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Pedagogies for internationalising research education = intellectual equality, theoretic-linguistic diversity and knowledge Chuangxin /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Pedagogies for internationalising research education/ by Michael Singh, Jinghe Han.
Reminder of title:	intellectual equality, theoretic-linguistic diversity and knowledge Chuangxin /
Author:	Singh, Michael.
other author:	Han, Jinghe.
Published:	Singapore :Springer Singapore : : 2017.,
Description:	xix, 250 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Critical pedagogy. -
Online resource:	http://dx.doi.org/10.1007/978-981-10-2065-0
ISBN:	9789811020650

Pedagogies for internationalising research education = intellectual equality, theoretic-linguistic diversity and knowledge Chuangxin /
Singh, Michael.

Pedagogies for internationalising research educationintellectual equality, theoretic-linguistic diversity and knowledge Chuangxin /[electronic resource] :by Michael Singh, Jinghe Han. - Singapore :Springer Singapore :2017. - xix, 250 p. :ill., digital ;24 cm. - Education dialogues with/in the global south. - Education dialogues with/in the global south..

Glossary of Anglo-Chinese concepts -- Chapter 1 Worldy orientations to internationalising research education -- Chapter 2 Pedagogies of intellectual equality -- Chapter 3 Socio-historial basis of Xingzhi research -- Chapter 4 Forming and informing Dintian Lidi researchers -- Chapter 5 Intellectual agents of trans-linguistic divergence -- Chapter 6 Post-monolingual education -- Chapter 7 Moving multilingual intellectual labour out of the shadows.

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.

ISBN: 9789811020650

Standard No.: 10.1007/978-981-10-2065-0doiSubjects--Topical Terms:

558797
Critical pedagogy.

LC Class. No.: LC196 / .S56 2017

Dewey Class. No.: 370.115

Pedagogies for internationalising research education = intellectual equality, theoretic-linguistic diversity and knowledge Chuangxin /
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520 $a 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.
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