- 期刊
北洋政府前期的僑生教育（1911－1921）──以北京為中心的考察
The Education of Nanyang Diaspora Chinese in the Early Period of Beiyang Government
摘要
長期以來，學界對南洋僑生的研究都呈現出「南重北輕」的特點：在空間上，是重「南」方而輕「北」方；時間上，則是重「南」京國民政府時期而輕「北」洋政府時期。然而，在本文看來，北洋時期前期獨特的政治文化和歷史語境，賦予了北京僑生教育一種獨特性，能為現有的近代中國僑生教育研究提出一些新的問題。本文首先關注的是學校層面對僑生政策的執行情況。本文發現，在北洋政府前期，清華學校和北京大學這兩所同樣位於北京的學校，對招考南洋僑生問題有著截然不同的態度。通過解析雙方之間差異的由來，本文試圖進一步指出僑生教育的歷史不能被簡化為僑生教育政策的歷史，而是需要與政策更加相關的直接執行者──學校的態度和實際作為。本文所關注的另外一個問題，是僑生在北京的活動。本文發現，當這些在南洋出生和成長的僑生，踏上中國這樣一個「陌生的祖國」時，往往會感到迷茫和掙扎，而他們的回應方式，往往是通過成立一個僑生群體互相溝通的組織機構，並嘗試憑藉這一平臺實現自我價值，以緩解內心焦慮和認同危機。總之，本文試圖證明，北洋政府時期並不能被簡單視為僑生教育發展的「過渡期」，北方僑生的活動更不應該因為數量稀少而被忽視。而重新審視這段歷史，有助於對近代中國僑生教育歷史的理解。
並列摘要
For many years, academic research on Nanyang Chinese students in China has shown a "South-Focus, North-Neglect" trend. This refers to a focus on southern regions and a relative neglect of northern regions in terms of spatial analysis, and a prioritization of the Nanjing Nationalist Government period over the Beiyang period in terms of temporal analysis. However, this article argues that the unique political culture and historical context of the early Beiyang period gave rise to a distinctive form of overseas Chinese student education in Beijing, which raises new questions for current research on Nanyang student education in China. The article first examines how schools implemented policies towards Overseas Chinese students from Nanyang. It found that during the early Beiyang period, Tsinghua University and Peking University, two of the most famous universities located in Beijing, had radically different attitudes towards the recruitment of Nanyang Chinese students. By analyzing the reasons behind these differences, the article argues that the history of overseas Chinese student education cannot be reduced to a mere history of education policies, but must also take into account the attitudes and actions of the direct implementers of these policies - the universities. The article also addresses the activities of overseas Chinese students in Beijing. The study found that when these students, who were born and raised in Southeast Asia, arrived in China, a "strange ancestral homeland", they often felt lost and struggled to find their place. Their response was to establish organizations for mutual communication with other Chinese students from Nanyang and to try to realize their own value through this platform, in order to ease their inner anxiety and identity crisis. In summary, this study seeks to demonstrate that the Beiyang period cannot be simply viewed as a transitional phase for the development of Nanyang Chinese student education in China, and that the activities of overseas Chinese students in Northern part of China should not be overlooked due to their smaller numbers. Re-examining this period of history will contribute to a better understanding of the history of Nanyang student education in modern China.