這本書主要是想分享給兩種讀者，一種是在做遷移研究的人，另一種是本身即為遷移者，也許您可以參考與閱讀本書。作者稱，本書不是完整的回憶錄，而是把在臺灣居住五十年中，聚焦於描繪出在臺灣大學的學術角色，也是把自己人生最寶貴的歲月做個記錄。本書所要呈現的，不是只有關於移民生活成功的一面，其實在此過程也夾雜了挫折與失意，以及適應上的躑躅與徬徨。
【各界推薦】
Lee Chack Fan/ 李焯芬
President, Chu Hai College of Higher Education
Emeritus Professor and Former Vice-President, HKU
Nora is well respected as a diligent and highly productive scholar, and a very able organizer of academic conferences and international scientific exchange programs. Nora reminds me of my late teacher, Professor JaoTsung-I, who officially retired at the age of 70 but continued his scholarly research studies until he was close to a hundred years old.
John Lidstone
Professor of Geography, Queensland University of Technology
As my own life continues, my reading of Nora’s “Memoir” both educates me on the unfolding of an academic career across the US and Asia vastly different from my own in England and Australia. We started in very different places and although we lived through the same historical period, we operated in vastly different social, cultural, gender, political contexts.
林楨家
國立臺灣大學理學院前副院長
地理環境資源學系教授
在繽紛閃亮的字裡行間，翻山渡海的故事情節中，愈加了解這位學術前輩深受大家敬重的原因。特別是在每個轉折處，感動中不忘問自己，我會用什麼態度？做什麼決定？能像姜老師這樣勇敢與堅韌嗎？
張瓊惠
國立臺灣師範大學英語系教授
田野研究及人物訪查是Nora的學術專長，現在她拿這個本領，把自己家族的移民史仔細探究了一番。……這本書讓她好好地訪談了自己，思考在臺灣五十年來的人生起伏；這本書是Nora與自己的對話，情真意切。
【作者的話】
This book shall not be boring, as I do not write about successes, but was quite candid about my hardships. I encourage the reader to write about yourself, and be a better and happier person when you have finished. I have personally benefitted from a better knowledge of people I wrote about including family members, friends and academics. When I first came to Taiwan, I encountered traditional Chinese values in the family, but I did not succumb to prescribed gender roles like the women of my age, nor let other people define me and obstruct me from pursuing my dreams. The unrelenting support of my husband for me to get a Ph.D was a critical enabling factor in my pursuit of a fruitful university career. I am truly grateful to him for helping me to get through the “storms” of my life in Taiwan.
The two high schools that I attended in Hong Kong were different in their school missions and visions, apart from being government subsidized for one, and church subsidized for the other. HTTS had always been on my mind for the last five decades. The motto of HTTS, “Justice and Truth,” taught me the principle of conducting matters in life. Two years of enrolling in the matriculation class at MCS also affected my life a great deal. Apart from the good Chinese teachers, the American nuns from whom students received a liberal education, were excellent English teachers……The Maryknoll spirit is inherited by their students in being independent, free-thinking, outspoken, and courageous. Their belief that nothing is impossible is demonstrated by their pioneering role in emphasizing gender equality.……Learning to be a better person from my educational experiences in two different high schools has helped me to meet challenges of various kinds later in later-life.
Fifty years ago in Taiwan, girls were discouraged from attending universities, and were expected to earn an income before getting married, to help improve the family economy, and support their younger brothers for their education. They were also expected to play subservient roles in their husband’s family. Patriarchal values may not have totally disappeared today, however, but are more bearable at home and in the workplace. I do believe that this has to do with the women’s movement that not only has sensitized consciousness in both men and women, but socio-economic changes in Taiwan have also shielded women who are better educated, self-reliant, and assertive. As an educated woman and a pioneer feminist scholar who had survived the storms of patriarchy, I could not help looking for the new model.
In this second edition, I have tried to fill in some gaps that were omitted from its predecessor, based on reader feedback. It gave me the opportunity to produce a more candid (坦率) version based on my lived experiences in Hong Kong, U.S. and Taiwan. I do hope that this renewed effort will take my Memoir to the next level. This book does not intend to be simply a personal history, rather, it was written to help shed light on “transitional international migration”, a subject that has been overlooked in literature. In my case, the migration began with my family in Mainland China, ventured to Hong Kong, then to the United States, and re-migrated with my husband to Taiwan. I believe that the physical movements of people should be studied in greater depth and with a wider focus on social and cultural concerns. I hope that my life story might be an inspiration to young people, so that they might choose the more difficult or uncommon road in their lifetimes, that is, to be ‘out there’, physically, not just virtually and to be somehow adventurous. I do hope that their lived experiences will be as exciting and fulfilling as mine have been for me.
這本書主要是想分享給兩種讀者，一種是在做遷移研究的人，另一種是本身即為遷移者的人，也許他們可以參考與閱讀本書。在書中以我自身五十年的經驗，記錄、表達了一個從香港去美國，再來到臺灣的移民心聲。此外，從事香港移民研究的人也不多。政府單位如僑委會與移民局，也都可以參考這本書，從作者的移民經驗來看當今移民的生活。對於那些想要移民的讀者，本書可以提供作為一個過來人的經驗，讓大家一窺移民生活的酸甜苦辣。
來臺的頭三年，也是人生最煎熬的一段時間。我無法忍受臺灣父權興盛的家庭文化而毅然決定暫時「拋家別子」，出國到夏威夷大學再念博士，也花了一段時間，才找回自我價值，不怕再與批評及指責我的長輩互動。藉著充實及知識訓練出無比的毅力，終於擁有獨立的人格，我也勇於在夏大嘗試多元文化的環境，不畏艱難越過求學時代的關卡。由於我個性溫柔善良，獲得很多異國友誼，也認識了幾位已經當母親的亞洲女性出國求學位。當然，我也承受著不輕的罪惡感，以及心酸的求學過程，家人的支持即便需要，更要有自己的決心與堅持。
筆者還記得早期討論職業婦女時，女性常常被問「在婚姻與事業間， 你要選擇哪一個？」我當時的反應是「為什麼這個問題只問女的，而不問男的？為什麼我只能選其中一個？」而如今我已身經百戰、走出陰影，也走出一條自己的路時，如果有人問我，「如果你從頭再來，你還是會走同樣的路嗎？」我會回答說：「會的，因為我做了對的選擇，沒有放棄家庭， 也無需放棄事業。」家庭與事業不是魚與熊掌，那是一個虛構的比喻，我認為只要女性在兩方面都用心，用對了策略，就可以兼得。現代的女性學者若要成功結合她們家庭與工作的雙重角色是沒有問題的。
作者簡介：
Nora Chiang 姜蘭虹
Professor Emerita of Geography
National Taiwan University
國立臺灣大學地理環境資源學系名譽教授
Received B.A. (Hons.) in Geography and Geology from the University of Hong Kong, M.A. in Geography from Indiana University (Bloomington), and Ph.D in Geography from the University of Hawaii. Her research has been published in many well-recognized international journals on the subjects of transnational migration, feminist geography, sustainable tourism, and geography of Taiwanese-Chinese diaspora. From 1974-2023, she has published over 100 refereed papers, 28 book chapters, and 14 special issues and books, which include: The Challenges of Globalization: Cultures in Transition in the Pacific-Asia Region (with Stephenson and Lidstone, 2006), and Immigrant Adaptation in Multi-Ethnic Societies: Canada, Taiwan, and the United States (with Fong and Denton 2013). Her recent research focuses on Taiwanese migrants to developed countries.
畢業於香港大學地理與地質學系，兩次赴美求學，獲碩、博士學位。1972年起在臺灣大學地理學系任教至退休並獲頒名譽教授，曾任教於美國夏威夷大學、香港中文大學及香港大學地理學系。曾擔任多項學術行政工作，包括臺大人口與性別研究中心主任、臺大理學院副院長及屏東科技大學人文暨社會科學學院院長。
章節試閱
節錄自〈A Tale of Two High Schools—HTTS and MCS〉
My two years at MCS (1963-65) are still vivid in my mind. My first year was tough, not only because my English was not as good as the Maryknollers, but also because of the “intellectual superiority” of the girls there. Some of them were from well-off families, a bit spoiled and behaved in immature ways. Quite a number of them played piano well, and got up the rungs of the Royal Schools of Music. As I was not one of the “blue bloods” in MCS, nor from a rich family, two girls (whose names I still remember) in class displayed snobbish behavior towards the “outsider.”
We were expected to study two years (Lower VI and Upper VI) to sit for “O” level and “A” Level Examinations. I remember being more comfortable in Upper Form VI, as the class was smaller, and included only those who passed their “O” level examination. Being recognized as the “little coach” in geography after coming first in geography, I started to make some friends. My grades in Chinese and Arithmetic were also higher than most of the girls. Therefore, I am truly grateful to Mrs. Chiu (趙蘇麗珍), geography teacher at HSS to be the “Big Coach” to offer supplementary classes on Map Reading and Interpretation to me and three other Maryknollers whom I recommended.
Actually, we “outsiders” were top students from different high schools, did well in the SCE, and enrolled in the Matriculation classes at MCS in order to have a better chance of entering the University of Hong Kong. Beginning with 60 students in lower Form VI, only 24 qualify to continue with upper Form VI, and 12 were accepted by the University of Hong Kong, including six “outsiders.”
At the end of two years, I realized that I was as competent as the “authentic” Maryknollers, who as a whole excelled in English. As English was more valued than Chinese in the British Colony, MCS had stayed firm in the Band 1 level of schools for all these decades. It was and still is regarded as a prestigious school (名校) in Hong Kong. In the meantime, HSS caught up in producing good crops of students who excelled in the SCE, and quite a few succeeded in entering publicly-funded universities in Hong Kong.
Until the mid-sixties, HKU (established in 1911) was the only university in the British Colony. To this day, it is still ranked the first among the ten leading universities in Hong Kong. Using English as the medium of teaching, it carried an emblem of a colonial University. No parents would refuse to send their children to HKU, unless they were too poor, or they need to be helped financially by working daughters. I made it to HKU because of the guidance by Mrs. Cheung, Mrs. Chiu, and financial support from my parents.
As students of HKU, we studied hard, and most of us did part time work to supplement our school fees, by teaching, and coaching high school students. One summer, I earned a good income by working in the Credit Department of the Hong Kong and Shanghai Banking Corporation Limited, with skills I learned from HTTS in commercial English, book-keeping and typing.
The two high schools that I attended were different in their school missions and visions, apart from being government subsidized for one, and church subsidized for the other. HSS had always been on my mind for the last five decades. Like many graduates, I had been in touch with Mrs. Cheung before she passed away on February 5, 2013 at the age of 101. I visited my geography teacher, Mrs. Chiu, every now and then in Hong Kong. The motto of HTTS, “Justice and Truth,” taught me the principle of conducting matters in life. My teachers, who had earned B.A. degrees from accredited universities in China and from the University of Hong Kong were my role models. I also benefitted from being taught by a few native English speakers in various subjects.
節錄自〈We Are All Taiwanese〉
Over the years, I have come to fit in quite well in academia and the larger society, and no longer feel like an alien, nor am made to feel like one. I believe that my passion in geography and astute social skills as a leader have given me access to meeting people with whom I work in a variety of situations. Thanks to Taiwan, my Mandarin must have improved by leaps and bounds in the last half-century, as taxi-drivers no longer ask where I am from! One change in Taipei for sure: People are either getting too busy to make money, or are becoming more cosmopolitan by taking trips abroad, and seeing foreigners frequently in the city. They no longer ask how much I earn, but how old I am, or if I am retired, as a way of saying hello.
I actually found that being multi-cultural and multi-lingual is a great advantage in doing research on Taiwanese immigrants abroad as they all came from different sub-ethnic Chinese backgrounds and time periods. In Taiwan, the demand for English-speaking courses is high, as foreign students do not speak Mandarin with enough fluency. As one of the few teachers who have offered courses in English in the early days, I am very happy to contribute to this need continuously. My cultural capital of adaptability and ability in making global contacts are like wings to fly with.
While Hong Kong SAR (Special Administration Region, named since 1997) implemented biliteracy and trilingualism (兩文三語) as its language policy to develop its citizens’ abilities to read and write Chinese and English, and to speak Cantonese, English, and Putonghua, Taiwan has also introduced required courses in Hoklo and Hakka in the classroom as compulsory subjects. I sincerely hope that the younger generation of Taiwanese will not forget their mother tongues.
My life has been enriched by so many people, especially my teachers, my mentors, and my students, some of whom are like friends to me. Being so engaged with my academic activities, I can pretty much ignore the frustrations I had when I first came to Taiwan. Growing up and having lived in different countries, I am privileged to experience a larger diversity of culture and tacit knowledge than my peers. I have grown to be a more confident, better and more mature person in the last five decades.
節錄自〈A Tale of Two High Schools—HTTS and MCS〉
My two years at MCS (1963-65) are still vivid in my mind. My first year was tough, not only because my English was not as good as the Maryknollers, but also because of the “intellectual superiority” of the girls there. Some of them were from well-off families, a bit spoiled and behaved in immature ways. Quite a number of them played piano well, and got up the rungs of the Royal Schools of Music. As I was not one of the “blue bloods”...
推薦序
節錄自〈Preface to the second edition〉／Nora Chiang/ 姜蘭虹
To write a memoir on my life in Taiwan for the last five decades, I need the good memories, pictures, letters, and documents which are available, despite migrating three times in my life: from Chungking to Hong Kong, then to the US, and finally Taiwan. Having written ten chapters, I feel that I have completed a project of self-writing, an endeavor that is only possible for a retired person to do, not having the pressure of submitting research proposals year after year in January, apart from full-time teaching and family tending.
The idea of writing a memoir came up one morning, and I thought to myself: Sooner or later, I shall write a memoir, so why not now? Discussing with several friends in the past few years, I received encouraging comments like the following:
“From what I hear, you have many interesting stories. Why don’t you write a book on yourself, and call it ‘A Hong Kong Girl in Taiwan.’ ” (Mrs. H, originally a banker from HK, now living in the UK; her son A spent one year in the Geography Department for his gap year)
“Nora, I am so glad that you are doing it, I can help you edit, so is Andrea, who helps her American colleagues with editing English. She can turn in edited works promptly too.” (my sister Amy, a former company librarian in Boston)
“I feel your enthusiasm in writing this article for your memoir. I would need to sit down to do the same, as I was very lucky to have spent most of the adult years with our father.” (my brother Gar, an attorney in Boston)
My sister Anne writes well in Chinese. She has published several Chinese articles in Merit Times (人間福報), which I have included in my book for the bilingual reader. Counting my three siblings in, I feel empowered and ready to proceed. I realize that I should undertake this “giant project” (in the words of my niece Andrea), while I am still in good health, able to remember where my notes are, and still in touch with my siblings through e-mail and Whatsapp. At the ages of 86, 78, 75 and 71, we are blessed to be alive and well, and we all thank our parents for their sacrifices being first-generation immigrants three times, and their unconditional love towards their children and grandchildren.
“If you need anything further, please do not hesitate to reach out.” (Brian, Ph.D in geography, NTU)
I thank him dearly for helping me with editing Chapters 1 and 10, and this preface. He is a treasure to the department for helping us with English editing, so I have heard.
Four professors said “YES” to me to write a preface, including Jen-Jia LIN, former Associate Dean of College of Science, Joan Chang, Professor in the Department of English at NTNU, and C. F. LEE, Emeritus Professor and Former Vice-President, University of Hong Kong (HKU). LEE went over Chapter 2 at first and sent me a kind message: “If you write a memoir or biography, it would be quite meaningful.” I took his word, and continued with the other chapters with more zeal, making it ten altogether, as I believe that 10 is a good number, suggested by the Chinese phrase “be perfect in every respect” (十全十美).
“I support your idea of publishing your memoir with us. As you have done two books previously with us, I shall persuade my staff members to help you in the best way I can.” (NTU alumnus Howard Chen (陳隆昊), who is several times an award winner of his independent bookstore Tonsan (唐山), and a publisher over the years.)
“……will be delighted to help with your memoir!”, an assurance came from John Lidstone who made very constructive editorial suggestions, after reading Chapter 4, the longest one. At that point, I knew that I am on the right track, and should charge forward. I better hurry up, as it will be my fiftieth year in Taiwan soon. “What is your primary purpose in writing the memoir? Who is your intended audience?” asked John. I will try answer his questions below.
節錄自〈Preface to the second edition〉／Nora Chiang/ 姜蘭虹
To write a memoir on my life in Taiwan for the last five decades, I need the good memories, pictures, letters, and documents which are available, despite migrating three times in my life: from Chungking to Hong Kong, then to the US, and finally Taiwan. Having written ten chapters, I feel that I have completed a project of self-writing, an endeavor that is only possible for a retired person to do, not having the pressure of sub...
目錄
Prefaces 序
Preface to the second edition ．Nora Chiang/ 姜蘭虹
姜序：我的地理人生 ．姜蘭虹
Foreword ．Lee Chack Fan/ 李焯芬
Foreword for Nora ．John Lidstone/ 石強
林序：勇敢追夢！ ．林楨家
張序：臺灣女性研究的先驅 ．張瓊惠
Courtesy of JaoTsung-I Petite Ecole, HKU, Hong Kong
鳴謝香港大學饒宗頤學術館
Section One: My Hong Kong Background
1. A Hong Kong Daughter in Taiwan
Narratives C1-1: Two Generations Teaching at CUHK
心繫中大兩代人 ．Nora Chiang/姜蘭虹
Narratives C1-2: A HKU Graduate Started Life in The US
在美國求學 ．Nora Chiang/姜蘭虹
Narratives C1-3: Memory of My Father
父親節的思念：望女成鳳 ．Anne Shiao/蕭姜蘭貞
2. A Tale of Two High Schools—HTTS and MCS
3. Thoughts on Mom Wha-Tin (1909-1998)
Narratives C3-1: Mother’s Day 2017 and Missing My Mom
想念母親 ．Anne Shiao/蕭姜蘭貞
Narratives C3-2: Visiting my Mom for the Last Time in 1998
憶母親：母親，請保重 ．Nora Chiang/姜蘭虹
Narratives C3-3: Anne Left Hopeh with Her Mom for Chungking in 1941
思念母親話當年 ．Anne Shiao/蕭姜蘭貞
Narratives C3-4: Remembering My Wife Wha-Tin (1909-1998)
悼亡妻陳華亭女士 ．KuiEn Chiang/姜貴恩
Section Two: In Love with National Taiwan University
4. Students Explore My 50 Years in NTU Geography
Narratives C4-1: Remembering Dr. Fon-Jou Hsieh the Renaissance Man
留下漂亮身影的謝豐舟醫生 ．Nora Chiang/姜蘭虹
5. On the 35th Anniversary of the Women’s Research Program at National Taiwan University
Narratives C5-1: How the Women’s Research Program Started at NTU in 1985
臺大婦女研究室成立過程十問 ．Nora Chiang/姜蘭虹
Narratives C5-2: A Feminist’s Breakthroughs of Gender Roles in Taiwan
突破傳統婦女角色 ．Nora Chiang/姜蘭虹
6. My Days in the College of Science: A Short Retrospection
Narratives C6-1: Refurbishment of the College of Science Office
理學院辦公室與會議室翻修理念 ．Nora Chiang/姜蘭虹
Narratives C6-2: A Tribute to Associate Dean Nora Chiang
姜副院長蘭虹榮退：感激與感恩 ．C. H. Lo/羅清華
Section Three: Becoming a Taiwanese
7. Becoming a Taiwanese: Getting Started
8. We Are All Taiwanese
9. The Cultural Adaptation of Early Hong Kong Immigrants in Taiwan
10. My Family in Taiwan—A New Day Has Come
Narratives C10-1: An Unusual Mentor: Some Anecdotes about Nora Chiang278
不尋常的學術前輩：關於姜蘭虹老師的二三事 ．Ping Lin/林平
Narratives C10-2: My Family in Taiwan
她的婚生家庭 ．M. F. Huang/黃敏晃
Epilogue跋
Appendices附錄
Appendix 1 Student Advisees and Thesis/學生論文指導
Appendix 2 Publications after Retirement (2011-2023)/退休後出版作品（2011-2023）
Appendix 3 Nora Chiang’s Chronology of Events/姜蘭虹大事記年表
Appendix 4 NTU Geography Photo Album/ 臺灣大學地理系相簿
Appendix 5 HKU Geography and Geology Photo Album/ 香港大學地理系相簿
About the Author/作者簡介
Prefaces 序
Preface to the second edition ．Nora Chiang/ 姜蘭虹
姜序：我的地理人生 ．姜蘭虹
Foreword ．Lee Chack Fan/ 李焯芬
Foreword for Nora ．John Lidstone/ 石強
林序：勇敢追夢！ ．林楨家
張序：臺灣女性研究的先驅 ．張瓊惠
Courtesy of JaoTsung-I Petite Ecole, HKU, Hong Kong
鳴謝香港大學饒宗頤學術館
Section One: My Hong Kong Background
1. A Hong Kong Daughter in Taiwan
Narratives C1-1: Two Generations Teaching at CUHK
心繫中大兩代人 ．Nora Chiang/姜蘭虹
Narratives...
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