Western Perceptions on Confucius Institute Advancement of Chinese Language and Culture: A Narrative Review

Abstract

. Table 3 displays the collection of the key component of this review, being the perceptions presented by the authors depicting the mindset of the researchers, policy making groups, higher education committees, and associations in these respective countries about the partnership of CI and host universities. The author also tried to deduce the relevant findings of the topic and some conclusions or recommendations towards the perceived ideas about CIs. CONFUCIUS INSTITUTE ADVANCEMENT OF CHINESE LANGUAGE AND CULTURE 191 Table 2 Basic Information of Selected Articles S/N Author’s Country’s of coverage Article title Year Main focus 1 Hartig F. Germany Confusion About CIs: Soft Power Push or Conspiracy? 2010 It focuses on the linkage between CI and the concepts of soft power, cultural diplomacy, and propaganda. 2 Wu T. Canada Canadians Perceptions of CI: Culture Experience or Political Propaganda? 2017 It focuses on revealing the cognitive obstacle between China and Canada relations from cultural field. 3 Kwok Jackson Australia Is There a Problem With ... CIs in Australia? 2018 Its focuses on Australian education system to be prepared for the global pressure of critics against CI cooperation on universities campuses. 4 Wang D. & Adamson B. China and USA (Review is based on USA) War and Peace: Views of CIs in China and USA 2015 It tries to compare the views held by media, academicians, politicians and other interest parties within China and USA on CI activities. 5 Kwan Y. W. C. Canada Cultural Diplomacy and Internationalization of Higher Education: The experiences of three CIs in Canada 2013 It focuses on the host universities perception of CI as China’s cultural diplomacy and soft power. 6 US Senate Permanent Sub-Committee on Investigations Report USA China’s Impact on the US Education System 2019 Its focus is critiquing CI operations on US higher education with the full support of Chinese government. The issues of CI Transparency with host institutions and countries as a whole. 7 American Association of University Professors (AAUP) Report North America On Partnerships with Foreign Governments: The Case of CI 2014 It focus on the issue of CI emulating the principle of cultural ambassadorship and its associate programs like the others (British Council, Alliance Francaise, etc.) but is relatively connected to imperial past, geopolitical agendas and soft power objectives. 8 Volpe M. & Quiyang L. Italy Image of CI in Italian Media Discourse 2016 It focuses on the international debate of china’s strategic expansion and global image and the corresponding aims of the CI. 9 Peterson R. (National Association of Scholars Report) USA Outsourced to China: CIs and soft power in American Higher Education 2017 It focuses on how Chinese government has planted CI to offer Chinese language and culture courses in colleges and university across the world with more in the US. 10 Conservative Party Human Rights Commission Report UK China’s CIs: An Inquiry by the Conservative Party Human Rights Commission 2019 It tries to explore allegations on CIs in British Higher Education as a positive or negative influence. 11 Whittaker S. Review is based on USA China’s Rise and the CI: Chinese and American Perspectives 2013 It tries to understand and explores how CI is perceived in the eyes of American critics of Chinese government influencing American educators in restricting academic freedom. CONFUCIUS INSTITUTE ADVANCEMENT OF CHINESE LANGUAGE AND CULTURE 192 Table 3 Perceptions, Findings, and Way Forward S/N Review article title Perceptions Some related findings Some related recommendations or conclusions 1 Confusion about CIs: Soft Power Push or Conspiracy The financial and organizational linkage of CI with the Chinese government has created the assumption of CI as a propaganda tool of Chinese government. CI obeys and operates by the local laws of its host and respect local cultural exchanges. There is no interference of CI headquarters (Hanban) on content of study materials. CI is serving the purpose of cultural diplomacy for international environment to know more about China’s achievements. CIs do not tell lies or half-truth but when it comes to some topics, they are silent or quiet. 2 Canadians Perceptions of CI: Culture Experience or Political Propaganda? It argues that, CI act as an arm of Chinese government. As an educational institution, CI cannot abide by the principle of independence from governmental interference. Canadian researchers and groups have divergent understanding of CIs as a political structure by the Chinese government. CI is being used by Chinese government in host institutions to influence academic freedom of what to teach and learn. China insist on its establishment as strictly aiming to help foreigners learn Chinese language and culture as a way of building mutual understanding of china and the world. The benefits associated with China’s CI are currently limited to shaping preferences in language learning attitudes towards China. 3 Is There a Problem With ... CIs in Australia? It follows global perception of CI being used as a political propaganda purposes and undermining of academic freedom as critique by other countries intellectuals. Australian perception about CI has no solid foundation of real situations but based on critiques views. Stating that allegations overstate the degree of influences by CI. General preparation against intellectual pressure is envisage from visiting scholars from aggressive countries against CI. Australian universities should re-examine its contract, increase supervision of CI activities and enforce stringent measures to safeguard academic freedom of expressions. Strict internal assessment of CI review by a neutral board without CI Directors to help straighten and manage the activities of the institute. University education should never be subjected to any government or political organizations peril. 4 War and Peace: Views of CIs in China and USA. The wide spread of CI is an issue of controversial role and ideological identity with the potentiality of spreading Chinese government propaganda and authoritarianism. China-USA Chinese language advancement came into place after it was listed under the National Security Language Initiative (NSLI) by the President of United states in 2001. The fast development of China in global matters is casting growing fear on the US with China’s soft power of cultural hegemony, and of threat of academic freedom posed by the presence of CI on university campuses. The rising wave of Chinese popularity has a great commercial viability due to China’s economic and political strength but if China should lose this, the desire to study Chinese will fall or decline. The proposal for the transformation of CI from ambiguous cultural institute into an international research center and quality Chinese teacher education center will boost its practicability and sustenance. 5 Cultural Diplomacy and Internationalizatio n of Higher Education: The experiences of three CIs in Canada The CI is a construction of China’s cultural diplomacy and soft power strategy. There is really little knowledge about CI organization and administration with partner institutions. The model of CI is a little different from the western counterparts. There are symbiotic relationship benefits of hosting or partnering with a Chinese university through a CI. The sustainability of the CI in the future is not justifiable unless a critical review is done. CONFUCIUS INSTITUTE ADVANCEMENT OF CHINESE LANGUAGE AND CULTURE 193 (Table 3 to be continued) 6 China’s Impact on the US Education System CIs are not strictly a cultural institute but are organizations of Chinese government. CI setup in US educational system is propagating China’s economic strength and poses a security threat. CI operations in US institutions have non-disclosure provisions and adherence to both China and US law. US institutions should insist on CI centers to remain transparent and open to all level of operations and be independent of Chinese government control to be a non-governmental organization (NGO). US institutions should continue to partner with Chinese universities but should never under anyway compromise academic freedom. 7 On Partnerships with Foreign Governments: The Case of CI The non-adherence by foreign institutions and organizations to the professional bodies standards and practices (Employment by partner institutions within local context). The CI is to educate Americans to know more about China than political regimes of any deviance. Tries to request CI for openness and transparency in all its dealings with institutions and country as a whole. Informing all American agency dealings with CI to ensure America first. China should demonstrate that, CIs are not engage in espionage, surveillance, propaganda or censorship. 8 Image of CI in Italian Media Discourse A response to global debate of CI aims and the truth about its operations against political propaganda and the threat to academic freedom. There are counter expressions by some intellectuals within the Italian education system about CI as Chinese government political propaganda and academic freedom issues in partner institutions. Italian intellectuals, CI exhibits a partial view of Chinese world and stress on the importance of CI being an international platform for cultural exchange and the maintenance of academic freedom 9 Outsourced to China: CIs and soft power in American Higher Education CI is a part of Chinese government overseas propaganda efforts as weapons of soft power. Chinese government is using CI to whitewashed, censored and entice partner institutions with financial and funding support in Chinese language and culture advancement. Should end all contracts with Hanban and not renew expiring contracts. Register CI as international agency and be subjected to transparency and declaration of all financial dealings with partner institutions. 10 China’s CIs: An Inquir