First published in 2001
This edition published 2013 by Routledge
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Copyright 2001 by Sandra Gillespie
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Library of Congress Cataloging~in-Publication Data is available from the Library of Congress.
ISBN 0-8153-3870-8
T his study aims to contribute to a larger understanding of international academic relations by investigating the transfer of knowledge on a South-South dimension. Specifically, it considers Chinas educational exchange programs for Africa, with a special concern for issues of sustainable and equitable development. A detailed description of the African student experience in China is provided through quantified data, obtained from a student questionnaire. Qualitative data, gathered through individual and group interviews with both African and Chinese parties, adds interpretive depth to the description.
This data is considered in the light of two bodies of literature related to views of international academic relations. A review of the literature on Chinas changing world view, with a focus on Chinas Third World Policy under the reign of Mao Zedong, provides the historical context for this study. The literature on the changing approaches to international academic relations, with a focus on the theories of the World Order Models Project, provides the theoretical context. These two transformative approaches to international relations form an evaluative framework in which Sino-African relations are examined within a global milieu. This study reveals that while Sino-African exchanges currently play a supportive role in the international arena, potential signs and strategies to promote greater equality are beginning to emerge from this South-South collaboration.
T his study was made possible by the collaboration of many individuals and institutions to whom I would like to extend my sincere thanks and appreciation. The University of Toronto provided me with generous financial support in the form of a Graduate Fellowship, a Higher Education Award, and an Advance Planning Grant (UTAPS). The China/Canada Scholars Exchange Program contributed additional support that enabled me to travel to China to carry out my research from Tongji University in Shanghai.
While at Tongji, Mr. Yu Zeming, Officer for International Students, and Mr. Xu Kangnian, Director of the International Students Office, acted as my hosts and academic advisors. Mr. Yu and Mr. Xu arranged many of my appointments and provided the necessary guidance for me to conduct this research within Chinas institutes of higher education.
The African and Chinese participants within these institutes provided the initial inspiration and ultimate sources of knowledge for this study. I am particularly indebted to Messieurs Boniface Habonayo, Claver Ndayiragije, Cargele Nduwamungu, Evariste Nduwayo, and Charles Ntahomvukiye for garnering support and participation from the African communities across China. Special thanks to Evariste and Charles who accompanied me to all cities and sites that I visited. I would also like to acknowledge the extensive contributions of the African diplomatic community and in particular Ben Balthazar Rutsinga. Two other members played a significant role but felt it best to be unnamed.
Also remaining unnamed are many participants among the Chinese community. From among those that I can name, I would like to thank Yu Liming and Pei Chao. These colleagues supported me in undertaking this project and guided me in creating a protocol and set of instruments appropriate to the Chinese context. I was also fortunate to receive support and guidance from a strong academic committee, comprising of Drs. Ruth Hayhoe, Glen A. Jones, and George Sefa Dei.
Dr. Hayhoe provided a model of professional and intellectual supervision. She offered detailed and timely comments on every chapter of every draft, encouraging me to make use of the Galtung-Mazrui theoretical framework, modified by the specifics of Chinas historical background, to draw conclusions about Sino-African exchanges within the wider context of Comparative Education.
Dr. Jones also challenged me to reach further in my work. He was particularly helpful in the area of methodology, assisting me with the questionnaire design, statistical processing, and data analysis. Dr. Jones further contributed to many qualitative aspects of the project, helping me to clarify and articulate my personal location within this study.
Dr. Dei, through his detailed written response, also helped me to place myself within this project. He especially encouraged me to pursue an overall more critical edge to the work. His specific suggestions to critique Maos and Galtungs theories and to consider the broader implications for pedagogy and global equity issues pushed me to develop what I hope is a more forceful conclusion.
This study has also benefited much from the critical input of a fourth reader, Dr. Julia Pan and the external examiner, Dr. Bernard Hung-kay Luk of York University. Dr. Pan posed insightful and thoughtful questions during the mock and final examinations and dealt with many sensitive aspects of this project in a compassionate and constructive manner. Dr. Luks lengthy, highly detailed written report challenged me to refine many areas of this work. His specific suggestions for the historical chapter enabled me to clarify many crucial points. I thank him for his significant contributions and sincere interest in this project.
I would also like to extend my thanks to the late Dr. Geoff Isherwood of McGill University. Dr. Isherwoods unbounded enthusiasm for this subject motivated me to continue my studies and pursue this topic at the doctoral level. I appreciate the pivotal role he played.
Many others have helped along the way. Marg Brennan, Mary Macdonell, and Janice Verner provided courteous and efficient administrative services at every turn. Carolyn Cot, Senior Coordinator of the University of Toronto School of Continuing Studies Intensive English as a Second Language Program, always granted me maximum flexibility with my work schedule. Caroline Archambault read the entire final draft and offered valuable and incisive editorial suggestions. Caroline, along with Pei Chao, Bertram Etoundi, Yu Liming, Evariste Nduwayo, Charles Ntahomvukiye, Zhang Xiaoman, Yu Zeming, and Barbatus Gatoto also provided vital translation services.
Barbatus Gatoto deserves special mention. Barbatus assisted me at every stage of the project, giving me the benefit of his knowledge and experience of the five years he spent as an undergraduate in China. I deeply appreciate his insights, assistance, and friendship.
Finally, I have saved the most fundamental debts to the last. I would like to thank my family, especially my sister Mary Ellen, my Grandmother the late Stella Kelley, the deSouzas, the Archers, and my Grandmother Isabella Gillespie. Above all, I would like to thank my Mother Ellen Mary and my Father Alexander James for their support and encouragement which have sustained me throughout these many long years of my academic pursuits. I am truly grateful.
