本文研究目的在於以Brantly Womack的不對稱關係理論，來研究兩岸關係，並測試其理論的有效性。有關不對稱關係理論，原本以經濟及軍事面向為分析焦點。本論文則將民主及主權等相關理論列入分析範疇，並使得不對稱理論的研究範圍擴大。此外，有關第三方的角色，尤其是美國的角色，也納入了論文的討論與分析。因此，不對稱關係的研究，也將從雙邊關係，拓展到三邊關係。本論文將對不對稱的三角關係，作出了理論及政策上的貢獻。 / The basic aim of this current thesis is to place the connection between China and Taiwan into Brantly Womack’s concept of asymmetric connections. The main question of the study is if the relations across the Taiwan Strait are an asymmetric one and if so, does this connection fit into the framework of the mentioned theory. The presence of non-symmetry or the lack of it is to be proven uniquely through the sectors of economy and military, by comparing the two actors in these spheres. With the step of taking these two sectors as the basis of the examination and including a democratically governed territory in the study, not just the limitations of the original concept will be broadened, but a gap will be filled that has existed in the field. Additionally, a third party, the United States is introduced into the connection between Beijing and Taipei. The nature of the study of the relations will change from bilateral to triangular. As a result, the concept of asymmetric triangle will take the place of the asymmetric connections theory for the duration of one chapter.

This paper discusses women’s involvement in their children’s mathematics education. It does, where possible, focus Torres Strait Islander women who share the aspirations of Aborginal communities around Australia. That is, they are keen for their children to receive an education that provides them with opportunities for their present and future lives. They are also keen to have their cultures’ child learning practices recognised and respected within mainstream education. This recognition has some way to go with the language of instruction in schools written to English conventions, decontextualised and disconnected to the students’ culture, Community and home language.

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This dissertation seeks to investigate the nature and extent of community participation in health education decision making for Torres Strait Islander girls at one Queensland high school. As such, the study is concerned with identifying stakeholders in health education for girls, describing the ways in which stakeholders participate in health education decision-making, and identifying the factors that promote or inhibit community participation in health education decision-making. The question presupposes several standpoints: firstly, that Indigenous communities want to participate in education decision-making and, secondly, that community participation would be desirable in producing good outcomes for Indigenous students. Thus, the literature review is concerned with critiquing discourses of community participation in Indigenous education, the effects on educational outcomes of Indigenous students when community participation is enabled, and reviewing previous research on educational decision-making in health education in Australia. Given the necessity for emancipatory research methodology in Indigenous research contexts, a critical ethnographic case study approach was chosen to investigate the research questions at a high school in the Torres Strait; building a critical case record from field notes, interview data, and documents. Using Carspecken's (1996) stages of data analysis, primary records were reconstructed and dialogically negotiated with participants, to describe system relations. Such an approach allows for power and control relations between researchers and research participants to be explicated, giving voice to usually marginalised groups, such as Indigenous students. This approach was also congruent with specific Torres Strait Islander research protocols, informed by Ailan Kastom, which were necessary to sensitively and successfully undertake the research. Data analysis was informed by a framework of Indigenous community participation theory, derived from Soliman (1995), Heslop (1998 ), Ministerial Advisory Council for Aboriginal and Torres Strait Islander Education (1999) and Stewart (1999), together with curriculum theory, from Bernstein (1976; 1990; 2000). This approach constituted a unique adaptation of Bernstein's pedagogic discourse theory to a Torres Strait Islander educational setting. The findings indicated that there was strong desire by community members, including students, to participate in health education decision-making at Bluewater High. However, the ability of different stakeholder groups to participate in health education varied, with teachers exercising the most power, and students the least. An in-depth, contextual analysis, in which pedagogic decision-making occurred, enabled a number of immediate and long-term recommendations to be developed. It is envisaged that these recommendations will enable greater community participation in health education decision-making for girls at Bluewater High, and more generally in other Indigenous educational settings.

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