Pedagogies for Internationalising Research Education Intellectual equality theoretic linguistic diversity and knowledge chuàngxīn 1st Edition by Michael Singh, Jinghe Han 9811020650 9789811020650

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ISBN-10 :  9811020650 

ISBN-13 :  9789811020650

Author:  Michael Singh, Jinghe Han 

This book explores pedagogical concepts, metaphors and images of non-white, non-western researchers and research students on the inter/nationalization of education. Specifically, this book draws on the intellectual resources of China and India to explore the pedagogical dynamics and dimensions of the localization/globalization of education with non-Western characteristics. It introduces theoretic-linguistic non-Western concepts from the Tamil, Sanskrit and Chinese languages for use in Western, English-only education and redefines the intellectual basis for internationalising education.  Debating whether ‘international education’ is Western-centric in terms of its privileging and promotion of Euro-American theoretical knowledge, this book contends that the internationalisation of Western-centric education can benefit from the intellectual power and powerfully relevant theorising performed by non-Western international students. It formulates a democratic vision for the internationalisation of education, with the potential to create transnational solidarity and constitute a forum for mobilising debates about global knowledge and power structures. It also provides key tools to use non-Western theoretic-linguistic tools and modes of critique in research undertaken in Anglophone Western universities.

Pedagogies for Internationalising Research Education Intellectual equality theoretic linguistic diversity and knowledge chuàngxīn 1st table of contents:

Chapter 1: Worldly Orientations to Internationalising Research Education
Introduction
Breaking Through Limited Understandings of International Education
Invigorating the Intellectual Strengths of Outcasts
Trying Problems
Promiscuous Pedagogies for Internationalising Education
Caveats
Concepts That Are Not Part of the Anglophone, Western-Centric Vocabulary
Intellectual Equality
Theoretic-Linguistic Diversity
Knowledge Chuàngxı̄n
Contributions to Pedagogical Knowledge
References
Chapter 2: Pedagogies of Intellectual Equality
Introduction
Breaking with Conventional Uncritical Thinking
Pedagogical Framework
Presupposition of Intellectual Equality
Declassifying Intellectual Divisions in Knowledge Chuàngxı̄n
Pedagogically Verifying Intellectual Equality
Conclusion
References
Chapter 3: The Socio-Historical Basis of Xíngzhı̄ Research
Introduction
The Socio-Historical Framing of Táo Xíngzhı̄’s Life Work
Táo Xíngzhı̄’s Theoretic-Pedagogical Framework
Xíngzhı̄ Research
Modes of Critique Employed Through Xíngzhı̄ Research
Hòuhēi (厚黑) Critique
Yı̆nhuì Pı̄pàn (隐晦批判)
Tiáokăn Pı̄pàn (调侃批判)
Non-Western HDRs as Agents of Xíngzhı̄ Research
Conclusion
References
Chapter 4: Forming and Informing Dı̌ngtiān Lìdì Researchers
Introduction
Emerging Anglo-Chinese Characteristics of International Education
Pedagogical Framing of Anglo-Chinese Research Education
Pedagogical Schema for Internationalising Education
Constraints on Dı̌ngtiān Lìdì Researchers
Conceptualising ‘Dı̌ngtiān Lìdì Researchers’
Contextualising the ‘Dı̆ngtiān Lìdì Researcher’
Challenges for Dı̌ngtiān Lìdì Researchers
Connecting Chinese and English Concepts Locally
The Yı̄n Yāng of HDRs’ Research Process
Internationalising Research Education Locally
Conclusion
References
Chapter 5: Intellectual Agents of Trans-linguistic Divergence
Introduction
Monolingual Literacy Theory
Difference and Divergence
Apprehensions of Divergent Trans-linguistic Resources
Pedagogies of Trans-linguistic Divergence
Encounters with Multilingual HDRs
Inventory of HDRs’ ‘Excess of Words’
HDRs’ Explorations of Mysteries
HDRs Playing
Trans-linguistic Divergences Provide Knowledge Chuàngxı̄n
Conclusion
References
Chapter 6: Post-monolingual Education
Introduction
Post-monolingualism, Monolingualism and Multilingualism
Monolingual Literacy Theory
Multilingualism as Context-bound Serial Monolingualism
Post-monolingual Education
Pedagogies for Post-monolingual Education
HDRs’ Writing About Languages, The Interrelationship of Languages and Their Multilingual Capabi
Documenting the Presence of Words of Foreign Derivation in a Given Language
Providing an Account of the Productive Value and Valuing of Multilingualism
Writing to Demonstrate and Develop Multilingual Capabilities for Theorising
Translating Concepts While Preserving Their Disruptive Effects
Deliberately Using and Mixing Different Languages Without Translation
Knowledge Chuàngxı̄n Through Multilingual, Non-Western HDRs
Conclusion
References
Chapter 7: Moving Multilingual Intellectual Labour Out of the Shadows
Introduction
The Substance-shadow-penumbra of International Education

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Tags: Pedagogies, Internationalising, Research Education, theoretic linguistic, knowledge chuàngxīn, Michael Singh, Jinghe Han