TL;DRAbstract
University teachers in the Asian field were few and far apart in the New Zealand in the late 1960s. Though the country was increasingly engaged with Asia, its focus was largely on Southeast Asia, where long-standing military connexions were amplified by the educational connexions built up by the Colombo Plan and the arrival of private overseas students, particularly Malaysian Chinese. New Zealand did not recognise the People’s Republic of China, nor had Japan yet become a key trading partner. There was, however, a sense that New Zealand needed to know about Asia, and to that the presence of overseas students contributed. So also did the recognition that, as Britain sought to enter the Common Market, New Zealand’s economic and political position in the world was likely to undergo a fundamental change. The universities – then six in number, Lincoln still being a College, though its principal was a member of the Vice-Chancellors’ Committee – were in the vanguard so far as perceiving the n
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University teachers in the Asian field were few and far apart in the New Zealand in the late 1960s. Though the country was increasingly engaged with Asia, its focus was largely on Southeast Asia, where long-standing military connexions were amplified by the educational connexions built up by the Colombo Plan and the arrival of private overseas students, particularly Malaysian Chinese. New Zealand did not recognise the People’s Republic of China, nor had Japan yet become a key trading partner. There was, however, a sense that New Zealand needed to know about Asia, and to that the presence of overseas students contributed. So also did the recognition that, as Britain sought to enter the Common Market, New Zealand’s economic and political position in the world was likely to undergo a fundamental change. The universities – then six in number, Lincoln still being a College, though its principal was a member of the Vice-Chancellors’ Committee – were in the vanguard so far as perceiving the n
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