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This article begins with the proposition that inter-and transdisciplinarity offer an important methodological grounding for collaborative HE research addressing complex agendas such as HE internationalization. Internationalization acts as a figure for the 'troubled' nature of higher education; hence we begin with the larger problem, discussing the current crises of disciplinary knowledge as the background question. We set out a framework for understanding and conceptualizing interand transdisciplinarity as a meta-theoretical approach that problematizes reductive and disciplinary approaches, in favour of research and analytical strategies which can work with, and across, differences. To work further through and operationalize different possibilities offered by interand transdisciplinary approaches to HE internationalizations, we discuss the use of tools such as social cartography to do 'bridging work' across different disciplinary and theoretical backgrounds

The article analyses ethnographic data from the study of the home literacy practices of two immigrant families, a Lebanese-Muslim and a Chinese family. It explores the experiences of the immigrant families as they blend the pedagogical practices and behaviours of their own cultures with those of the mainstream culture to ensure academic success in dominant literacies. Data reveal that for the families in this study, the acquisition of mainstream literacies was dependent on adult members selectively acquiring and transmitting what Bourdieu calls 'the instruments of appropriation' needed to access mainstream literacies.Cet article analyse les données ethnographiques de l'étude des pratiques d'alphabétisation à domicile de deux familles d'immigrants, une famille Libanaise musulmane et une famille Chinoise. Il explore les expériences des familles d'immigrants alors qu'ils mélangent les pratiques pédagogiques et les comportements de leur propre culture avec ceux de la culture dominante pour assurer la réussite scolaire en alphabétisation traditionnelle. Les données révèlent que, pour les familles de cette étude, l'acquisition de l'alphabétisation de la culture dominante dépendait de la capacité des membres adultes à acquérir et à transmettre ce que Bourdieu appelle «l'appropriation des instruments» nécessaire pour accéder à l'alphabétisation de la culture dominante.

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