Skip to main content
SpringerLink
Log in

Worldly Orientations to Internationalising Research Education

  • Chapter
  • First Online:
Pedagogies for Internationalising Research Education

Part of the book series: Education Dialogues with/in the Global South ((EDGS))

  • 232 Accesses

Abstract

In this introductory chapter, we provide a breakthrough argument for worldly orientations to internationalising research education as a means of bringing forward non-Western theoretic-linguistic tools, modes of critique and languages. A key aspect of these orientations to internationalising education is invigorating the intellectual strengths of non-Western Higher Degree Researchers (HDRs) borne of their ethno-linguistic diversity. Such re-alignments recognise the limits and limited understandings of internationalising Anglophone, Western-centric education within English and North Atlantic theories of commodification and marketing North Atlantic theories. The risk is that Anglophone, Western-centric education limits the original contributions to knowledge that multilingual, non-Western HDRs can make.

In acknowledging the risks this problem poses, we provide an account of how interested non-Western Higher Degree Researchers (HDRs) can address these concerns. Among the rising generation of intellectuals, some HDRs themselves are taking up the scholarly struggle against Western intellectual imperialism. Through a small number of, but nonetheless significant, doctoral and masters projects, they are generating post-monolingual theoretic-linguistic conversations. By crossing divergent linguistic and intellectual boundaries they are contributing to the development of promiscuous pedagogies for internationalising research education.

The central question explored in this book is: How can multilingual, non-Western HDRs help solve some of the pedagogical problems of prevailing approaches to international education, which are fixated on the commoditisation and marketing of Anglophone, Western-centric knowledge?

Our argument is that, to become properly worldly, ‘international education’ will need to be democratised by non-Western HDRs using their linguistic repertoire and intellectual resources. In effect, non-Western HDRs are configured in this argument as intellectual agents of disciplinary change. They can activate, mobilise and deploy non-Western theoretic-linguistic resources and languages in Anglophone Western universities. This argument for worldly orientations to internationalising research education is directed at revaluing the critical and creative intellectual labours of non-Western HDRs. Just as importantly, their pedagogies can increase Anglophone Western universities’ comprehension of how to operate in a world where the West is no longer the sole producer of important ideas. Worldly pedagogies for internationalising research education bring into comprehension the limits and limitations of Anglophone Western universities’ own theorising and the possibilities for non-Western theorising.

There are some important caveats to be noted. The terms ‘non-Western’ and ‘Western’ are open to question if they are assumed to be adequate for naming any fixed, stable traditions of theorising or practices of critique. Engaging critically with any taken-for-granted notion of the ‘West’ and the ‘non-West’, or the South and North, as intellectually separate spheres, is important. Further, our argument for worldly orientations to internationalising research education should not be misunderstood as a claim for cultural relativism, universalism or uniformity. For us, such worldly educational orientations are vehicles, whereby Western and non-Western HDRs and research educators collectively draw upon divergent theoretic-linguistic resources to give shape and substance to producing what they can share in common. Taking part in knowledge chuàngxīn provides an important mechanism for producing worldly intellectual commons.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Acharya, A., & Buzan, B. (2007). Why is there no non-Western international relations theory? International Relations of the Asia-Pacific, 7, 287–312.

    Article  Google Scholar 

  • Adams, T., Banks, M., & Olsen, A. (2011). International education in Australia: From aid to trade to internationalization. In R. Bhandari & P. Blumenthal (Eds.), International students and global mobility in higher education. New York: Palgrave Macmillan.

    Google Scholar 

  • Agnew, J. (2015). The geopolitics of knowledge about world politics: A case study in US hegemony. In P. Meusburger, D. Gregory, & L. Suarsana (Eds.), Geographies of Knowledge and Power (pp. 235–246). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Agrawal, A. (1995). Dismantling the divide between indigenous and scientific knowledge. Development and Change, 26, 413–439.

    Article  Google Scholar 

  • Akena, F. (2012). Critical analysis of the production of Western knowledge and its implications for Indigenous knowledge and decolonization. Journal of Black Studies, 43(6), 599–619.

    Article  Google Scholar 

  • Alatas, S. (2000a). Academic dependency in the social sciences: Reflections on India and Malaysia. American Studies International, 38(2), 80–96.

    Google Scholar 

  • Alatas, S. H. (2000b). Intellectual imperialism. Southeast Asian Journal of Social Science, 28(1), 23–45.

    Article  Google Scholar 

  • Alatas, S. (2006). Alternative discourses in Asian social science. New Delhi: Sage.

    Google Scholar 

  • Altbach, P., & Reisberg, L. (2015). The pursuit of international students in a commercialized world. International Higher Education, 73, 2–4.

    Google Scholar 

  • Andrews, N., & Okpanachi, E. (2012). Trends of epistemic oppression and academic dependency in Africa’s development: The need for a new intellectual path. Journal of Pan African Studies, 5(8), 85–104.

    Google Scholar 

  • Arjomand, S. (2008). Southern theory: An illusion. European Journal of Sociology, 49(3), 546–549.

    Article  Google Scholar 

  • Arnot, M., & Reay, D. (2007). A sociology of pedagogic voice. Discourse, 28(3), 311–325.

    Google Scholar 

  • Bailey, R. (2003). Conceptual metaphor, language, literature and pedagogy. Journal of Language and Learning, 1(2), 59–72.

    Google Scholar 

  • Barron, D., & Zeegers, M. (2006). Subjects of western education: Discursive practices in western postgraduate studies and the construction of international student subjectivities. The Australian Educational Researcher, 33(2), 77–96.

    Article  Google Scholar 

  • Bauer, J., & Bell, D. (1999). The East Asian challenge for human rights. Cambridge: Cambridge University Press.

    Google Scholar 

  • Beckwith, C. (2012). Warriors of the cloisters. Princeton, NJ: Princeton University Press.

    Book  Google Scholar 

  • Begley, P. (2000). Cultural isomorphs of educational administration: Reflections on western-centric approaches to values and leadership. Asia Pacific Journal of Education, 20(2), 23–33.

    Article  Google Scholar 

  • Beigel, F. (2011). Academic dependency. Global Dialogue, 2(2), 19–20.

    Google Scholar 

  • Belting, H. (2011). Florence and Baghdad: Renaissance art and Arab science. Cambridge: The Belknap Press.

    Google Scholar 

  • Berg, L. (2011). Mate speak English, you’re in Australia now. Alternative Law Journal, 36(2), 110–115.

    Google Scholar 

  • Berhanu, G. (2011). Academic racism. Education Review, 14(12). http://www.edrev.info/essays/v14n12.pdf

  • Bessant, J., & Watts, R. (2014). ‘Cruel optimism’: A southern theory perspective on the European Union’s Youth Strategy, 2008–2012. International Journal of Adolescence and Youth, 19(sup 1), 125–140.

    Article  Google Scholar 

  • Bilgin, P. (2008). Thinking past ‘Western’ IR? Third World Quarterly, 29(1), 5–23.

    Article  Google Scholar 

  • Bjartveit, C., & Panayotidis, E. (2014). Practicing palimpsest: Layering stories and disrupting dominant western narratives in early childhood education. Journal of Applied Hermeneutics. http://jah.journalhosting.ucalgary.ca/jah/index.php/jah/article/view/53/pdf

  • Blaut, M. (1993). The colonizer’s model of the world. New York: The Guilford Press.

    Google Scholar 

  • Boatcă, M. (2010). Formal and informal knowledge. International Sociology, 25(2), 223–226.

    Article  Google Scholar 

  • Bonnett, A. (2004). The idea of the West: Culture, politics and history. Basingstoke: Palgrave Macmillan.

    Google Scholar 

  • Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Bowden, R. (2010). Students’ rights: A conceptual framework for postsecondary student academic freedom. Academy of Educational Leadership Journal, 14(1), 27–36.

    Google Scholar 

  • Brown, P., Lauder, H., & Ashton, D. (2010). The global auction: The broken promises of education, jobs, and incomes. Oxford: Oxford University Press.

    Book  Google Scholar 

  • Bruya, B. (2015). The philosophical challenge from China. Cambridge: The MIT Press.

    Book  Google Scholar 

  • Burke, R. (2012). Contesting notions of an ‘education industry’: Media commentary on the transition to a trade-orientated international student program in Australia. Flinders Journal of History and Politics, 28, 141–174.

    Google Scholar 

  • Burns, E. (2008). Southern theory perspective and career development. Australian Journal of Career Development, 17, 30–37.

    Article  Google Scholar 

  • Cameron, D. (2012). English as a global commodity. In T. Nevalainen & E. Traugott (Eds.), The Oxford handbook of the history of English (pp. 352–361). Oxford: Oxford University Press.

    Google Scholar 

  • Cantwell, B. (2015). Are international students cash cows? Examining the relationship between new international undergraduate enrollments and institutional revenue at public colleges and universities in the US. Journal of International Students, 5(4), 512–525.

    Google Scholar 

  • Carvalho, J., & Flórez-Flórez, J. (2014). The meeting of knowledges: A project for the decolonization of universities in Latin America. Postcolonial Studies, 17(2), 122–139.

    Article  Google Scholar 

  • Chakrabarty, D. (2000). Provincializing Europe: Postcolonial thought and historical difference. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Chatterjee, P., & Maira, S. (2014). The Imperial University: Academic repression and scholarly dissent. Minneapolis: University of Minnesota Press.

    Book  Google Scholar 

  • Chen, K. (2010). Asia as method. Durham, NC: Duke University Press.

    Book  Google Scholar 

  • Choi, P. (2010). ‘Weep for Chinese University’: A case study of English hegemony and academic capitalism in higher education in Hong Kong. Journal of Education Policy, 25(2), 233–252.

    Article  Google Scholar 

  • Clarke, J. (1997). Oriental enlightenment. London: Routledge.

    Google Scholar 

  • Cook, H. (2007). Matters of exchange. New Haven, CT: Yale University Press.

    Book  Google Scholar 

  • Cousin, G. (2011). Rethinking the concept of ‘western’. Higher Education Research & Development, 30(5), 585–594.

    Article  Google Scholar 

  • Dallall, A. (2010). Islam, science, and the challenge of history. New Haven, CT: Yale University Press.

    Google Scholar 

  • Denemark, R., & Gills, B. (2012). World-system history: Challenging Eurocentric knowledge. In S. Babones & C. Chase-Dunn (Eds.), Routledge international handbook of world-systems analysis (pp. 163–171). New York: Routledge.

    Google Scholar 

  • Down, J. (1997). The Golden Ghetto: The American commercial community at Canton and the shaping of American China Policy. Bethlehem: Lehigh University Press.

    Google Scholar 

  • Durkin, K. (2008). The adaptation of East Asian masters students to Western norms of critical thinking and argumentation in the UK. Intercultural Education, 19(1), 15–27.

    Article  Google Scholar 

  • Fayard, P. (2003). A Western proposal for the Japanese concept of Ba. Journal of Knowledge Management, 7(5), 25–31.

    Article  Google Scholar 

  • Fielding, M. (2007). Beyond ‘voice’. Discourse, 28(3), 301–310.

    Google Scholar 

  • Fleer, M. (2003). Post-Vygotskian lenses on Western early childhood education: Moving the debate forward. European Early Childhood Education Research Journal, 11(1), 55–67.

    Article  Google Scholar 

  • Foucault, M. (1980). Power/knowledge. Brighton: Sussex.

    Google Scholar 

  • Freely, J. (2011). Light from the East. London: I.B. Tauris.

    Google Scholar 

  • Fulford, A. (2009). Ventriloquising the voice. Journal of Philosophy of Education, 43, 223–237.

    Article  Google Scholar 

  • Fuller, S. (2003). The university: A social technology for producing universal knowledge. Technology in Society, 25(2), 217–234.

    Article  Google Scholar 

  • Gándara, P., & Orfield, G. (2012). Why Arizona matters. Language Policy, 11(1), 7–19.

    Article  Google Scholar 

  • Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Garnett, R., & Butler, M. (2009). Should economics educators care about students’ academic freedom? International Journal of Pluralism and Economics Education, 1(1–2), 148–160.

    Article  Google Scholar 

  • Gawlikowski, K. (2004). From false “Western universalism” towards true “universal universalism”. Dialogue and Universalism, 14(10/12), 31–58.

    Article  Google Scholar 

  • Gerhard, L. (2007). Australia's ‘Asia competence’ and the uneasy balance between Asian languages and English. Journal of Asian Pacific Communication, 17(1), 29–60.

    Article  Google Scholar 

  • Goody, J. (2009). Supremacy or alternation? Theory. Culture & Society, 26(7–8), 148–155.

    Article  Google Scholar 

  • Goody, J. (2010). The eurasian miracle. Cambridge: Polity Press.

    Google Scholar 

  • Gordon, M. (2015). Scientific babel: The language of science from the fall of latin to the rise of English. London: Profile Books.

    Book  Google Scholar 

  • Gough, K. (1968). New proposals for anthropologists. Current Anthropology, 9(5), 403–435.

    Article  Google Scholar 

  • Gramsci, A. (1971). Selections from the prison notebooks. New York: International Publishers.

    Google Scholar 

  • Grant, C. (2012). Analogies and links between cultural and biological diversity. Journal of Cultural Heritage Management and Sustainable Development, 2(2), 153–163.

    Article  Google Scholar 

  • Grose, T. (2012). Uyghur language textbooks. Asian Studies Review, 36(3), 369–389.

    Article  Google Scholar 

  • Gunaratne, S. (2009). Emerging global divides in media and communication theory: European universalism versus non-Western reactions. Asian Journal of Communication, 19(4), 366–383.

    Article  Google Scholar 

  • Gunawardena, H., Wilson, R., Georgakis, S., & Bagnall, N. (2010). Homogeneity, permanent residency and racism: Experiences of Indian students at an Australian Sandstone University. International Journal of Intercultural Information Management, 2(2), 164–177.

    Article  Google Scholar 

  • Haigh, M. (2008). Internationalization, planetary citizenship and Higher Education Inc. Compare: A Journal of Comparative and International Education, 38(4), 427–440.

    Google Scholar 

  • Haigh, M. (2009). Fostering cross-cultural empathy with non-Western curricular structures. Journal of International Studies of Education, 13(2), 271–284.

    Article  Google Scholar 

  • Harper, S. (2011). Counting the costs of a global Anglophonic hegemony. Indiana Journal of Global Legal Studies, 18(1), 515–538.

    Article  Google Scholar 

  • Haugh, M. (2016). Complaints and troubles talk about the English language skills of international students in Australian universities. Higher Education Research & Development, 35(4), 1–14. doi:10.1080/07294360.2015.1137878.

    Article  Google Scholar 

  • Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing. Journal of Second Language Writing, 12(3), 245–265.

    Article  Google Scholar 

  • Heywood, P. (2016). ‘Academic racism’ and the neglected scholarship of the anatomist M. Wharton Young, MD, PhD (1904–1986). Journal of Medical Biography, 1–7. doi:10.1177/0967772015622628.

  • Hobson, J. (2004). The Eastern origins of Western civilization. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Hong, G. (2008). “The future of our worlds”: Black feminism and the politics of knowledge in the university under globalization. Meridians: Feminism, Race, Transnationalism, 8(2), 95–115.

    Article  Google Scholar 

  • Horton, R. (1971). African traditional thought and Western science. In M. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 208–266). London: Collier Macmillan.

    Google Scholar 

  • In, K. (2006). Academic dependency: Western-centrism in Korean political science. Korean Journal, 46(4), 115–135.

    Google Scholar 

  • Ives, P. (2009). Global English, hegemony and education: Lessons from Gramsci. Educational Philosophy and Theory, 41(6), 661–683.

    Article  Google Scholar 

  • Jullien, F. (2014). On the universal: The uniform, the common and dialogue between culture. Cambridge: Polity Press.

    Google Scholar 

  • Jullien, F. (2015). The book of beginnings. New Haven, CT: Yale University Press.

    Google Scholar 

  • Karram, G. (2013). International students as lucrative markets or vulnerable populations: A critical discourse analysis of national and institutional events in four nations. Comparative and International Education/Éducation Comparée et Internationale, 42(1), Article 6. http://ir.lib.uwo.ca/cie-eci/vol42/iss1/6

  • Keucheyan, R. (2013). The left hemisphere. London: Verso.

    Google Scholar 

  • Lee, D. (2005). Ensuring academic freedom for students in the classroom. International Journal of the Humanities, 3(2), 65–70.

    Google Scholar 

  • Leontidou, L. (1996). Alternatives to modernism in (southern) urban theory: Exploring in‐between spaces. International Journal of Urban and Regional Research, 20(2), 178–195.

    Article  Google Scholar 

  • Leung, M. (2015). Engaging a temporal–spatial stretch: An inquiry into the role of the state in cultivating and claiming the Chinese knowledge diaspora. Geoforum, 59, 187–196.

    Article  Google Scholar 

  • Littlemore, J., Chen, P. T., Koester, A., & Barnden, J. (2011). Difficulties in metaphor comprehension faced by international students whose first language is not English. Applied Linguistics, 32(4), 408–429.

    Article  Google Scholar 

  • Liu, L. (1999). Introduction. In L. Liu (Ed.), Tokens of exchange: The problem of translation in global circulations. Durham, NC: Duke University Press.

    Chapter  Google Scholar 

  • Liu, Y., & Fang, Y. (2009). Basic education reform in China: Globalization with Chinese characteristics. Asia Pacific Journal of Education, 29(4), 407–412.

    Article  Google Scholar 

  • Madge, C., Raghuram, P., & Noxolo, P. (2015). Conceptualizing international education. International Study, 39(6), 681–701.

    Google Scholar 

  • Maingueneau, D. (2015). Monolingualism and creativity: Scientific discourse and linguistic diversity in human and social sciences. Mètode Science Studies Journal-Annual Review, (6).

    Google Scholar 

  • Manathunga, C. (2014). Intercultural postgraduate supervision: Reimagining time, place and knowledge. London: Routledge.

    Google Scholar 

  • Marginson, S. (2008). Academic creativity under new public management: Foundations for an investigation. Educational theory, 58(3), 269–287.

    Article  Google Scholar 

  • Marginson, S. (2013). The impossibility of capitalist markets in higher education. Journal of Education Policy, 28(3), 353–370.

    Article  Google Scholar 

  • Marginson, S. (2015a). The rise of post-Confucian knowledge economies. International Higher Education, 69, 7–8.

    Google Scholar 

  • Marginson, S. (2015b). The strategic positioning of Australian research universities in the East Asian region. Higher Education, 70(2), 265–281.

    Article  Google Scholar 

  • Marginson, S., & Sawir, E. (2011). Ideas for Intercultural Education. London: Palgrave Macmillan.

    Google Scholar 

  • Marriott, H. (2013). Multilingualism among university staff: A case study of language management at an Australian university. International Journal of Multilingualism, 10(4), 454–468.

    Article  Google Scholar 

  • Mayuzumi, K., Motobayashi, K., Nagayama, C., & Takeuchi, M. (2007). Transforming diversity in Canadian higher education: A dialogue of Japanese women graduate students. Teaching in Higher Education, 12(5–6), 581–592.

    Article  Google Scholar 

  • Mazrui, A. (2001). Pretender to universalism: Western culture in a globalising age. Global Dialogue, 3(1), 33–45.

    Google Scholar 

  • Mentan, T. (2015). Unmasking social science imperialism: Globalization theory as a phase of academic colonialism. Langaa: RPCIG.

    Google Scholar 

  • Mignolo, W. (2003). Globalization and the geopolitics of knowledge: The role of the humanities in the corporate university. Nepantla: Views from South, 4(1), 97–119.

    Google Scholar 

  • Mitchell, R., & Edwards, K. (2013). The colour of thought. In A. Engels-Schwarzpaul & Peters (Eds.), Of other thoughts (pp. 101–114). Sense: Rotterdam.

    Google Scholar 

  • Molesworth, M., Nixon, E., & Scullion, R. (2009). Having, being and higher education: The marketisation of the university and the transformation of the student into consumer. Teaching in Higher Education, 14(3), 277–287.

    Article  Google Scholar 

  • Moore, R., & Muller, J. (1999). The discourse of ‘voice’ and the problem of knowledge and identity in the sociology of education. British Journal of Sociology of Education, 20(2), 189–206.

    Article  Google Scholar 

  • Naidoo, R. (2008). Entrenching international inequality: Higher education as a global commodity and its impact on developing countries. In J. Canaan & W. Shumar (Eds.), Structure and agency in the Neo-Liberal University (pp. 84–100). London: Routledge.

    Google Scholar 

  • Ndhlovua, F. (2010). Belonging and attitudes towards ethnic languages among African migrants in Australia. Australian Journal of Linguistics, 30(3), 299–321.

    Article  Google Scholar 

  • Neuliep, J. (2012). The relationship among intercultural communication apprehension, ethnocentrism, uncertainty reduction, and communication satisfaction during initial intercultural interaction. Journal of Intercultural Communication Research, 41(1), 1–16.

    Article  Google Scholar 

  • Nokkala, T. (2006). Knowledge society discourse in internationalization of higher education. Revista Española de Educación Comparada, 12, 171–201.

    Google Scholar 

  • Nordtveit, B. (2010). Towards post‐globalisation? On the hegemony of western education and development discourses. Globalisation, Societies and Education, 8(3), 321–337.

    Article  Google Scholar 

  • Partridge, L., & Sandover, S. (2010). Beyond ‘listening’ to the student voice: The undergraduage researcher’s contribution to the enhancement of teaching and learning. Journal of University Teaching & Learning Practice, 7(2), 1–19.

    Google Scholar 

  • Pilkington, A. (2004). Addressing institutional racism: Comparing the response of the police and university in Midshire to the Macpherson Report. Learning & Teaching in the Social Sciences, 1(2), 107–120.

    Article  Google Scholar 

  • Pratt, M. (2012). “If English was good enough for Jesus…” Monolinguismo y mala fe. Critical Multilingualism Studies, 1(1), 12–30.

    Google Scholar 

  • Rancière, J. (2008). Hatred of democracy. London: Verso.

    Google Scholar 

  • Rancière, J. (2012). Proletarian nights: The workers’ dream in nineteenth-century France. London: Verso Books.

    Google Scholar 

  • Rao, A. (2013). The English-only myth: Multilingual education in India. Language Problems & Language Planning, 37(3), 271–279.

    Article  Google Scholar 

  • Razak, D. (2012). The internationalisation of education: A western construct. In M. Stiasny & T. Gore (Eds.), Going global: The landscape for policy makers fnd practitioners in tertiary education (pp. 13–20). Bingley: Emerald Group Publishing.

    Google Scholar 

  • Reay, D. (2015). Academic viagra: Tying Kate Middleton up in knots. British Journal of Sociology of Education, 36(5), 798–801.

    Article  Google Scholar 

  • Reed, I. (2014). Theoretical labors necessary for a global sociology. Decentering Social Theory: Political Power and Social Theory, 25, 157–171.

    Article  Google Scholar 

  • Rich, P. (1984). Philanthropic racism in Britain: The Liverpool University settlement, the anti‐slavery society and the issue of ‘half‐caste’children, 1919–51. Immigrants & Minorities, 3(1), 69–88.

    Article  Google Scholar 

  • Robertson, S. (2011). Cash cows, backdoor migrants, or activist citizens? International students, citizenship, and rights in Australia. Ethnic and Racial Studies, 34(12), 2192–2211.

    Article  Google Scholar 

  • Sabir, I., & Sabir, A. (2010). Academic dependency of intellectual labor: The case of social sciences in Pakistan. International Journal of Interdisciplinary Social Sciences, 5(6), 31–42.

    Google Scholar 

  • Samier, E. (2014). Western doctoral programmes as public service, cultural diplomacy or intellectual imperialism? Expatriate educational leadership teaching in the United Arab Emirates. In A. Taysum & S. Rayner (Eds.), Investing in our Education: Leading, learning, researching and the doctorate (pp. 93–123). Bingley: Emerald Group Publishing.

    Chapter  Google Scholar 

  • Schaller, C. (2007). Let academic freedom ring: Unless we liberate science from political and religious forces, our students don't stand a chance in the global workforce. The Journal: Technological Horizons in Education, 34(8), 8.

    Google Scholar 

  • Sears, A. (2005). A good book, in theory: A guide to theoretical thinking. Peterborough: Broadview Press.

    Google Scholar 

  • Selmeczi, A. (2014). Dis/placing political illiteracy: The politics of intellectual equality in a South African shack-dwellers’ movement. Interface: A Journal for and about Social Movements, 6(1), 230–265.

    Google Scholar 

  • Sen, A. (2009). The idea of justice. Cambridge: The Belknap Press.

    Google Scholar 

  • Shie, V., Meer, C., & Shin, N. (2012). Locating China in the twenty-first-century knowledge-based economy. Journal of Contemporary China, 21(73), 113–130.

    Article  Google Scholar 

  • Shohamy, E. (2011). Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal, 95(3), 418–429.

    Article  Google Scholar 

  • Shohamy, E., & Menken, K. (2015). Language assessment. In W. Wright, S. Boun, & O. García (Eds.), The Handbook of Bilingual and Multilingual Education (pp. 253–269). London: Wiley.

    Google Scholar 

  • Singh, M. (2001). Advocating the sustainability of linguistic diversity. In J. Lo Bianco (Ed.), Policy activism in Australian language policy (pp. 123–149). Melbourne: Language Australia.

    Google Scholar 

  • Singh, M. (2005). Enabling transnational learning communities. In P. Ninnes & M. Hellsten (Eds.), Internationalizing higher education (pp. 9–36). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Singh, M. (2010). Connecting intellectual projects in China and Australia. Australian Journal of Education, 54(1), 31–45.

    Article  Google Scholar 

  • Singh, M. (2011). Learning from China to internationalise Australian research education: Pedagogies of intellectual equality and ‘optimal ignorance’of ERA journal rankings. Innovations in Education and Teaching International, 48(4), 355–365.

    Article  Google Scholar 

  • Singh, M. (2012). Pedagogies of intellectual equality for connecting with non-Western theories: Alternatives to celebrating multicultural or sanctioning fundamentalist identities. In H. Wright, M. Singh, & R. Race (Eds.), Precarious international multicultural education: Hegemony, dissent and rising alternatives (pp. 237–258). Rotterdam: Sense.

    Chapter  Google Scholar 

  • Singh, M. (2013). Worldly critical theorizing in Euro-American centered teacher education? Preparing bilingual teacher-researcher theorists for the twenty first century. In X. Zhu Xudong & K. Zeichner (Eds.), Global teacher education (pp. 141–169). Dordrecht: Springer.

    Google Scholar 

  • Singh, M. (2015a). ‘Other thoughts’ to guide research educators, candidates and managers. Educational Philosophy and Theory: Incorporating Access, 48(5), 535–539. doi:10.1080/00131857.2014.1000568.

    Article  Google Scholar 

  • Singh, M. (2015b). Against Asia-centric methods: Australia-China theoretic-linguistic knowledge co-production. In H. Zhang, P. Chan, & J. Kenway (Eds.), Asia as method in education studies: A defiant research imagination (pp. 144–162). New York: Routledge.

    Google Scholar 

  • Singh, M., & Chen, X. (2012). Ignorance and pedagogies of intellectual equality: Internationalising Australian doctoral education programs and pedagogies through engaging Chinese theoretical tools. In A. Lee & S. Danby (Eds.), Reshaping doctoral education: Changing programs and pedagogies (pp. 187–203). London: Routledge.

    Google Scholar 

  • Singh, M., & Cui, G. (2012a). Epistemic justice and the communication of non-Western theoretical tools: Advancing the internationalization of research education. In A. Yeung, C. Lee, & E. Brown (Eds.), Communication and language: Surmounting barriers to cross-cultural understanding (pp. 303–324). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Singh, M., & Cui, G. (2012b). Multiple dimensions of media communication skills: New demands for transnational, trans-cultural knowledge exchange. In A. Patil, H. Eijkman, & E. Bhattacharyya (Eds.), New media communication skills for engineers and IT professionals (pp. 160–174). Hershey, PA: IGI Global.

    Chapter  Google Scholar 

  • Singh, M., & Guo, W. (2008). Centring students’ bilingual capabilities in quality university teaching. In J. McConachie, M. Singh, P. Danaher, F. Nouwens, & G. Danaher (Eds.), Changing university learning and teaching (pp. 221–235). Teneriffe, QLD: PostEd Press.

    Google Scholar 

  • Singh, M., & Han, J. (2008). The commoditization of English and the bologna process: Global products and services, exchange mechanisms and trans-national labour. In P. Tan & R. Rubdy (Eds.), Language as commodity: Global structures, local marketplaces (pp. 204–224). London: Continuum.

    Google Scholar 

  • Singh, M., & Han, J. (2010a). Engaging Chinese ideas through Australian education research. Discourse, 30(4), 397–411.

    Google Scholar 

  • Singh, M., & Han, J. (2010b). Peer review, Bourdieu and honour: Connecting Chinese and Australian intellectual projects. British Journal of Sociology of Education, 31(2), 85–198.

    Article  Google Scholar 

  • Singh, M., & Huang, X. (2013). Bourdieu’s lessons for internationalising Anglophone education: Declassifying Sino-Anglo divisions over critical theorising. Compare: A Journal of Comparative and International Education, 43(2), 203–223.

    Google Scholar 

  • Singh, M., & Meng, H. (2011). Democratising western research using non-western theories. Studies in Higher Education, 38(6), 907–920. doi:10.1080/03075079.2011.607493.

    Article  Google Scholar 

  • Singh, M., & Scanlon, C. (2003). Managing risks and opportunities in multilingual knowledge economies. 3L Journal of Language Teaching. Linguistics & Literature, 8, 8–17.

    Google Scholar 

  • Singh, M., Harreveld, R., & Chen, C. (2012). Ranciere and leadership for reforms to school-to-work transition: The presupposition of equality of theoretical assets from diverse educational cultures. In G. Tchibozo (Ed.), Cultural and social diversity and the transition from education to work. Dordrecht: Springer.

    Google Scholar 

  • Singh, M., Harreveld, R., Gao, T., & Dannaher, P. (2014). Mobility and local/international knowledge co-production: Innovation in the post-monolingual learning of Chinese. In R. Arber, J. Blackmore, & A. Vongalis-Macrow (Eds.), Mobile teachers and curriculum in international schooling (pp. 121–139). Rotterdam: Sense.

    Google Scholar 

  • Singh, M., Manathunga, C., Bunda, T., & Qi, J. (2016). Mobilising indigenous and non-Western theoretic-linguistic knowledge in doctoral education. Knowledge Cultures, 4(1), 54–68.

    Google Scholar 

  • Skutnabb-Kangas, T., & Phillipson, R. (2010). The global politics of language. In N. Coupland (Ed.), The handbook of language and globalization (pp. 77–100). Chichester: Wiley-Blackwell.

    Chapter  Google Scholar 

  • Sloterdijk, P. (2014). In the world interior of capital. Cambridge: Polity Press.

    Google Scholar 

  • Stapleton, P. (2002). Critiquing voice as a viable pedagogical tool in L2 writing. Journal of Second Language Writing, 11(3), 177–190.

    Article  Google Scholar 

  • Stapleton, P., & Helms-Park, R. (2008). A response to Matsuda and Tardy’s ‘voice’ in academic writing. English for Specific Purposes, 27(1), 94–99.

    Article  Google Scholar 

  • Stone, C. (2008). Listening to individual voices and stories: The mature-age student experience. Australian Journal of Adult Learning, 48(2), 263–290.

    Google Scholar 

  • Swedberg, R. (2012). On Charles S. Peirce’s lecture “how to theorize. Sociologica, 6(2), 1–27.

    Google Scholar 

  • Tannock, S. (2013). When the demand for educational equality stops at the border: Wealthy students, international students and the restructuring of higher education in the UK. Journal of Education Policy, 28(4), 449–464.

    Article  Google Scholar 

  • Tao, X. (2005). A collection of Tao Xingzhi’s works (comp. Y. Gu & W. Li). Chengdu: Sichuan Educational Oublishign House.

    Google Scholar 

  • Thompson, E. (2006). Internet-mediated networking and academic dependency in Indonesia, Malaysia, Singapore and the United States. Current Sociology, 54(1), 41–61.

    Article  Google Scholar 

  • Tin, T. (2003). Creativity, diversity and originality of ideas in divergent group discussion tasks: The role of repetition and addition in discovering ‘new significant’ or ‘original’ ideas and knowledge. Language and Education, 17(4), 241–265.

    Article  Google Scholar 

  • Tröhler, D. (2010). Harmonizing the educational globe. World polity, cultural features, and the challenges to educational research. Studies in Philosophy and Education, 29(1), 5–17.

    Article  Google Scholar 

  • Trowler, P., Fanghanel, J., & Wareham, T. (2005). Freeing the chi of change. Studies in Higher Education, 30(4), 427–444.

    Article  Google Scholar 

  • Turnbull, S. (2011). Worldly leadership: Challenging the hegemony of Western business education. Journal of Global Responsibility, 2(2), 170–187.

    Article  Google Scholar 

  • Turner, C. (2010). Investigating sociological theory. London: Sage.

    Google Scholar 

  • van der Walt, C. (2013). Multilingual higher education: Beyond English medium orientations. Bristol: Multilingual Matters.

    Google Scholar 

  • van der Wende, M. (2015). European higher education policy: The EU’s continuing impact. International Higher Education, 32, 15–18.

    Google Scholar 

  • Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054.

    Article  Google Scholar 

  • Wang, Y., & Phillion, J. (2009). Minority language policy and practice in China: The need for multicultural education. International Journal of Multicultural Education, 11(1), 1–14.

    Article  Google Scholar 

  • Warner, C. (2011). Rethinking the role of language study in internationalizing higher education. L2 Journal, 3, 1–21.

    Google Scholar 

  • Waters, J. (2006). Emergent geographies of international education and social exclusion. Antipode, 38, 1047–1068.

    Article  Google Scholar 

  • Wattles, M. (2012). In pursuit of universalism: Yorozu Tetsugorō and Japanese modern art. The Journal of Japanese Studies, 38(2), 434–438.

    Article  Google Scholar 

  • Wihlborg, M., & Teelken, C. (2014). Striving for uniformity, hoping for innovation and diversification: A critical review concerning the Bologna process–Providing an overview and reflecting on the criticism. Policy Futures in Education, 12(8), 1084–1100.

    Article  Google Scholar 

  • Woldegiorgis, E. (2013). Conceptualizing harmonization of higher education systems: The application of regional integration theories on higher education studies. Higher Education Studies, 3(2), 12–23.

    Article  Google Scholar 

  • Yildiz, Y. (2011). Beyond the mother tongue: The Postmonolingual condition. New York: Fordham University Press.

    Book  Google Scholar 

  • Young, M. (2000). Rescuing the sociology of educational knowledge from the extremes of voice discourse. British Journal of Sociology of Education, 21(4), 523–536.

    Article  Google Scholar 

  • Young, M. (2009). Education, globalisation and the ‘voice of knowledge’. Journal of Education and Work, 22(3), 193–204.

    Article  Google Scholar 

  • Zhou, Y., Knoke, D., & Sakamoto, I. (2005). Rethinking silence in the classroom. International Journal of Inclusive Education, 9(3), 287–311.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, University of Western Sydney, Sydney, Australia

    Michael Singh & Jinghe Han

Authors
  1. Michael Singh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jinghe Han
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2017 The Author(s)

About this chapter

Cite this chapter

Singh, M., Han, J. (2017). Worldly Orientations to Internationalising Research Education. In: Pedagogies for Internationalising Research Education . Education Dialogues with/in the Global South. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-2065-0_1

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-2065-0_1

  • Published:

  • Publisher Name: Palgrave Macmillan, Singapore

  • Print ISBN: 978-981-10-2064-3

  • Online ISBN: 978-981-10-2065-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation