Pedagogies of Intellectual Equality

Singh, Michael; Han, Jinghe

doi:10.1007/978-981-10-2065-0_2

Cited by 6 publications

(7 citation statements)

References 109 publications

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“…Our study also has reference value for anglophone, Western-centric research education, which tends to neglect the intellectual assets of non-Western research students (Singh & Han, 2017), expecting these students to conform to Western academic authority (Ryan, 2012). The identity work reported here is a long-overdue, but never-too-late, response to the call to move beyond “monocultural chauvinism” (Morris & Hudson, 1995, p. 73) to “a new international academic ethos” (p. 74).…”

Section: Discussionmentioning

confidence: 99%

“…By their identity work, the Chinese doctoral cohort has shown us their “cosmopolitan resilience” in the face of structural constraints within transnational contexts. They have become reflexive knowledge workers and empirically echo the call for “exploratory consideration of emerging Anglo-Chinese characteristics of international education” (Singh & Han, 2017, p. 14). Their cosmopolitan identity work creates an academic space for the West to better understand the transnational experiences of Chinese doctoral students, so that the West and the East can work collaborative and move toward a culturally inclusive and multiculturally appropriate doctoral pedagogy.…”

Section: Discussionmentioning

confidence: 99%

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Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education

Zhang

Cheng

et al. 2018

Journal of Studies in International Education

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Current trends in the internationalization of doctoral programs require new understandings of the formation of scholarly identity. This study explores the utility of a cosmopolitan perspective. It reports on identity projects sparked by Chinese students’ participation in a doctoral workshop in Australia; it highlights the realization, retrieval, repositioning, and reshaping of the students’ scholarly selves. This identity work mirrors the complexities induced by the internationalization of doctoral pedagogies. We present the students’ identity work here to illuminate extant practice and further study of internationalized doctoral education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education

Zhang

Cheng

et al. 2018

Journal of Studies in International Education

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“…International students need to be considered 'assets', and supervision practices need to harness the knowledge and intellectual capital of these students [3]. In addition, doctoral education needs to integrate contributions from different cultures, philosophies, and languages through pedagogies of intellectual equality (e.g., [19][20][21][22]). Crossing the intellectual boundaries of the global social-historical-cultural disciplinary domains is no easy task and doing so stresses the merits of collaboration and cooperation between candidates and supervisors as well as the research community [23].…”

Section: Trans-language Trans-cultural Practicesmentioning

confidence: 99%

Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

Choy

Singh

2017

Education Sciences

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Abstract:Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices.

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“…When generating and defining their own categories, researchers have to develop the capability to explain and justify the reasons for selecting and using specially designated concepts in their theorizing. [16,17]. In section 3 (Results), the concept of ISL is examined in terms of the conceptual divergences made possible by the Tiếng Việt.…”

Section: Theorizing Capabilitiesmentioning

confidence: 99%

“…When generating and defining their own categories, researchers have to develop the capability to explain and justify the reasons for selecting and using specially designated concepts in their theorizing. The use of concepts from Tiếng Việt, for instance, might canvass the social-historical context of their production; what brings forward concepts from Tiếng Việt to be used as theoretical tools for their re-conceptualization; what forces constraint their use as theoretical tools; what challenges they pose by way of critique, and what intercultural intellectual connections their uses advances in the ISL field [16,17]. In Section 3 (Results), the concept of ISL is examined in terms of the conceptual divergences made possible by the Tiếng Việt.…”

Section: Partisanship and Reciprocity In Theorizing International Sermentioning

confidence: 99%

Divergence of Languages as Resources for Theorizing

Nguyễn

2017

Education Sciences

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This paper investigates the potential of conceptual divergences within and between languages for providing intellectual resources for theorizing. Specifically, it explores the role of multilingual researchers in using the possibilities of the plurality of intellectual cultures and languages they have access to for theorizing International Service Learning (ISL). In doing so, this investigation of conceptual divergence within/between languages shows how it is possible for multilingual researchers to extend their capabilities for theorizing; to bring forward possibilities for theorizing ISL in languages other than English; and to potentially bring new perspectives to a field of enquiry which lays claim to being "international". The process of developing the capability for theorizing begins by exploring the divergence in languages of key concepts. In this instance, the analysis focuses on the English concept of "service learning" which is rendered in Tiếng Việt (i.e., Vietnamese language) as ho . c tập phu . c vu . cộng đồng. The analysis of the conceptual divergence represented by these Tiếng Việt concepts opens up insights into ways of developing the capabilities that multilingual researchers have for theorizing. In effect, this paper contributes to the knowledge about the options multilingual researchers have for using their full linguistic repertoire for the purpose of theorizing. The study has significant implications for multilingual education, multilingual research and theorizing ISL in universities which privilege English-only monolingualism.

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Pedagogies of Intellectual Equality

Cited by 6 publications

References 109 publications

Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education

Negotiating Scholarly Identity Through an International Doctoral Workshop: A Cosmopolitan Approach to Doctoral Education

Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

Divergence of Languages as Resources for Theorizing

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