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

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).