Multicultural international mindedness : pedagogies of intellectual e/quality for Australian engagement with Indian (and Chinese) theorising

![CDATA[This paper addresses challenges for Australian multicultural education in the ‘Asian Century’. It explores the disconnection between Australian multiculturalism and international mindedness in terms of educational policies, programs and pedagogies. In doing so, it contributes to the development of the significant concepts of multicultural international mindedness and pedagogies of intellectual e/quality. To advance its argument, this paper also introduces the concepts of ‘Eurocentric multiculturalism’, ‘Asia illiterate multiculturalism’, ‘AA rated multiculturalism’ and ‘multicultural international absent mindedness’. Developed through and against these concepts, ‘multicultural international mindedness’ is used to interrogate the silence of Australian universities with respect to engaging the non-Western intellectual assets accessible to bi- or multilingual students from non-Western countries. The concept, ‘pedagogies of intellectual e/quality’ provides practical strategies to deal with this gap in Australian research education and thus help realise an Australian multicultural international mindedness. this means redefining the internationalisation of Australian education in terms of producing worldly linguistic and theoretical connectivity, which is seen as a necessary feature of Australian multicultural im/permanence in the ‘Asian Century’. By presenting a novel provocation to thinking about pedagogies that focus on multiculturalism in terms of its im/permanence, absent/mindedness and in/equality, this paper brings renewed significance to the cultural politics of Australian educational research – and research education.]]