expansion—and grappling with the vortex of nationalistic rule under Xi Jinping, the most powerful leader since Mao. Following in his father’s footsteps, he witnessed ethnic struggles in Xinjiang and Tibet and pro-democracy protests in Hong Kong. And he had an insider’s view of the world’s two superpowers meeting at a perilous crossroads. Wong tells a moving chronicle of a family and a nation that spans decades of momentous change and gives profound insight into a new authoritarian age transforming the world. A groundbreaking book, At the Edge of Empire is the essential work for understanding China today.

Throughout its history, education in China has played a pivotal role in the nation’s governance, civic society, and the social and cultural lives of its citizens. Today we see a nation grappling with how to modernize and internationalize its education system, while still retaining China’s intellectual traditions and values in the face of growing educational inequalities. This book analyses the historical and contemporary place of education in China and how the past has influenced today’s trends. Recent fundamental educational reforms have been driven by the need for continuing economic development and a highly skilled workforce, at the same time fulfilling the aspirations of its citizens and their desire for the prestige education brings. Moreover, ideological education plays a key role in enlisting citizens to the national cause. Although China has ambitious plans for its education system, several problems remain, including an examination-obsessed system and highly competitive culture, which skew the social fabric and dominate family life and childhoods. This accessible analysis will be a welcome resource for students of comparative education as well as those across the social sciences interested in Chinese society.

Responding to the "Asian values" debate over the compatibility of Confucianism and liberal democracy, Confucianism, Democratization, and Human Rights in Taiwan, by Joel S. Fetzer and J. Christopher Soper, offers a rigorous, systematic investigation of the contributions of Confucian thought to democratization and the protection of women, indigenous peoples, and press freedom in Taiwan. Relying upon a unique combination of empirical analysis of public opinion surveys, legislative debates, public school textbooks, and interviews with leading Taiwanese political actors, this essential study documents the changing role of Confucianism in Taiwan's recent political history. While the ideology largely bolstered authoritarian rule in the past and played little role in Taiwan's democratization, the belief system is now in the process of transforming itself in a pro-democratic direction. In contrast to those who argue that Confucianism is inherently authoritarian, the authors contend that Confucianism is capable of multiple interpretations, including ones that legitimate democratic forms of government. At both the mass and the elite levels, Confucianism remains a powerful ideology in Taiwan despite or even because of the island's democratization. Borrowing from Max Weber's sociology of religion, the writers provide a distinctive theoretical argument for how an ideology like Confucianism can simultaneously accommodate itself to modernity and remain faithful to its core teachings as it decouples itself from the state. In doing so, Fetzer and Soper argue, Confucianism is behaving much like Catholicism, which moved from a position of ambivalence or even opposition to democracy to one of full support. The results of this study have profound implications for other Asian countries such as China and Singapore, which are also Confucian but have not yet made a full transition to democracy.

For various economic and political reasons, many African countries lag behind the rest of the industrialised world in scientific and medical research and development. However, the presence of intellectual islands scattered across the continent gives hope that this is only a transient situation on the cusp of undergoing a profound and beneficial change. For this reason, the Society for the Advancement of Science in Africa was established to catalyse and contribute to this needed evolution. Its mission is to contribute to Africa’s economic advancement and sustainability through science research, education and innovation. This book provides a selection of papers from the Advancement of Science in Africa’s third annual conference. The conference was held under the overarching theme of ‘science research and education in Africa’, with several important sub-themes, including but not limited to: improving health research and disease surveillance education; epidemic diseases with high mortality; promoting women’s interest in science careers; fostering youth development with science education. The collection illustrates how although the chapter contributors come from various countries and universities, representing their own academic research, they all share a common interest in advancing science research and education in Africa.

Brings together the work of a wide range of scholars to explore the history of churches and education.

China’s investment in U.S. higher education has raised considerable debate, but little research has been directed to the manner in which this investment unfolds and takes shape on the ground in local contexts. Confucius and Crisis in American Universities fills this gap by closely investigating how Chinese-funded U.S. programs are understood and configured in the modern American university. Drawing on interviews with Chinese teachers and their American students, as well as conversations with university administrators, this book argues that Chinese investment in American higher education serves as a broad form of global policy, harnessing the power of intercultural exchange as a means of managing international diplomatic relations through the experiences of university students. A transnational study, Confucius and Crisis in American Universities questions and reframes conventional notions of economic globalization and flexible citizenship, demonstrating how Chinese investment in U.S. education advances the lives of the already-privileged by creating access to overseas labor and markets, but to the exclusion of middle- and working-class students. A valuable and timely resource for scholars of education and anthropology, this book will also be useful to anyone interested in education policy or international affairs.