Interrupting the Uneven Transfer in Critical Theorising Between

Interrupting the Uneven Transfer in Critical Theorising between Western and Eastern Education: A Study of Pedagogies for the Transnational Knowledge Exchange of Critique and Criticality Lalitha Lloyds Graduate Certificate in Research Commercialisation (2011) University of Technology, Sydney Postgraduate Certificate in Teaching English for Speakers of Other Languages (TESOL) (2005) Macquarie University, Sydney Master of Philosophy (English, 1997) Madurai Kamaraj University (Madurai, India) Master of Arts (English, 1995) Jyoti Nivas College, Bangalore University (Bangalore, India) Bachelor of Arts (English, Psychology & Sociology, 1993) Jyoti Nivas College, Bangalore University (Bangalore, India) A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education September 2012 Centre for Educational Research University of Western Sydney STATEMENT OF AUTHENTICATION I declare that, except where due acknowledgement has been made; the research presented in this thesis is my own work. I hereby declare that I have not submitted this material in any form either in full or in part for another degree at any university or other institution. Information derived from the published or unpublished work of others has been acknowledged in the text and in the list of references that is provided. ...................................... Lalitha Lloyds TABLE OF CONTENTS TABLE OF CONTENTS ....................................................................................................................... i LIST OF TABLES ................................................................................................................................. x LIST OF FIGURES ............................................................................................................................. xii LIST OF ABBREVIATIONS AND ACRONYMS .......................................................................... xiii ABSTRACT .......................................................................................................................................... xv BIOGRAPHY .................................................................................................................................... xxiv GLOSSARY OF KEY TERMS ........................................................................................................ xxv AUTHOR’S PUBLICATIONS AND PRESENTATIONS ........................................................... xxvii CHAPTER 1: PROBING PEDAGOGICAL POSSIBILITIES FOR MULTIDIRECTIONAL INTELLECTUAL ENGAGEMENT WITH NON-WESTERN MODES OF CRITIQUE IN AUSTRALIAN TEACHER EDUCATION ....................................................................... 1 1.1 INTRODUCTION ............................................................................................................................ 1 1.2 RESEARCH PROBLEM .................................................................................................................. 4 1.3 RESEARCH QUESTIONS............................................................................................................... 6 1.4 DEFINITION OF KEY TERMS ...................................................................................................... 7 1.5 ASIAN KNOWLEDGE OF CRITIQUE AND CRITICALITY, ITS MISRECOGNITION AND ENGAGEMENT: AN OVERVIEW OF RECENT LITERATURE .................................................... 16 1.5.1 Misrecognition and non-acknowledgement of Asian education research candidates’ and Asian educators’ critical theoretical assets in Western, Anglophone teacher education .............. 17 1.5.2 Recognition and engagement with non-Western modes of critique as theoretical tools ...... 18 1.6 TRANSNATIONAL BLENDING OF CRITICAL THEORETICAL TOOLS: INTELLECTUAL CONTEXT ............................................................................................................................................ 20 1.7 OVERVIEW OF RESEARCH METHODLOGY AND METHODS ............................................. 20 1.8 THESIS STATEMENT ................................................................................................................... 22 1.9 OVERVIEW OF THE THESIS ....................................................................................................... 23 CHAPTER 2: NON-WESTERN MODES OF CRITIQUE, THEIR MISRECOGNITION AND POSSIBILITIES FOR ENGAGEMENT IN AUSTRALIAN TEACHER EDUCATION: A REVIEW OF RECENT RESEARCH LITERATURE ................................................... 27 2.1 INTRODUCTION .......................................................................................................................... 27 i 2.2 MISRECOGNITION OF NON-WESTERN MODES OF CRITIQUE IN WESTERN EDUCATION ....................................................................................................................................... 28 2.2.1 The Western academy’s response to engaging with non-Western modes of critique .......... 31 2.2.1.1 Criticisms of Chinese reticence in Canadian classrooms and misrecognition of their modes of critique ....................................................................................................................... 31 2.2.1.2 Misrecognition of Chinese students’ names ................................................................. 32 2.2.1.3 Non-recognition of international students as bilingual ................................................. 33 2.2.1.4 Western stereotypes about non-Western students’ capacity for critique ...................... 34 2.2.1.5 Re-addressing Western epistemic ignorance ................................................................ 35 2.2.2 Euro-American intellectual hegemony ................................................................................ 38 2.2.3 The power of English in intellectual communication .......................................................... 38 2.3 RECOGNITION AND ENGAGEMENT WITH HOMELAND MODES OF CRITIQUE AND CRITICALITY IN AUSTRALIAN TEACHER EDUCATION .......................................................... 40 2.3.1 Engaging Chinese modes of critique in Australian teacher education ................................. 40 2.3.2 Gaining admittance into the international community of scholars via double knowing ...... 41 2.3.3 Trilingual multicompetence ................................................................................................. 43 2.3.4 Intellectual transformations of international students .......................................................... 43 2.3.5 Internationalisation of doctoral education ............................................................................ 44 2.4 The power of bi-/multilingualism ................................................................................................... 52 2.5 Connecting with homeland knowledge networks ........................................................................... 54 2.6 AUSTRALIAN TEACHER EDUCATION POLICIES AND POSSIBLE ENGAGEMENT WITH NON-WESTERN INTELLECTUAL TRADITIONS .......................................................................... 55 2.7 CONCLUSION ............................................................................................................................... 61 CHAPTER 3: TRANSNATIONAL BLENDING OF THEORETICAL CONCEPTS: (RE)FRAMING BOURDIEU, SEN AND SINGH ............................................................... 63 3.1 INTRODUCTION .......................................................................................................................... 63 3.2 BOURDIEU’S CONCEPTS OF NON-ENGAGEMENT AND MISRECOGNITION OF IMMIGRANT KNOWLEDGE............................................................................................................. 67 3.2.1 Doxa ..................................................................................................................................... 67 3.2.2 Orthodoxy ............................................................................................................................ 70 3.2.3 Heterodoxy ........................................................................................................................... 72 ii 3.2.4 Cultural capital ..................................................................................................................... 73 3.2.5 Re-production of Western modes of critique ....................................................................... 75 3.2.6 Misrecognition of non-Western modes of critique .............................................................. 76 3.3 SEN’S CONCEPTUALISATION OF NON-ENGAGEMENT AND MISRECOGNITION OF IMMIGRANT KNOWLEDGE............................................................................................................. 77 3.3.1 Euro-American perceptions of non-Western modes of critique Sen (2006) ........................ 78 3.3.1.1 Exoticist approach ......................................................................................................... 78 3.3.1.2 Magisterial approach ..................................................................................................... 78 3.3.1.3 Western Curatorial Approach ....................................................................................... 79 3.4 SINGH’S CONCEPTUALISATION OF RECOGNITION AND ENGAGEMENT OF NON- WESTERN MODES OF CRITIQUE ................................................................................................... 80 3.4.1 Double knowing ..................................................................................................................

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