Study On Education Of Overseas Chinese In Jiangsu Province From 1949 To 1966

Overseas Chinese education is the education in Chinese language and culture as well as scientific knowledge for overseas Chinese returnees. Beginning with national policies and encounters of overseas Chinese students, I attempt to keep a balance between macroscopic narratives and microscopic descriptions of these returnees, exhibiting a more specific panorama of overseas Chinese education mainly in Jiangsu province supplemented by areas at the same time. The paper are mainly divided into following parts.The first part is the introduction, in which objective, significance and documentation of the topic are mainly discussed. It comments on research conditions relating to the topic and introduces research methods and innovation during the writing.The following is the body text, In chapter 1 I mainly expounds background, reason and content of national policies of overseas Chinese education. The necessity to carry out overseas Chinese education are analyzed from domestic and foreign circumstances.In chapter 2, the year of 1958 was selected from the history of overseas Chinese education to be discussed from three aspects which contains the tightening of detaining policies, the launch of socialistic education and strictness tendency of entering a higher school and getting a job.Beginning from the paralleled issues at the same time, I expounds influences "revolutionary education" has on study and life of overseas Chinese students which are in China and restores their specific life states and fluctuation of the mind in the waves of education.Based on the overseas attribute of overseas Chinese students, our nation plays an active part in the anti-Jiang and overseas united front through guiding their "overseas relations". Hence, their political values are employed to the greatest extent.Chapter 5 and 4 are in the same strain. While it brings the so-called political advantages, "overseas relations" cast the shadow of their frustrated lives in the iuture. According to changes of national circumstances, "overseas relations" are read too much and even regarded as "complicated political relations" blindly, which causes much inconvenience to study and work for overseas Chinese students and desirable political affects at home and abroad. The wrong trend was corrected in 1962??? for the moment but came to a resurgence in the later Great Cultural Revolution.Starting from the ideological status of overseas Chinese students, plain patriotic thoughts is always the main melody among them. However, owing to long-term overseas experience in the past, their thoughts demonstrate different features from that of domestic students. The differences mainly include their interest in international situation, suspicion of some domestic campaigns such as the people's commune and Great Leap Forward and pursuit of bourgeoisie in their lives.Chapter 7 mainly contains the process of transformation and reshaping of partial "poor" overseas Chinese students via school education and asylum for re-education. Ideological and political education is always the cardinal line of the two rehabilitation methods. At last, we give some of them a reasonable explanation through a deep analysis of political language.In conclusion, the political imprint of overseas Chinese education is more obvious than educational function from the founding of new China to the Great Cultural Education. When first developed, it was set up as the appendant of politics, becoming the derivatives of national political propagation and defection inciting. During the practice, it fulfills socialistic education the core of which is ideological and political education. In addition, changes of national political and economic conditions exerts strong impacts on overseas Chinese education, making it lack a stable external environment and legal safeguard. The historical lesson worth drawing.