Multilingualism and Intercultural Communication: Research Findings and Research Paradigms Across the World AREA Presidential Session cosponsored with the World Education Research Associated: Invited Session Colorado Convention Centre, Chair: Luis C. Moll, The University of Arizona.
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Multilingualism and Intercultural Communication: Research Findings and Research Paradigms Across the World
AREA Presidential Session cosponsored with the World Education Research Associated:
Colorado Convention Centre,
Chair: Luis C. Moll, The University of Arizona
Multilingualism andTransformative Knowledge Exchange:Findings from changing ‘Australian’ educational research paradigmsMichael Singh
Centre for Educational Research,
Univeristy of Western SydneyAustralian Association for Research in Education
Research education as transformative
knowledge drives research education
driver of research education
(painting, Koala place, W. Shieh)
I. Transnational flows of knowledge – Australian studies
(painting, The miniature Long March, Qin Ga)
(painting, ‘Light & easy’ Yang Zhenzhong)
II. Practising transformative knowledge exchange
(painting, Dragon or Rainbow Serpent, by Cai Guo-Qiang)
Possess, can access or produce experiential & other forms of knowledge
Context, language, people, debate
Selected expertise, ignorance of students & their knowledge
transfer, reciprocity, fusion, synthesis
democratic assembly, representation & monitoring
Benefits, value, power
Many forms & contradictory elements:
III. Research process = ignorance > knowledge > ignorance
(installation, A book from the sky, by Xu Bing)
types of ignorance:
(installation, ShangART supermarket, Xu Zhen)
IV. Chinese knowledge as theory & problem
(painting Sheep station, W. Shieh)
probe substance of assertions, assumptions and rules governing these knowledge claims:
Singh, M. (2010), Connecting intellectual projects in China and Australia: Bradley’s international student-migrants, Bourdieu and productive ignorance. Australian Journal of Education. 54 (1) 31-45.
Singh, M. (2009), Using Chinese knowledge in internationalising research education: Jacques Rancière, an ignorant supervisor and doctoral students from China. Globalization Societies and Education. 7 (2) 185-201.
Singh, M. & Han, J. (2010), Peer review, Bourdieu and honour: Connecting Chinese and Australian intellectual projects. British Journal of Sociology of Education. 31 (2) 185-198.
Singh, M., & Han, J. (2009), Engaging Chinese ideas through Australian education: Using Chengyu to connect intellectual projects across ‘peripheral’ nations. Discourse: Studies in the Cultural Politics of Education. 30 (4) 397-411.
Thank you from
Michael Singh to participants in this symposium,
and especially to:
ProfessorDr. Ingrid Gogolin, Founding President of the World Education Research Association (http://www.weraonline.org/)
Professor Joanne Reid, President, Australian Association for Research in Education
Australian Research Council for funding Project DP0988108