Migration and decolonising doctoral education through knowledge translation : post-monolingual research, human mobility, and encounters with intellectual cultures

English-medium universities from Australia to the US continue their decades’ old struggles against linguistic diversity. News media report on their complaints about and policing of the multilingual practices of migrant students, including asylum seekers, refugees, childhood arrivals, and international students (Cook & Zhuang, 2019; Wang, 2019). Through rethinking these monolingual/multilingual tensions, this chapter addresses the question of how educators might prioritise, negotiate, and reward students’ uses of their repertoires of languages-and-knowledge to extend their capabilities for post-monolingual research methodologies (PMRM) (Singh, 2017a). The concept “post-monolingual” draws attention to languages, knowledge, and encounters with intellectual cultures through human mobility as being dynamically interwoven rather than static in any fixed way.