Post-monolingual critical thinking : transforming multilingual learning through problem-posing education

Michael Singh

Research output: Chapter in Book / Conference PaperChapter

Abstract

The main premise of the argument advanced in this chapter is that intellectual/racial equality constitutes the point of departure for multilingual Higher Degree Researchers (HDRs) interested in helping solve some of the challenges posed by the internationalisation of methods of critical thinking in English. As Vaidya (2016, p. 4) argues, the challenge is that there is a blind spot in educational debates over methods of critical thinking. This blind spot is evident in insensitivity to methods of critical thinking in other languages and in the neglect of contributions to scholarly debates about critical thinking by other intellectual cultures (Lim 2011; Singh & Meng 2011). Likewise, for Raineri (2015) the challenge of privileging methods of critical thinking in English (for example, Riley-Jones 2012) means discouraging consideration of - and ignoring methods of - critical thinking in other languages, and risking the loss of these contributions to study and research in the field of languages education. These are among the many challenges posed by the internationalisation of methods of critical thinking in English (for example, Whatley & Dyck 1999).
Original languageEnglish
Title of host publicationRethinking Languages Education: Directions, Challenges and Innovations
EditorsRuth Arber, Michiko Weinmann, Jillian Blackmore
Place of PublicationU.K.
PublisherRoutledge
Pages36-57
Number of pages22
ISBN (Electronic)9781315107974
ISBN (Print)9781138091580
Publication statusPublished - 2021

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