Curriculum and transnational student spaces : discourses of identity and representation amongst Chinese transnational students in Australia

![CDATA[The paper examines the implications of critical ethnography for curriculum in studies on transnationalism and the internationalization of higher education. It suggests that as universities in Australia are being integrated into the new global system of transnationalism in higher education, particularly with students from the Asian subcontinent, there is a need for re-strategizing in universities in the areas of curriculum and pedagogy to enable transnational learning communities and generate and sustain empowering knowledge networks. There are three main sections to the paper. The first section of the paper focuses on the conceptual framework for the paper by citing the works of James Clifford (1997). The second section examines the intemationalisation of higher education in Australia with an analysis based on interviews with transnational students from the People's Republic of China. The fmal section provides practical conceptual resources for making innovations in education policies, pedagogies and politics through the internationalisation of higher education.]]