| Summary/Abstract |
Accompanying the rapid global expansion of China's Confucius Institutes (CIs) is a growing chorus of criticisms over its underlying intentions and influences. Meanwhile, some scholars argue that these criticisms and suspicions over CIs lack substantial evidence. In turn, the diversity of views on the intentions and outcomes of CIs leads to a new problematization of CIs: it directs more attention to the actual implementations and localization processes of these educational institutions. However, research on the topic is limited by a reliance on Western case studies. There is also a lack of analysis on the correlation between the localization of a CI and its soft power capabilities. As such, this article aims to address two research questions. First, what is the extent and degree of localization at CI-NTU? Second, how does localization affect CI-NTU's actual influence and capability to promote Chinese language and culture learning and soft power? To answer these questions, this article adopts qualitative research methods that include reviewing teaching materials and interviewing 15 participants of CI-NTU. Based on my research findings, I find that localization is significant at CI-NTU and has helped it optimize performance and stay credible. But it exerts little direct influence on the institute's soft power projection. I also point to the disaggregation of soft power projection and cultural identity reconstruction by overseas Chinese to highlight the agency and importance of local actors in the CI program.
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