Michael Singh

Western Sydney University · Centre for Education Research

This paper reports on a multi-site case study of work-integrated learning (WIL) in language teacher education. Using learning trajectories as a lens for understanding the connection between the workplace and campus-based learning, this study explores what preservice teachers learn from real-world work experience. The data used for this study compri...

Transcultural doctoral education has become a space to create opportunities for candidates to construct transcultural knowledge from the Global South. Rancière’s ideas about the ignorant schoolmaster and the role of dissensus have created cosmopolitan pedagogies in doctoral education. However, the role of history in transcultural doctoral education...

Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa’s borderlands theory and de Sousa Santo’s theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, ref...

his book has been developed as a resource to support educators at all levels of higher education to design and implement robust curriculum frameworks for global citizenship. It guides readers through a discussion of current policy, theorisation of the global learner and citizen and offers a good practice framework derived from case studies of diver...

In this article, we introduce a time mapping methodology to chart the impact of transcultural and First Nations’ histories, geographies and cultural knowledges on doctoral education. Drawing upon a ‘Southern’, postcolonial-decolonial theoretical framing and extending textual life history methodologies, we argue that time mapping is a visual methodo...

Globalisation of Higher Education—Developing Internationalised Education Research and Practice is a joint initiative of multiple research teams investigating different dimensions of study abroad. This collaboration provided the opportunity to bring together researchers and practitioners working in the area of university internationalisation: Throug...

Within the Anglosphere, globalization is sometimes understood as in terms of Australia, Canada, the USA, and New Zealand engaging the politics and economics of Asia. In what is arguably the second global Asian century, Anglophone nations are confronted with the growing political, economic, and military influence of Asian governments, economies, mig...

Higher education is increasingly focusing on facilitating agentic, outward-looking, globally minded graduates. International mobility experiences are positioned as key to developing these qualities; however, not all students have the inclination, resources, or support to enable them to participate in such experiences. Student surveys reveal that th...

This chapter raises provocative ideas, moving briskly through them inviting engagement in further research and teaching in local/global education policy practice. A new generation of local/global education is warranted if higher education academics and students are to explore the deep fractures in the politics and the economics that are dividing na...

It is no surprise that “mobility education” is a widely contested concept given its privileging of English-only medium of instruction and research. Against this agenda, post-English-only research methodology stimulates learning/earning (l’earning) transformations that advance multilingual mobility education. Specifically, this chapter reports on mu...

The volume of university students travelling overseas has increased rapidly in recent decades. Student flows are asymmetrical: Students from wealthy nations disproportionately study in the Global North, and students from developing economies travel to more industrialized countries, especially English-speaking, to pursue degrees. This pattern, howev...

This chapter describes key elements of a programme designed for service-learning volunteers from China to pursue school-driven research-oriented teacher education through working with largely monolingual English-speaking learners of spoken Chinese. The programme’s aspiration is to research and develop great teaching that inspires students’ learning...

With China being a current global superpower in knowledge production, local educators are responding to the need for school students to learn how to speak Chinese. Localising Chinese reports on research into the professional learning of university graduates from China teaching school students in a largely English-speaking nation. Spoken Chinese was...

This chapter reports on a range of post-monolingual practices used for teaching students how to learn Chinese by teacher-researchers from China. These emergent teachers engage in professional learning through planning how to teach students to learn and use Chinese in their everyday local situations. Demonstrating their knowledge for generating and...

Education research is a vehicle for furthering methods of critical thinking. This chapter provides an overview of the flexible research design employed in this study for producing knowledge about educating teachers capable of localising Chinese to make it learnable. It presents the research plan for studying the professional learning of emergent te...

This chapter describes how emergent teachers’ professional learning was developed through them investigating and implementing the official professional standards for teachers. This programme first started in mid-2008. Specifically, by conducting teacher-research projects, they extended their professional knowledge, educational practices and school...

This chapter develops a three-dimensional framework for post-monolingual education, providing a basis for innovations in teaching monolingual English-speaking school students how to learn Chinese. First, consideration is given to pioneering language teachers in China purposively using English in Chinese lessons to make Chinese learnable for student...

In transplanting Chinese language education around the world, fundamental educational issues concern strategies for effecting its localisation. This chapter describes ways in which teacher-researchers are working to develop locally appropriate pedagogies, curriculum content and modes of assessment. This is preferable to unquestionably adhering to t...

Localising the teaching/learning of Chinese is being made by the globalisation of China. The growing capacity of China in knowledge production warrants teaching school students to use Chinese as a local language. This chapter presents several practical ideas that are worth testing and elaborating in these changing educational circumstances: globali...

This book presents innovative strategies for teaching the Chinese language to English-speaking students around the world, using in-depth research arising from a long-running and successful Chinese language teaching programme in Sydney. Throughout the book its authors emphasise the importance of teaching methods which explore the relevance of Chines...

Purpose The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China. Design/methodology/approach This paper examines English and Chinese language sources, inc...

This book presents innovative strategies for teaching the Chinese language to English-speaking students around the world, using in-depth research arising from a long-running and successful Chinese language teaching programme in Sydney. Throughout the book its authors emphasise the importance of teaching methods which explore the relevance of Chines...

Culture and identity play a significant role in the education of Indigenous and non-Western doctoral students. While a substantial body of literature explores interpersonal communication in doctoral supervision, it remains largely silent about how history impacts on doctoral students' identities and their potential for unique knowledge creation. Th...

The argument advanced in this Special Issue of Education Sciences favors democratizing knowledge production and dissemination across the humanities and social sciences through the mainstreaming of multilingual researchers capabilities for theorizing using their full linguistic repertoire. An important contribution of the papers in this Special Issu...

This paper reports on the ground-breaking research in the study of languages in doctoral education. It argues for democratizing the production and dissemination of original contributions to knowledge through activating and mobilizing multilingual Higher Degree Researchers’ (HDRs) capabilities for theorizing through them using their full linguistic...

There are media and research reports of international students from the People’s Republic of China as being deficient in the capabilities for thinking critically. This paper argues for a shift in the frame for researching their critical thinking, moving the focus from the ethno-national label of “Chinese students” to “multilingual students” and the...

This chapter focuses on South Pacific Ocean researchers’ capabilities for theorising urban education using the concepts, metaphors and images available in the linguistic repertoire of the region's divergent languages. In doing so, this chapter explores four interrelated ways of thinking through urban education within-and-without the South Pacific....

Acknowledging the multilingual capabilities of non-Western Higher Degree Researchers (HDRs) requires implementing educational measures that enable them to pursue high levels of academic proficiency in their languages, especially in terms of theorising. Our theoretic-pedagogical framework for post-monolingual education is directed at deepening and e...

This chapter draws attention to the educational significance of non-Western HDRs’ multilingual shadow work in Anglophone, Western-centric universities. This shadow work involves them making an original contribution to knowledge via intellectual labour that depends on these HDRs’ multilingualism. Non-Western HDRs’ multilingual shadows work circles a...

Through an exploration of educational democracy, this chapter provides practical resources for advancing worldly orientations to internationalising research education. Here, the most important concept is that of intellectual equality (‘zhishi pingdeng’; ‘知识平等’). The presupposition and verification of intellectual equality is integral to declassifyi...

This chapter maps key ideas and pedagogies for worldly orientations to internationalising education. In doing so, it develops insights into non-Western Higher Degree Researchers (HDRs) as intellectual agents through exploring practices of trans-linguistic divergence. Evidence relating to the generation of trans-linguistic divergence, made possible...

This chapter asks: how might non-Western HDRs generate theoretic-linguistic assets that help to conceptualise the worldly orientations to internationalising research education in Anglophone, Western-centric universities? The Anglo-Chinese concept of a ‘dĭngtiān lìdì researcher’ provides an illustration of how non-Western concepts, metaphors and ima...

In this introductory chapter, we provide a breakthrough argument for worldly orientations to internationalising research education as a means of bringing forward non-Western theoretic-linguistic tools, modes of critique and languages. A key aspect of these orientations to internationalising education is invigorating the intellectual strengths of no...

This chapter introduces the Anglo-Chinese concept of ‘xíngzhı̄ research’, a theoretic-linguistic tool that has been informed by, and is now informing, disciplinary change in the direction of worldly orientations to internationalising education. Accordingly, non-Western HDRs are positioned as intellectual agents of xíngzhī research. Many of those wh...

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...

This article examines the different uses of equality in one elite international school in India. We focus on how conceptions of equality can be enrolled into particular scripts of benevolence and gifting through which elite distinctions are constituted and enacted. Our analysis of interviews with students, teachers and parents in the school highlig...

The goal of this chapter is to demonstrate the Anglo-Chinese concept, dǐngtiᾱn lìdì teacher-researchers to illustrate contemporary currents in the relationship between educational globalisation and Anglo-Chinese networking. In scaffolding the co-production of this Anglo-Chinese conceptual tool, we open up possibilities for forming theoretical asset...

Globalization has produced contradictory processes that promote the movement of people and ideas across geographical and epistemological boundaries yet continue to reinforce the dominance of White, Western knowledge production. Intended or not, globalization may yet turn out to be the source of new intellectual labor responsible for generating new...

The retention of learners of Chinese is a key problem in primary and secondary schools in countries where monolingual English-only literacy theories prevail. In the UK, the retention of Chinese language learners is fragile across all levels of schooling (Zhang & Li, 2010). Likewise, in Australia the vast majority of learners of Chinese (some 94 per...

How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication. The concept "making Chinese learnable" and the characters of the language learners are explained in the introducti...

The investigation reported here provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of p...

How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication. The concept “making Chinese learnable” and the characters of the language learners are explained in the introducti...

Australia is a major country of immigration and has a long history of teacher immigration and emigration. This chapter looks at the contemporary Australian teacher labour market and global teacher mobility in Australia. It reviews current trends in permanent and temporary migration to Australia. It then draws on secondary data sources – the Longitu...

In the previous chapter the nature of the testing regime of global teachers in Australia was outlined. This chapter provides a critique of these tests and their Anglo-centric (that is, Northern) bias. Globally mobile teachers generate critiques of tests of their employability. Despite the corrective critiques leading to changes in these particular...

This chapter looks at the experiences of immigrant teachers in Australian schools and Australian communities. Central to this part of the global teacher journey is the racialization (Miles 1993) that they face in schools and communities because of the markers of their ‘immigrant-ness’, or their difference when compared to non-immigrant teachers: th...

Once teachers get accepted as an immigrant they then have to navigate the bureaucratic processes of local education departments before they can get authority to teach. Bourdieu’s concept of capital reconversion is critiqued here. Global teachers have to reconvert their human capital – their teaching qualification and teaching experience gained in a...

Global teachers leave and arrive. This chapter looks at emigrant teachers, that is, Australian-trained teachers who leave to teach in other countries. They are part of the Australian Diaspora. It explores their motivations for teaching in other countries and their experiences in schools and communities overseas. Emigrant teachers experience difficu...

A number of important themes have emerged from this book on global teachers in Australia. The first relates to the global mobility of teachers and the international migration literature. We can predict that more and more teachers will be on the move globally in coming decades, becoming part of what immigration scholars refer to as the process of ci...

This chapter draws on qualitative field work – the interviews and focus groups of immigrant teachers that we conducted in the three Australian states – New South Wales, South Australia and Western Australia – to flesh out our understanding of the immigration history of global teachers in Australia. It explores: their teaching qualifications and glo...

"The promise of Singh and Harreveld is that in breaking down structural barriers in learning, and placing student agency right at the centre of our thinking, a new kind of democratised economy can emerge an economy in which both private good and public good will advance, without the perpetual conflict between them which seems inescapable in the wor...

Making Chinese learnable for beginning second-language learners in English speaking countries is a fragile undertaking. Major pedagogical problems confront Chinese language teaching and learning. Teachers from China lack the necessary education for making Chinese learnable for many students, and in particular lack the knowledge for researching impr...

This is the first book on global teachers and the increasingly important phenomenon of 'brain circulation' in the global teaching profession. A teaching qualification is a passport to an international professional career: the global teacher is found in more and more classrooms around the world today. It is a two-way movement. This book looks at the...

This chapter reviews the international literature on global teachers in countries like the United Kingdom, Canada, the United States of America, China, South Africa, New Zealand, and Pacific Islands and introduces key points of theoretical departure for the study of global teachers. It outlines the methodology underlying the Australian fieldwork wi...

Student mobility is impacting on the transformation of educational work of teachers and the internationalisation of schooling. This chapter considers the demands for learners in schools—the rising generation of workers—to be increasingly mobile.

The idea of brokering capital-friendly l’earning webs rebuffs common-sense views of senior secondary schooling. A concept that links schooling with a money-making career calls for evidence to overturn our sense of schooling as a matter of character and cultural training designed to enhance the social status of students and their families (Hurrelman...

Over the past five decades, we have worked variously in the hospitality, health, building, retail, disability care and education industries. Over the course of our project-driven careers, the forms of work in industries have changed, markedly so in most cases. Our current employers in the education industry expect new flexible patterns of work from...

L’earning is our combination of the words of learning and earning. The concept of deschooling l’earning focuses on the educational transformation of young adults through policies and practices that embrace first-hand experiential pedagogies and curricula (Douglas, 2014). Thus, deschooling l’earning refers to how young adults develop their capabilit...

No one who teaches in senior secondary schools can be ignorant of the disenchanted young adults among whom they work (Hascher and Hagenauer, 2010; Young et al., 1997b). Following Weber (2009) the concept of disenchantment means that schooling provides for young adults’ increasing intellectualisation and rationality, but does not increase their know...

The central proposition explored in this book is that the deschooling of young adults’ l’earning is an important vehicle for transforming, and not just correcting, senior secondary schooling in ways that respond to and express a new spirit of capitalism. A generation or more of government reforms have been designed to mitigate the effects of inequa...

In these turbulent times, like so many others before, systems of classroom-centric schooling are reacting to the local/global forces, connections and imaginings of capital accumulation (Brown et al., 2010; de Lange et al., 2012). The deschooling of schooled leaders is but one expression of this, giving form to network leadership in proactive suppor...

In June 2013, 1.09 million young people (aged from 16 to 24) in the United Kingdom were Not in Education, Employment or Training (NEET) (Office for National Statistics, 2013). Of the total, 53.6 per cent were looking for work and available for work, while the remainder had either given up looking for work or were not available for work due to perso...

Capital-friendly l’earning webs enhance opportunities for young adults to make informed choices to live socially valued lives. Policy actors and governments are responsible for generating policies and practices that help young adults during their senior secondary years to access the partnership-driven projects they need (Tomasevski, 2001; 2005). Th...

The situations today’s young adults confront are complex, uncertain and forever changing. It might be said that not much has changed in this regard, except the degree of complexity, the amount of uncertainty and the rapidity of change. Changes continue to occur in schooling, training and work. Along with this there are marked shifts in unemployment...

This chapter develops a conceptually informed and empirically grounded account of professionals navigating and negotiating media communication skills and carving out spaces for transnational, trans-cultural knowledge production and exchange (Singh, 2009). This chapter is intended to help engineering and IT professionals better understand the ways i...

University/industry partnerships provide a vehicle for synthesizing knowledge from the fields of teachers’ professional learning, higher degree research training and research impact. This analysis outlines a conceptual framework for having a direct research impact on socio-cultural, economic and environmental learning (SEEL). The particular case th...

Can Australian teacher education programs which continue to invest heavily in Euro-American theories produce educators for the twenty-first century, one which is increasingly Asia-centred and China-focused? It is possible to undertake an extensive critique of Australia’s Euro-American centred teacher education programs without privilege, and thereb...

The paper aims to explore the accessibility of the popular Chinese ironical bei-construction to English speakers. It is proposed that deviation from the prototypical or unmarked Chinese bei-passives can help to access the ironic interpretation. Through data analysis, we find that the ironical “bei XX” construction derives from the underlying struct...

A key challenge in the twenty-first century is how to prepare educational researchers for much needed intellectual dialogues between the ‘East’ and ‘West’, as much as ‘North’ and ‘South’, problematic constructions though these are. The research reported in this chapter focuses on how the Western Anglophone system of higher degree research training...

Internationally, the effects of a global financial crisis, technological advances, political instabilities and ongoing environmental issues impact young adults’ transitions from school to work. This complex issue has been addressed through policy frameworks guiding national systems and their institutionalised structuring of education and training....

Editorial comment featured in the Asia-Pacific Journal of Teacher Education February 2012. <br /

To ratify possibilities for worldly linguistic connectivities and critical theorising there is a need to forgo the exclusionary preoccupation with English and Western critical theories. The debates informing the international circulation of Bourdieu’s (1977, 1993, 1999, 2004) ideas provide methodological lessons for moving from critical sociology o...

This chapter develops a conceptually informed and empirically grounded account of professionals navigating and negotiating media communication skills and carving out spaces for transnational, transcultural knowledge production and exchange (Singh, 2009). This chapter is intended to help engineering and IT professionals better understand the ways in...

Ella Shohat and Robert Stam (1994) dedicated their exhilarating study of multiculturalism, Unthinking Eurocentrism: “To our families in Latin America and the Middle East.” They go onto explore the tensions in the unthinking dominance of multiculturalism by issues of identity. They dispute the reification of ethnic identities and people’s imprisonme...

Multiculturalism as a concept is both topical and relevant (Australian Department of Immigration and Citizenship, 2011) as well as being perceived positively and negatively (Lott, 2010; May & Sleeter, 2010; Vertovec & Wessendorf, 2010). The ongoing debates and continuing need to address multicultural education as policy and within classrooms and le...

Chinese is now a global language because of the global flow of Chinese people throughout the world. This development provides an important intellectual basis for engaging in the transnational exchange of Chinese theoretical knowledge. The argument developed here is that learning from international (and migrant) research students from China is a way...

This paper reports an original study into possibilities for internationalising Western doctoral education programmes by engaging the bilingual capabilities international research students use through their informal globally networked learning. This study is situated in the debates over research which centres on learning Western knowledge through En...

Because of the growing presence of research students from China in western research education programs, their research might also make an original contribution to knowledge by engaging Chinese languages and theories. While drawing on Rancière's novel conceptualisations of mute speech and democracy, this article is directed at interrupting the tradi...

Teacher professional learning plays an important role in teaching outcomes and student performance. Teachers who engage in professional learning often find themselves in empowering cycle. Although not all teachers follow this path, those who do benefit from improvements in their teaching. This paper investigates the issue of changes of teacher prof...

International comparative studies and cross-cultural studies of mathematics achievement indicate that Chinese students (whether living in or outside China) consistently outperform their Western counterparts. This study shows that the gap between Chinese-Australian and other Australian students is best explained by differences in motivation to achie...