Chapter 4 Findings and Discussion
4.3 Discussion of Findings
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diaspora in Taiwan as a pilot project. Discussion of these findings in relation to their corresponding questions, are presented below.
4.3 Discussion of Findings
(i)What tangible, mutual socio-economic benefits have such strategies produced in both the countries of origin and the host countries?
The social and economic benefits of diaspora diplomacy and diaspora engagement strategies can be summarized in the following table.
Table 5 Summary of Economic and Social Benefits of Diaspora Engagement
Financial Non-Financial
Remittances Knowledge and skill transfers Direct business
investment
Advocacy in host countries
Capital market investment
Development of civil society
charity Job creation and market
linkages.
Source: 2014 Conference on Migration trends and policy development in the Caribbean
Additional instances of diaspora engagement that have produced mutual benefits to both the country of origin and the country of destination can be seen through the efforts of the International Congress of Fijians Inc. (ICFI). Such contributions have connected the Fijian community abroad and have provided monetary assistance to areas such as education. Additionally, the ICFI has aided in improving Fiji’s national image with regards to its ethnic diversity and history.
Fiji and Migration
Fiji’s history with emigration is predominantly set against the backdrop of the 1987 and 2000 military coups. According to the Migration Policy Institute (MPI), 50,050 Fijian
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citizens emigrated between 1987 and 1996. From 1987 to 2000, however, nearly 17,000 Fijians had emigrated (Lal, 2003).
Emigration is considered an area of concern as the loss of skilled personnel in the health and education sectors has negatively impacted the quality of services available. Brief labor migration stints have influenced the country’s poverty level through remittances, thus prompting the need for more developed data collection methods to compile statistics of the Fijian community abroad23.
This trait, according to the MPI is one of two used to characterize Fiji’s emigration trend;
racial demographics (i.e. the “i-Taukei” and the Indo-Fijians) being the other. Sir Arthur Lewis Gordon, first colonial governor of Fiji, introduced immigrant labour (in the form of over 160,000 Indian immigrant labor) to the country as a dual solution to protect and ensure the existence of “i-Taukei” life and society. This fact is significant, as about 90%
of emigrants during the above-mentioned emigration waves were Indo-Fijian (Lal, 2003).
Though absent, connections are still maintained with the homeland despite the diaspora’s gradual assimilation into their host countries’ culture and society.
The International Congress of Fiji Inc. (ICFI)
The International Congress of Fiji Inc. (ICFI), formerly known as the International Congress of Fiji Indians is the only international body representing the Fijian diaspora around the world24. The name of the organization was changed in 2012, to reflect a broader objective and to serve as a more inclusive unit for all Fijians, regardless of their ethnicity. The decision to change may also reflect progress made by the government of Fiji to ensure equal rights to all Fijians.
The ICFI is a non-governmental organization based in Australia with members who are community leaders, philanthropists, professionals and benefactors. The organization's
23 Population and Development Profiles: Pacific Island Countries United Nations Population Fund, Pacific Sub-Regional Office, 2014.
24 Global body aids poor children in Fiji, Indian Newslink, 2012, http://www.indiannewslink.co.nz/global-body-aids-poor-children-in-fiji/
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outreach includes Fijians from Australia, Canada, New Zealand, the United States, the United Kingdom, the Philippines and Vietnam25. Over the past 10 year, the ICFI has been proactive in addressing the needs of its youth in the area of education and poverty
reduction. Since 2002, donations to help students in Fiji fund tuition, uniforms and school supplies have resulted in a scholarship program that has assisted a total of 9,709 primary, secondary and university students over a 10 year period.
“…A large number of students are capable of achieving technical and other qualifications but paucity of finance proscribes them from doing so. The ICFI aims to identify such students and grant
scholarship so that their progress is not restrained by financial considerations,” (Indian Newslink, 2012)
Through these scholarships, the ICFI has also aided in poverty reduction, as one’s level of education can be a determining factor in alleviating poverty throughout Fiji. Poverty rates for 2012 cited households where the head of the household did not possess a secondary school education at around fifty percent.
In addressing this aspect of poverty alleviation, the ICFI has channeled the monetary capacities of a membership that is mostly made up of those with established financial standing in a positive way.
Finding out the capabilities and constraints among the diaspora in Taiwan is important in understanding ways that the community can contribute to various causes in Taiwan and in CARICOM countries.
25 Congress to bring together Fijian Diaspora , Indian Newslink, 2012, http://www.indiannewslink.co.nz/congress-to-bring-together-fijian-diaspora/
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(ii) What specific aspects of regional diaspora-based diplomacy models can be applied to the CARICOM-Asia-Pacific context?
The data analysis of the survey supports the need for a united CARICOM initiative in Taiwan. Responses also reflected that continued cultural exchanges and knowledge transfer opportunities between the home countries and host country are effective ways that can further strengthen relations (Appendix B, Question 37 & 38). The presence of small diaspora communities should not be seen as being synonymous with a lack of migration. Rather, it is due to the small populations of certain countries. Yet, even with a significantly smaller size, countries of origin have nevertheless felt the impact of the exodus of its nationals; a majority of whom possessed skills necessary for their home countries' overall development. What follows pertains to determining plausible ways and devising capable mechanisms that adequately maximize the skill-sets and experiences of the diaspora.
The Role of Diaspora Youth
“Youth is in fact a metaphor for capability, for optimism, for challenge to accepted standards for the pursuit of the alternative path, for
change,” (Charles, 2008, pg. 147)
To focus on the diaspora in Taiwan means to focus on the presence of the student and the young professional community in the country. With the majority of students falling within the 18-30 age range, the community in Taiwan is made up of individuals in the ideal age range with the potential to make valuable contributions in different areas.
Charles (2008) describes youth as possessing nine different intelligences namely, factual, analytical, linguistic, spatial, musical, practical, intuitive and interpersonal. These nine skills become enriched with different perspectives upon interaction with different environments and peoples outside of the homeland. Nevertheless, these skills should be further harnessed, developed and channeled into appropriate areas.
The definition of capacity building initially provided in this thesis, highlights areas in
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which skills and talents can be maximized for desired outcomes. However, in applying capacity building to the context of this thesis, practical examples have been presented.
These examples serve to take the concept of capacity building and produce realistic scenarios. Taking into consideration the characteristics and limitations of the CARICOM diaspora in Taiwan, the following suggestions are thus provided.
Capacity Building among the Youth: Application to the Diaspora in Taiwan Satterwhite, Teng and Fernandopulle (2007) address the link between culture and capacity building. The approaches involving capacity building and culture are divided into “culturally competent” and “culturally-based”. Culturally-competent approaches are described as strategies geared to “enhance the quality of life, create equal access to necessary resources, and…foster strategic and progressive social change resulting in a just society”. Culturally-based capacity building in contrast describes the “provision of transformational and technical support and training schemes for individuals,
organizations and communities…” This training stresses on utilizing knowledge, cultural sensitivity on issues such as race/ethnicity, religion, sexual orientation and identity, age, language, disability and religion. The latter approach is of more relevance to this thesis.
Employing culturally-based strategies towards developing and empowering the diaspora in Taiwan takes into consideration that the youth and young professional communities are acquiring a unique perspective due to their induction into Taiwan’s education system, language and society. The goal is to have structured mechanisms that are able to channel this perspective and additional skill sets towards desired outcomes.
As a collective, the CARICOM diaspora in Taiwan has the responsibility of portraying their interest and willingness to become part of an initiative that is mutually beneficial.
Due to size and other constraints, efforts must be made by diaspora members to show their interest, willingness and commitment to diaspora engagement and mobilization schemes in order for a diaspora initiative to be successful.
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David P. Levine, author of The Capacity for Civic Engagement, quotes Robert Putnam’s definition of civic engagement as the embodiment of connection; uncovering or
emphasizing “the many ways we are linked” which “increases tolerance and empathy”.
Putnam warns against the simple assumption that adopting the definition of connection as only involving generating feelings of benevolence, trust, charity, friendship. He notes their importance in strengthening specific means through which connection is achieved in enhancing civic life (Levine, 2011, p. 4-7).
By understanding the ways in which the CARICOM diaspora communities and local communities in Taiwan can interact and cooperate, it can add to the positive development of civil society of both regions. These interactions help to create culturally aware
societies that allow for further social cohesion and the creation of platforms for extensive modes of cooperation.
Organizations such as ASEAN, the African Union and the Pacific Island Forum have recognized the conceivable results of mobilizing students and young professionals in this manner. Born from the joint aspirations of members of civil society or created as official initiatives of regional organs, national and regional councils and associations have been founded as hubs for the dissemination of information, cooperation and advocacy while empowering the youth.
Collective Diaspora Youth Organizations
The African Students Association in Telangana States (ASA-TS)
The African Students Association in Telangana States (ASA-TS) is an example of an organized platform that aims to connect the African student diaspora in India. Based in Hyderabad, the capital city of the southern Indian state of Telangana, the ASA-TS is a non-political, non-religions and non-profit organization that represents 7,000-10,000 students from a total of 22 registered African countries (ASA-TS)26. With the slogan
“One, Africa, One Voice” ASA-TS seeks to encourage unity and mutual understanding
26 African Students Association Telangana State- India, http://asa-telangana.org/
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among African students throughout different education institutions in Telangana while adhering to a culture of academic excellence.
The ASEAN University Network (AUN)
The ASEAN University Network was created in November 1995, to “hasten the solidarity and development of a regional identity through the promotion of human resource development so as to further strengthen the existing network of leading universities and institutions of higher learning in the region27.” It was the collaborative effort of ASEAN member states at the 4th ASEAN Summit of 1992. Initially the AUN was concerned with facilitating exchanges among student and faculty, cooperative research, ASEAN studies and networking. The ASEAN University Network is now active in the following five areas: (1) Youth mobility (2) Academic Collaboration (3) Standards, Mechanisms, Systems and Policies of Higher Education (4) Courses and Programmes Development (5) Regional and Global Policy Platforms.
The Pacific Island Youth Council (PYC)
The Pacific Youth Council or interchangeably referred to as the Pacific Youth Congress is a non-governmental organization that acts as the collective body for 10 National Youth Councils throughout the Pacific Islands. The PYC primarily caters to uniting youth on the home front with the goals of youth development, regional and international engagement and promoting global awareness of region-specific issues and challenges affecting the youth. The Council comprises a Secretariat, a committee executive board (which equally represents 5 of the 10 registered national councils) and holds elections every three years at a General Assembly28.
Established in 1997, the Pacific Youth Council has engaged additional partners such as USAIDS, UNESCO and the Commonwealth Local Government Forum to develop projects and workshops aimed at cultivating a capable, knowledgeable and influential youth resource within the region. The PYC not only derives strength and validity from its
27 Asean University Network-History, http://www.aunsec.org/ourhistory.php
28 Pacific Island Youth Council, http://pacificyouthcouncil.com/
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membership, but through the support of the state and other regional hubs. The establishment of the PYC as a legitimate organization of its nature and mission was recognized by three entities: the Secretariat of the Pacific Community (the region’s largest collective body), the Pacific Leadership Program and the Australian Agency for International Development (AusAID). The prominence of this organization can be seen through its participation in the review of the 2010 Pacific Youth Strategy and Pacific Youth Report issued by the Secretariat of the Pacific Community29.
Cooperation with Educational Institutions
Ambassador Jasmine E. Huggins of the Embassy of Saint Kitts and Nevis in Taiwan alluded to the possibility of the twinning of educational institutions in Saint Kitts and Nevis and the Asia-Pacific. As the oldest and longest running educational institute for the English-speaking Caribbean, The University of the West Indies (UWI) has established partnerships with several universities and research centers globally (Appendix A2).
In the Asia-Pacific region, the UWI Mona Campus in Jamaica currently holds
institutional partnerships with Shanghai University, China University of Political Science and Law, and Dokkyo University in Japan. The UWI Saint Augustine Campus in
Trinidad and Tobago is twinned to Shriram Institute of Industrial Research in India.
Additionally, the UWI Cavehill Campus in Barbados has established partnerships with China’s Zhejiang Wanli University, Japan’s Osaka Gakuin University and Taiwan’s Chia-nan University of Pharmacy and Science and Da-yeh University. Thus, students have the option of participating in study abroad programs that enrich their academic career and personal development (UWI)
Granted that the number of partnerships in the Asia-Pacific is relatively lower in comparison to partnerships in Europe, North America and Latin America, the existence of these partnerships gives further testament to the growing mutual interest between the two regions through tertiary education. These partnerships also hint to the need to further
29 Pacific Youth Strategy 2010, http://www.youthpolicy.org/library/wp-content/uploads/library/2010_Pacific_Youth_Strategy_Eng1.pdf
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utilize the knowledge and cultural experiences that CARICOM nationals receive from their study abroad visits to these universities.
(iii) In what ways can the CARICOM diaspora in Taiwan enhance on the opportunities and environments presented to them by their host country?
To further promote the proposition of a ‘culture-based’ engagement initiative in Taiwan, participants in the survey were also asked questions about their experiences with cross-cultural exchanges in Taiwan and the ways in which they promote their country. Twenty-six (26) participants (86% of responses) stated that they had participated in cross-cultural activities at their individual institutions of study with their Taiwanese peers (Appendix B, Question 20 & 21).
In relation to questions on how participants educated Taiwanese about the Caribbean region and their individual countries, a Likert scale was used to record how participants viewed their knowledge and familiarity to the region and their countries of origin (Appendix B, Question 15).. Participants were asked to rate the following statements based on their personal level of agreement or disagreement:
(i) I am knowledgeable about my culture (ii) I feel proud of my culture
(iii) I feel that my country’s culture is unique
(iv) I have a desire to share my culture with those I meet.
Most participants responded favourably to the statements, with ‘4’ and ‘5’ being the most frequently chosen markers. The last question posed in this section was meant to measure how willing CARICOM nationals would be in sharing their culture, thus adding further evidence to support their willingness to be a part of cross-cultural activities in the future.
When it came to analyzing how CARICOM nationals educated their Taiwanese peers about their individual countries, responses indicated that first-time face-to-face
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introductions with local Taiwanese provided them the most opportunities to talk about their countries (Appendix B, Question 17). Participants stressed on location, history and culture, language and diversity, and country size as particular characteristics that were emphasized. Seventeen (17) participants noted that they took part in these cross-cultural activities along with fellow nationals, while 13 did so individually (Appendix B,
Question 19).
With regards to participation in future activities of a similar cultural nature, the majority of students stated their willingness to be involved (Appendix B, Question 30).
Yet, in order to decipher what sort of cross-cultural activities would prove most appealing and generate considerable levels of participation, a list of activities (with the inclusion of class presentations) were listed. The list included (i) informal/formal cross-cultural panel discussions, fundraising for local causes in Taiwan, (ii) formal events or festivals
orchestrated by the Ministry of Foreign Affairs (Taiwan) and (iii) Caribbean Callaloo30 (Appendix B, Question 31).
In analyzing the reasons which would dissuade participants from being involved in such future events, responses indicated that disorganization, lack of participation from other fellow nationals and lack of financial support were the most common deterrents.
Nearly 87% of responses revealed that participants did consider themselves as being citizen diplomats for their home country and region (Appendix B, Question 32).
Opportunities for CARICOM nationals to exercise their role as cultural ambassadors and citizen diplomats can also be created through joint grassroots events with a larger
outreach with less restrictions than university planned events. Though planning such events outside preset university arrangements may prove challenging, it allows for more cooperation among the diaspora; particularly giving students the experience of managing
30 Caribbean Callaloo is a grassroots event started by Caribbean students in Taiwan that seeks to holistically educate the people of Taiwan about the Caribbean’s multifaceted culture.
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internal conflicts, event management and further exercising their interpersonal skills. It was as a result of the similar interaction of ideas, skills and viewpoints of scholarship students in 2009 that Caribbean Callaloo was designed and executed for the first time.
Caribbean Callaloo: The Caribbean Experience in Taiwan
Caribbean Callaloo is a social and educational platform designed for cross-cultural exchange in which islands connect over oceans and seas. Beginning in 2009, it was the birth child of a core group of students from some of the representative countries. This event was proposed as a vehicle that would allow Taiwan to experience another form of island culture; one that has been influenced by indigenous, European, West African, Indian and also Chinese cultures. Through food, music, dance and art, Caribbean Callaloo aimed to provide an all-inclusive opportunity where the Taiwanese public can be
introduced to, or become more familiar with, the culture of the Caribbean region. It also allowed Caribbean nationals to learn more about their neighbours.
Caribbean Callaloo aims to fulfill the following goals:
(i)To fulfill our part of the “cross-cultural exchange” equation,
(ii) To further aid in shaping a Taiwanese local community that is more knowledgeable and accepting of the growing diverse ethnic and cultural
(ii) To further aid in shaping a Taiwanese local community that is more knowledgeable and accepting of the growing diverse ethnic and cultural