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ix | |
Conventions for Chinese Terms and Chinese Names |
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xi | |
Acknowledgements |
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xiii | |
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1 Introduction: Language, Culture and China's Rise in a Globalising World |
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1 | (20) |
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1 | (1) |
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Chinese Language and Culture in the World: Brief Historical Background |
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2 | (3) |
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Chinese Culture as a Source of Soft Power |
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5 | (1) |
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Language Planning and Policy in World Politics: External Language Spread |
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6 | (2) |
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The Confucius Institute Project |
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8 | (4) |
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Confucius Institutes and Confucius Classrooms |
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9 | (1) |
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Volunteer teachers and state-sponsored teachers |
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9 | (1) |
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Chinese Bridge competitions |
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10 | (2) |
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A Framework for Mapping and Evaluating the Confucius Institute Project |
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12 | (1) |
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Mapping the Confucius Institute Project |
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12 | (2) |
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12 | (1) |
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13 | (1) |
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13 | (1) |
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14 | (1) |
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Evaluating the Confucius Institute Project |
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14 | (2) |
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15 | (1) |
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15 | (1) |
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Organisational documents, media reports and academic literature |
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16 | (1) |
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Summarising the Confucius Institute Project and Discussing Implications |
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16 | (2) |
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18 | (3) |
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2 Chinese Culture Goes Global: Soft Power and the Promotion of Chinese Language Learning |
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21 | (23) |
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21 | (1) |
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Soft Power in Contemporary World Politics |
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21 | (3) |
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Reasons for China's Interest in Soft Power |
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24 | (6) |
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Soft power as a requirement for great power status |
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24 | (1) |
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Soft power as the main arena of competition in world politics |
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25 | (1) |
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Interest of other East Asian countries in soft power |
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26 | (1) |
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Similarities of soft power to past practices in China's world politics and principles in Chinese thought |
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26 | (2) |
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Soft power as necessary for the domestic legitimacy of the CCP |
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28 | (1) |
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Soft power to counter the `China threat' theory |
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29 | (1) |
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China's View of Soft Power |
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30 | (2) |
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Scope and applications of soft power |
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30 | (1) |
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30 | (1) |
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Centrality of culture to soft power |
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31 | (1) |
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The Role of Chinese Language Learning |
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32 | (1) |
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The Confucius Institute Project: Origins and Background |
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33 | (7) |
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40 | (4) |
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3 Mapping the Confucius Institute Project: High Extensity, Intensity and Velocity |
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44 | (12) |
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44 | (1) |
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44 | (1) |
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45 | (2) |
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47 | (1) |
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Comparisons of Extensity, Intensity and Velocity |
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48 | (2) |
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Reasons for High Extensity, Intensity and Velocity |
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50 | (4) |
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54 | (2) |
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4 Evaluating the Confucius Institute Project: Impact at the State-to-State Level |
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56 | (11) |
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56 | (1) |
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57 | (1) |
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Recent Trends in China's Relations with Countries with Confucius Institutes and Confucius Classrooms |
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57 | (4) |
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China's relations with the USA |
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57 | (1) |
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China's relations with Japan |
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58 | (2) |
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China's relations with Australia |
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60 | (1) |
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Influence on Other Countries' Language and Culture Promotion Activities |
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61 | (1) |
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Reasons for Limited Impact at the State-to-State Level |
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62 | (3) |
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The nature of language and culture as sources of soft power in world politics |
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62 | (1) |
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Governments' concerns about the Confucius Institute project |
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63 | (2) |
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65 | (2) |
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5 Evaluating the Confucius Institute Project: Impact at the Society-to-Society Level |
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67 | (30) |
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67 | (1) |
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The Society-to-Society Level |
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67 | (1) |
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Chinese Language Teaching and Learning |
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68 | (3) |
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Attitudes Towards and Perceptions of China |
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71 | (6) |
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China and world opinion polls |
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72 | (2) |
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Views from the interviews and survey |
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74 | (3) |
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Chinese Culture and China as a Country |
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77 | (3) |
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Societal Reactions as Impediments to the Confucius Institute Project |
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80 | (3) |
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Concerns of universities and academics |
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80 | (1) |
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81 | (1) |
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Concerns of the general public |
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82 | (1) |
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Considering Concerns about the Confucius Institute Project |
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83 | (4) |
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Consequences of Concerns about the Confucius Institute Project |
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87 | (2) |
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Practical and Organisational Issues as Impediments to the Confucius Institute Project |
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89 | (5) |
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Relationship between Confucius Institutes/Confucius Classrooms and existing Chinese departments and programmes |
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89 | (3) |
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Quality of teaching staff |
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92 | (1) |
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93 | (1) |
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Dealing with Practical and Organisational Issues |
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94 | (1) |
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95 | (2) |
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6 Conclusions and Implications |
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97 | (9) |
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97 | (1) |
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The Confucius Institute Project: A Diffused Global Project |
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97 | (1) |
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98 | (7) |
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98 | (3) |
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Implications for schools and universities |
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101 | (1) |
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Implications for governments |
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102 | (1) |
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Implications for researchers |
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103 | (2) |
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105 | (1) |
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106 | (18) |
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123 | (1) |
Index |
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124 | |