Localising/internationalising teacher education with anglo-chinese theoretic-linguistic characteristics: Producing dǐngtiᾱn lìdì teacher-researchers

The goal of this chapter is to demonstrate the Anglo-Chinese concept, dǐngtiᾱn lìdì teacher-researchers to illustrate contemporary currents in the relationship between educational globalisation and Anglo-Chinese networking. In scaffolding the co-production of this Anglo-Chinese conceptual tool, we open up possibilities for forming theoretical assets to reframe the localisation/internationalisation of White, Western Anglophone teacher education. Conceptualising non-White, non-Western students as theoretic-linguistic agents of intellectual connectivity brings to the fore a richer, more sophisticated understanding of their capabilities in the context of superdiversity (Vertovec, Ethnic Racial Stud, 30(6): 1024–1054, 2007). Moreover, the co-production of such analytic tools interrupts the dichotomy of the ‘West’ as theoretical source and the ‘East’ as data mine.