LEADER 04021nam  22006495  450 
001 9910158842503321
005 20240724103523.0
010   $a9789811020650
010   $a9811020655
024 7 $a10.1007/978-981-10-2065-0
035   $a(CKB)3710000001010993
035   $a(DE-He213)978-981-10-2065-0
035   $a(MiAaPQ)EBC4777476
035   $a(Perlego)3497337
035   $a(EXLCZ)993710000001010993
100   $a20170105d2017      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aPedagogies for Internationalising Research Education $eIntellectual equality, theoretic-linguistic diversity and knowledge chuàngx?n /$fby Michael Singh, Jinghe Han
205   $a1st ed. 2017.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Palgrave Macmillan,$d2017.
215   $a1 online resource (XIX, 250 p. 1 illus.) 
225 1 $aEducation Dialogues with/in the Global South,$x2730-7905
311 08$a9789811020643 
311 08$a9811020647 
327   $aGlossary of Anglo-Chinese concepts -- Chapter 1 Worldy orientations to internationalising research education -- Chapter 2 Pedagogies of intellectual equality -- Chapter 3 Socio-historial basis of Xingzhi research -- Chapter 4 Forming and informing Dintian Lidi researchers -- Chapter 5 Intellectual agents of trans-linguistic divergence -- Chapter 6 Post-monolingual education -- Chapter 7 Moving multilingual intellectual labour out of the shadows.
330   $aThis book explores pedagogical concepts, metaphors and images of non-white, non-western researchers and research students on the inter/nationalization of education. Specifically, this book draws on the intellectual resources of China and India to explore the pedagogical dynamics and dimensions of the localization/globalization of education with non-Western characteristics. It introduces theoretic-linguistic non-Western concepts from the Tamil, Sanskrit and Chinese languages for use in Western, English-only education and redefines the intellectual basis for internationalising education. Debating whether ?international education? is Western-centric in terms of its privileging and promotion of Euro-American theoretical knowledge, this book contends that the internationalisation of Western-centric education can benefit from the intellectual power and powerfully relevant theorising performed by non-Western international students. It formulates a democratic vision for the internationalisation of education, with the potential to create transnational solidarity and constitute a forum for mobilising debates about global knowledge and power structures. It also provides key tools to use non-Western theoretic-linguistic tools and modes of critique in research undertaken in Anglophone Western universities.
410  0$aEducation Dialogues with/in the Global South,$x2730-7905
606   $aInternational education
606   $aComparative education
606   $aComparative linguistics
606   $aAsia$xLanguages
606   $aLinguistics
606   $aInternational and Comparative Education
606   $aComparative Linguistics
606   $aAsian Languages
606   $aTheoretical Linguistics / Grammar
615  0$aInternational education.
615  0$aComparative education.
615  0$aComparative linguistics.
615  0$aAsia$xLanguages.
615  0$aLinguistics.
615 14$aInternational and Comparative Education.
615 24$aComparative Linguistics.
615 24$aAsian Languages.
615 24$aTheoretical Linguistics / Grammar.
676   $a370.116
676   $a370.9
700   $aSingh$b Michael$4aut$4http://id.loc.gov/vocabulary/relators/aut$0973667
702   $aHan$b Jinghe$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910158842503321
996   $aPedagogies for Internationalising Research Education$92540209
997   $aUNINA