Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

Autor/inn/en	Choy, Sarojni; Singh, Parlo; Li, Minglin
Titel	Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies
Quelle	In: Education Sciences, 7 (2017), Artikel 19 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Doctoral Programs; Foreign Students; Universities; Foreign Countries; Asians; Enrollment Trends; Educational Policy; Student Needs; International Education; Global Education; Multicultural Education; Educational Principles; Code Switching (Language); Criticism; Educational Practices; Cultural Differences; Cultural Background; Graduate Students; Cross Cultural Studies; Australia + Suchen Sie Ihr Suchwort? Doktorandenprogramm; University; Universität; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Politics of education; Bildungspolitik; Internationale Erziehung; Globales Lernen; Multikulturelle Erziehung; Bildungsprinzip; Kritik; Bildungspraxis; Kultureller Unterschied; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cultural comparison; Kulturvergleich; Australien
Abstract	Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01