Worldly critical theorizing in Euro-American centered teacher education? Preparing bilingual teacher-researcher theorists for the twenty-first century

Can Australian teacher education programs which continue to invest heavily in Euro-American theories produce educators for the twenty-first century, one which is increasingly Asia-centred and China-focused? It is possible to undertake an extensive critique of Australia's Euro-American centred teacher education programs without privilege, and thereby reproducing this agenda. Moving beyond the limitations of this negative moment, this chapter presents a positive move in critique through a meta-analysis of the educational principles and pedagogies for preparing bilingual teacher-researcher theorists for making worldly linguistic conectivities and critical theorizing. The focus is on doing so here and now; not deferring into the distant future. The review of the research literature, that is the historical developments in this field, indicates that despite assertions to the contrary, there is little evidence of the joining together of Western and non-Western critical theorizing in Australian teacher education. For this reason the methodology of educational research for critique is employed in this meta-analysis of the educational principles and pedagogics of Research Oriented School-based Eurasian Teacher Education (ROSETE) Partnership. The educational principles proposed in this chapter include intellectual equality, declassifying the theory/data divide that privileges Euro-American critical theorizing over the rest; the presupposition of intellectual e/quality, and the verification of intellectual equality. Pedagogics for worldly linguistic connectivities and critical theorizing concern what teacher-researchers from China can do, can say, and can be in Australia.