Urban Education Across the Post-colonial, Post-Cold War South Pacific: Changes in the Trans-national Order of Theorising

Singh, Michael

doi:10.1007/978-3-319-40317-5_49

Cited by 3 publications

(4 citation statements)

References 45 publications

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“…The evidence, concepts, and arguments considered in this paper give warrant for researching pedagogies that are informed by post-monolingual education [8,77,88]. Recognizing that students' multilingual capabilities exist in tension with English-only monolingualism, including its labels, categories and hierarchies, opens up possibilities for researching modes of critical thinking in Zhongwen and ways of using trasnlanguaging practices to extend students' capabilities for using modes of critical thinking in English [7].…”

Section: Discussionmentioning

confidence: 99%

“…Thus, this paper explores the claims made against university students from China through reference to their capabilities for speaking two or more languages. In doing so, this study opens up possibilities for future research into the post-monolingual education for their capabilities for critical thinking [8]. To do so, the students are not labeled "Chinese students" as is the taken for granted practice in both media and scholarly debates.…”

Section: Introductionmentioning

confidence: 98%

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Debating the Capabilities of “Chinese Students” for Thinking Critically in Anglophone Universities

Singh

2017

Education Sciences

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There are media and research reports of international students from the People's Republic of China as being deficient in the capabilities for thinking critically. This paper argues for a shift in the frame for researching their critical thinking, moving the focus from the ethno-national label of "Chinese students" to "multilingual students" and their full linguistic repertoire. This opens up possibilities for exploring definitions of modes of critical thinking in Zhongwen (the official language of China) and English, and the importance of critical thinking in higher education in Australia, China and elsewhere. Attention then turns to constructions of "Chinese students" as uncritical, with explanations for their learning deficit including poor English language proficiency, lack of relevant knowledge, inappropriate assessment and deficiencies in China's educational system. This paper concludes by suggesting research into post-monolingual education may find a theoretic-pedagogical framework that sees multilingual students use their full linguistic repertoire to develop modes of critical thinking while dealing with the tensions posed by English-only monolingual education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Debating the Capabilities of “Chinese Students” for Thinking Critically in Anglophone Universities

Singh

2017

Education Sciences

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“…The concept of theoretic-linguistic tools reinforces the point that both theory and theorizing are expressed in languages. Thus, multilingual HDRs use theoretic-linguistic tools for analytical purposes and to declassify the division of intellectual labor which assigns theory to English, and data to other languages [42]. Ontologically, research-driven production of knowledge is necessarily conducted in a specific language.…”

Section: Current Research Informing Post-monolingual Research Methodomentioning

confidence: 99%

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

Singh

2017

Education Sciences

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This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers' (HDRs) capabilities for theorizing through them using their full linguistic repertoire. This paper contributes to this study's development of post-monolingual research methodology which provides a theoretic-pedagogical framework for multilingual HDRs (a) to use their full linguistic repertoire in their research; (b) to develop their capabilities for theorizing and (c) to construct potentially valuable theoretical tools using metaphors, images, concepts and modes of critique. This paper is based on a longitudinal program of collaborative research whereby monolingual Anglophone and multilingual HDRs jointly developed their capabilities for theorizing through producing Anglo-Chinese analytical tools, and the associated pedagogies for using their languages in doctoral research. This longitudinal research program has been undertaken in the field of doctoral education to further a defining feature of democracy, namely linguistic diversity. This research has been conducted with the aims of promoting the multilingualism of Australian universities and activating linguistic communities of scholars to use their full linguistic repertoire in their research. The main finding arising from this program of research has been the development of post-monolingual research methodology which (a) uses the divergences within and between languages to undertake theorizing and (b) in co-existence with the tensions posed by monolingualism, especially the insistence on using extant theories available in only one language. Doctoral pedagogies of intellectual/racial equality provide multilingual HDRs with insights into the debates about the geopolitics governing the use of languages in the production and dissemination of theoretical knowledge and the capabilities for theorizing. Often, from an English-only monolingual mindset, difference and divergence are seen as a recipe for deficits and dissonance. However, this paper challenges such mistaken beliefs by showing that multilingual HDRs can deepen and extend their capabilities for theorizing by using their own linguistic repertoires. Post-monolingual research methodology is to be of enormous benefit to multilingual researchers and scholars engaged in intellectual labor in predominantly English-only monolingual universities.

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“…These zones may be virtual or physical. Within these zones, when Hebrew meets English, the default response seems to be to create a division of labour in which data collected in Hebrew will be reported, using the English theoretical framework [22]. Singh [4] in referring to Illich's work [23] described the process by which academics' usage of their full linguistic repertoire to support their contributions to knowledge, is kept unrecognized and un-acknowledged, as 'multilingual shadow work' (p. 2).…”

Section: Translanguaging Processes At the Contact Zone Between The Anmentioning

confidence: 99%

‘Chinuch Mashlim’—Losses and Displacements at the Contact Zone between English and Hebrew: Transcending Monolingual Boundaries

2017

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This conceptual article investigates the losses and displacements taking place at the contact zone between English and Hebrew. The study focuses on one Hebrew term 'chinuch mashlim' [complementary education in Hebrew] and its relationships with its equivalent English term 'informal education'. By applying a theoretic-linguistic analysis process, the study traces the socio-historical-political meanings of 'chinuch mashlim' and relates this theoretical construct to its English counterpart, 'informal education'. Examination of the relationships between the two terms at their contact zone reveals a strong English dominancy which creates a barrier for researchers in the field to use their full linguistic repertoire. The analysis reveals that the monolingual 'informal education' research does not create permeable boundaries that allow valuable knowledge to transcend from Hebrew to English.

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Urban Education Across the Post-colonial, Post-Cold War South Pacific: Changes in the Trans-national Order of Theorising

Cited by 3 publications

References 45 publications

Debating the Capabilities of “Chinese Students” for Thinking Critically in Anglophone Universities

Debating the Capabilities of “Chinese Students” for Thinking Critically in Anglophone Universities

Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education

‘Chinuch Mashlim’—Losses and Displacements at the Contact Zone between English and Hebrew: Transcending Monolingual Boundaries

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