The Study Of Cultural Identity Of Indonesia's Tionghoa And Mandarin Education Under The Assimilation Policy - Jakarta Tionghoa College Student As An Examples

• Main Authors: Yufita Ng, 魏愛妮
• Other Authors: Dr. Toh, Hock-An
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/60775715311087826791

碩士 === 文藻外語學院 === 華語文教學研究所 === 100 === This paper examines and interpretes the Indonesia ethnic policy of assimilation and Tionghoa policy, bases on the conduction of questionnaire survey and interviews to analyse Jakarta college students how cultural identity influence their motivation on accepting mandarin education. After concluding the results and the analysis of the past and current status of the Indonesian mandarin education, this paper bring further discussion on the features and trends of development of the mandarin education in Indonesia. The implementation of the isolation policy ” Devide et empera”, is the separatis factors between the Indonesian Tionghoa and indigenous people.After independence , Indonesia country’s racial policies had changed after a military coup on September 30, 1965 . Due to Tionghoa national identity are more inclined to China at that time, and they were belief to be the followers of the leftlism political ideals, and thus Tionghoa became a victim of this military coup. Soeharto’s unitary concept implementation targeted policy of assimilation. During Soeharto era, Tionghoa traditional culture has been restricted and mandarin education were also prohibited. Base on Samuel P. Hungtington’s “Cultural Conflict” and Benedict Anderson “Imagined Community” theory, this paper intends to explore the tendency of modern Indonesian Tionghoa identity and therir acceptance of mandarin education. According to the survey, nowaday Indonesia Tionghoa have two-tier identity, they identify Indonesia as their own country, and at the same recognized Chinese culture. In the otherway, nowaday Indonesian Tionghoa’s attitude of learning Mandarin has been different from their elders. At Soekarno’s era, Indonesian Tionghoa were strongly motivated to study due to their recognition on Chinese Culture , while the main consideration of nowadays Tionghoa to learn mandarin is after a favorable factor of securing better jop oppotunity. After prohibited by Indonesia government for more than 30 years, the position of Mandarin has declined from mother tongue education into a foreign language education. Driven by the development of the international situation, the Indonesia indigenous people have began to accept and learn mandarin, bring a positive development to e mandarin education, and giving a chance on the establishment of localized mandarin education in Indonesia, which is more suitable to the national condition in Indonesia. Under these trends of development, we do expect mandarin will acts as an educational medium language in teaching subjects like the history of Indonesia, Indonesia Literature, and geography that fulfill the idea of the localization of mandarin in Indonesia.