Against Asia-centric methods : Australia-China theoretic-linguistic knowledge co-production

Michael Singh

    Research output: Chapter in Book / Conference PaperChapter

    7 Citations (Scopus)

    Abstract

    This chapter offers many significant insights about the challenging possibilities for transcultural knowledge co-production. To do so, this study presents findings from Australia-China knowledge co-production made possible via the Research Oriented, School-Engaged Teacher-Researcher Education (ROSETE) curriculum at the University of Western Sydney. The first section of this chapter interrogates key insights from Chen’s (2010) work, contributing to the debates over his questionable claims for Asia-centric methods. In situating this curriculum within the important debates relating to Chen’s work, I aim to further our work of reconstituting the scholarly disputation within the field of internationalizing (Euro-American) education. Following an exploration of the challenging possibilities for Australia-China theoretic-linguistic knowledge co-production, the key analysis section is grounded in the data from ROSETE curriculum. The analysis has been structured to clearly address a series of interrelated curriculum questions (Lin, 2012).
    Original languageEnglish
    Title of host publicationAsia as Method in Education Studies: A Defiant Research Imagination
    EditorsHongzhi Zhang, Philip Wing Keung Chan, Jane Kenway
    Place of PublicationU.K.
    PublisherRoutledge
    Pages144-162
    Number of pages19
    ISBN (Electronic)9781315767505
    ISBN (Print)9781138785960
    Publication statusPublished - 2015

    Keywords

    • Asia
    • Australia
    • China
    • education
    • educational change
    • international education
    • research

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