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This book seeks for an alternative perspective in analysing
cultural phenomena to supplement the norm of Western dominant
theorising and conceptualisation. It engages notions and concepts
of culture developed by Chinese cultural theorists when addressing
Chinese teachers' cross-cultural experiences in Australian school
settings. This alternative approach acknowledges the fact that the
generation and development of cultural theories is contextually
based. Through the reciprocated theory-data examination, it enables
the arguments: Chinese culture is rooted in its written language
(hanzi) which makes culture inseparable from language teaching; the
core of the culture is linked back to, streamlined with and
continues from China's elongated history; this core has been
consistently influential on these teachers' practices and the
observable cultural shift in them could be non-genuine mimicry for
survival. Document analysis witnesses the current political push
for the culture's stability and continuity through the national
education system across sectors. This book provides background
information for teachers with cultural backgrounds different from
their students', and draws on a bank of practice-based evidence to
suggest ways to enhance teacher-student relationships in
cross-cultural settings.
This book explores pedagogical concepts, metaphors and images of
non-white, non-western researchers and research students on the
inter/nationalization of education. Specifically, this book draws
on the intellectual resources of China and India to explore the
pedagogical dynamics and dimensions of the
localization/globalization of education with non-Western
characteristics. It introduces theoretic-linguistic non-Western
concepts from the Tamil, Sanskrit and Chinese languages for use in
Western, English-only education and redefines the intellectual
basis for internationalising education. Debating whether
'international education' is Western-centric in terms of its
privileging and promotion of Euro-American theoretical knowledge,
this book contends that the internationalisation of Western-centric
education can benefit from the intellectual power and powerfully
relevant theorising performed by non-Western international
students. It formulates a democratic vision for the
internationalisation of education, with the potential to create
transnational solidarity and constitute a forum for mobilising
debates about global knowledge and power structures. It also
provides key tools to use non-Western theoretic-linguistic tools
and modes of critique in research undertaken in Anglophone Western
universities.
This book presents a thought-provoking challenge to mainstream
theories of second language learning. Focusing on Chinese Hanzi, a
self-sufficient meaning-making system that operates via visual
shape and the logic built into its formation, it analyses
'post-lingual' pedagogy. The author examines this 'language beyond
language' or linguistic theories, demonstrating that Hanzi is not
made up simply of arbitrary signs but is the result of a complete
conceptualisation process. In doing so, she creates a conceptual
framework that builds on Hanzi's humanistic spirit of language
learning. This intriguing book will interest students and scholars
of language education, and offers practical advice for those
involved in teaching and learning Chinese as a foreign language.
This book explores pedagogical concepts, metaphors and images of
non-white, non-western researchers and research students on the
inter/nationalization of education. Specifically, this book draws
on the intellectual resources of China and India to explore the
pedagogical dynamics and dimensions of the
localization/globalization of education with non-Western
characteristics. It introduces theoretic-linguistic non-Western
concepts from the Tamil, Sanskrit and Chinese languages for use in
Western, English-only education and redefines the intellectual
basis for internationalising education. Debating whether
'international education' is Western-centric in terms of its
privileging and promotion of Euro-American theoretical knowledge,
this book contends that the internationalisation of Western-centric
education can benefit from the intellectual power and powerfully
relevant theorising performed by non-Western international
students. It formulates a democratic vision for the
internationalisation of education, with the potential to create
transnational solidarity and constitute a forum for mobilising
debates about global knowledge and power structures. It also
provides key tools to use non-Western theoretic-linguistic tools
and modes of critique in research undertaken in Anglophone Western
universities.
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