株式会社極東書店トップ ＞ 商品一覧 ＞ Pedagogies for Internationalising Research Education : Intellectual Equality, Theoretic-Linguistic Diversity and Knowledge Chuangxin.
商品詳細
Pedagogies for Internationalising Research Education : Intellectual Equality, Theoretic-Linguistic Diversity and Knowledge Chuangxin.
・ISBN 978-981-10-2064-3 hard
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| 著者・編者 | Singh, Michael / Han, Jinghe, |
|---|---|
| シリーズ | Education Dialogues with/in the Global South |
| 出版社 | (Palgrave Macmillan, UK) |
| 出版年月 | 2016 |
| ページ数 | viii, 245 pp. |
| 言語 | ENG |
| ニュース番号 | ＜635-L2041 635-L2412＞ |
解説
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.
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.