Globalization_La_省略_hina_CenteredEra_MichaelSingh.docx

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1、Globalization, Languages, Knowledge: Australian Teacher-Researcher Education in a China-Centered Era Michael Singh and Jinghe Han University of We stern Sydney, Sydney, Australia Email: m.j.singhuws.edu.au andj.hanuws.edu.au Abstract This paper reports a case study of an Australia/China community ca

2、pacity building project which is stimulating the teaching and learning of Chinese language and culture in Australian schools. The Research Oriented School-based Eurasian Teacher Education (ROSETE) Partnership works to make Chinese leamable for second language learners in Australian schools. The ROSE

3、TE Partnership is a sustained program of teacher-researcher education support by volunteer university graduates from China. Four issues are addressed: the relevant literature, advancing the concept of educational research for Sino-Australian critique, providing an analysis of key features of the ROS

4、ETE Partnership, and discussing educational globalization with Sino-Australian theoretic-linguistic characteristics. Keywords educational globalization; Chinese theoretic-linguistic characteristics; teacher-researcher education; Educational research for Sino-Aus 仕 alian critique; Dingtian Lidi Resea

5、rch (顶天立地的科石开） Introduction This paper is animated by questions concerning the educational globalization with Sino-Australian characteristics, a concept that is salient to better understanding and improving Australia/China educational relations (Singh, 2009; 2010; 2011a). The literature review is fr

6、amed as an exploration of educational globalization with Chinese characteristics, and explores the challenges confronting educational globalization with Chinese linguistic and theoretical characteristics. The Research Oriented School-based Eurasian Teacher Education (ROSETE) Partnership, an Australi

7、a/China community capacity building project, works to counter these challenges, in particular through the methodology of educational research for Sino-Australian critique. The data analysis presents key findings regarding the ROSETE Partnership which is working to generate interest in learning Chine

8、se as a second language within Australian primary and secondary schools through a sustained program of support by volunteer teacher-researchers from China. The final section of this paper discusses how this effort contributes to the educational globalization with Sino-Australian theoretical characte

9、ristics. Educational Globalization with Chinese Characteristics Educational reforms in Australia and many other countries share many of the characteristics of educational reforms in China (Probyn, 2012). The curriculum is being re-oriented to focus on knowledge and skills that are perceived as requi

10、site for globalized knowledge and information-saturated economies. In Australia this means learning Asian languages such as Chinese. Just as universities in China are working to develop innovative and creative research graduates to compete internationally, so too are other countries. The government

11、of China is increasing its investment in research to the level of the USA. As a percentage of the gross domestic product, China investment in research and development is near to outpacing that of the European Union. China is on track to join the Americans and Europeans as a global leader in research

12、 and innovation (Mohrman, 2008). 590 Educational Globalization with Chinese Linguistic Characteristics Governments in Australia, Canada and the UK have language education policies and programs that recognize global multilingualism and the need for the rising generations of citizens to learn new lang

13、uage skills. For instance, Zhang and Li (2010, p. 87) report, uthe Chinese and British governments signed a collaboration agreement on the promotion of Chinese and English language learning and teaching in China and the UK. Zhang and Li (2010) analyzed the challenges to the current provision of CLT

14、in the UK, explaining its background and characteristics. The key problem in the UK is that 44most Chinese language teachers are native speakers sic but many lack the necessary training in Chinese and language teaching (Zhang & Li, 2010, p. 97). Their approach to teaching makes “Chinese difficult to

15、 learn, students also find it less rewarding”（ Zhang & Li, 2010, p. 92). A similar situation exists in Canada where the teachers and available textbooks do not engage childrens multiple worlds (Curdt-Christiansen, 2008). In China itself, there is increasing recognition that improvements in Chinese l

16、iteracy education needs to be driven by the interests of children through valuing of students, experiential knowledge (Liu, 2005). In Britain the teachers use teaching methods and materials that are designed from the point of view of the Chinese language itself rather than the needs of the learners”

17、 (Zhang & Li, 2010, p. 93). Consequently， beginning second language learners “are made to feel that Chinese is inaccessible and impossible to leam”（ Zhang & Li, 2010, p. 93). These problems provide no grounds for marginalizing or excluding Chinese theoretical knowledge when considering ways of resea

18、rching ways of making Chinese learnable to second language learners in Anglo-phone nations. The pedagogical emphasis from the transmission to the construction of knowledge makes creative thinking a key focus, for which educational globalization with Chinese theoretical characteristics is seen as hav

19、ing a potentially significant role. Educational Globalization with Chinese Theoretical Characteristics There are mounting critiques of globalization with Euro-American characteristics, and the assumption that educational progress involves the rest (periphery) emulating the West (center) (Gunaratne,

20、2009; Qin, 2007). Liu and Fang (2009, p. 408) report that in China the proliferation of change and innovation in education 4thas been criticized as being overtly driven by Western theories, and too far removed from actual school and classroom practice.” In Australia and elsewhere, scholars are also

21、concerned about the hegemony of Euro-American critical theories (Connell, 2007; Davies, 2007; Singh & Huang, 2012; Singh & Meng, 2011). For instance, Connell (2007) argues for making theoretically-driven connections across the global South. However, while Chinese critical theorizing is not addressed

22、 by Connell, there are several problems with this particular argument. First, by limiting the timeframe for this analysis to contemporary global knowledge flows, Connell (2007) does not explore the centuries of alternating knowledge flows between South/North and East/West (Clarke, 1997; Hobson, 2004

23、). Increased attention needs to be given to the Chinese concepts already built into Western theories, and vice versa (Bilgin, 2008; Clarke, 1997; Wolin, 2010). Second, Connell does not employ any Southern theoretical tools to advance the argument for creating South/South theoretical projects. Thus,

24、while Connell (2007) advocates intellectual engagement in South/South critical theorising, the argument is made by reproducing the occlusion of non-Western critical theoretical tools in advancing this important proposition. This absence undermines the robustness of Connells argument. 591 Internation

25、ally, there is scope for educational researchers to produce knowledge about teaching Chinese for second language learners, especially in Anglophone nations. The Research Oriented School-based Eurasian Teacher Education (ROSETE) Partnership is working to make substantial innovative contributions in t

26、his regard. Educational Research for Sino-Australian Critique The ROSETE Partnership has been thoughtfully and tactfully designed to produce teacher-researchers and research-based knowledge that together contributes to the debates about what is the appropriate pedagogical, curricula and technologica

27、l knowledge required for teaching Chinese with Sino-Australian characteristics. The principle research topics for both research candidates and the researcher educators working on the ROSETE Partnership are: 1. Using Chinese theoretic-linguistic tools to contribute to internationalising Australian te

28、acher education and educational research. 2. Deepening and extending Chinese research students? capabilities for critical theorizing 3. Designing modes of research and research education that have as their primary directly impact on improving Australian students? second language learning. 4. Advanci

29、ng partnership-driven research-oriented, school-based Eurasian teacher education 5. Making Chinese learnable for Australian second language learners to improve their knowledge of the Chinese language and modem China As these research topics imply, research methodology is an object of a struggle. The

30、 stance that educational researchers take on what orientations to educational research and to the teacher-researcher education of students is a focus of continuing intellectual struggle. Designed Research Impact Methodologically, the ROSETE Partnership designs modes of research and research educatio

31、n that have as their primary focus making a direct impact on improving Australian students? second language learning. Such deliberate and deliberative interventions in education through the research process are called designed research impact (Singh, 2012). This mode of research builds on the tradit

32、ions of teachers-as-researchers. The method of designed research impact5 is used in educating the Ningbo Volunteers to purposefully build into their research projects a primary focus on making Chinese learnable so as to improve students, second language learning. Designed research impact5 means crea

33、ting various forms research-driven interventions, which aim to improve students5 learning, in this instance specifically the teaching Chinese with Sino-Australian characteristics. The intention is to produce a theoretic-pedagogical framework for second language education. In part this asks what are

34、the characteristics of teaching that make Chinese learnable, and thus a rewarding educational experience for second language learners in Australia. Accordingly, the Ningbo Volunteers are introduced to educational research for critique. Educational Research for Critique As self-determining intellectu

35、al agents, the Volunteers are also invited to engage Chinese critical theoretical assets in the critical analyses they undertaken in their theses (Singh & Han, 2009; 2010). Educational research for critique asks them to interrupt the hegemony of Euro-American critical theorizing and the monolingual,

36、 English-only linguistic hierarchy. In other words, the ROSETE Partnership is interested in those practices of Chinese/English bilingualism and critical theorising using 592 Chinese conceptual tools that set the stage for educational globalization with Sino-Australian theoretic-linguistic characteri

37、stics. Methodologically, what is at stake in the ROSETE Partnership is verifying the presupposition that the Volunteers from China can engage Chinese modes of critique and critical theoretical assets in their theses. This is an important aspect of the methodology of the ROSETE Partnership which invo

38、lves a re-staging of what otherwise is limited by the global knowledge hierarchy which privileges English-only pedagogies and Euro-American critical theorising. The next section turns to an analysis of the ROSETE Partnership. Research Oriented School-based Eurasian Teacher Education Partnership The

39、main learning goal of the ROSETE Partnership is to make Chinese learnable for second language learners in Australian schools. To do so the focus on how cross socio-linguistic similarities between their first language (English in most cases) and the target language (Chinese) can be used to maximise t

40、he learnability of the Chinese language. The aim of this Australia/China school community capacity building ROSETE Partnership is wto promote the teaching and learning of Chinese language and culture in Western Sydney Region schools” (Ballantyne, 2011, n.p.). The major benefit of the ROSETE Partners

41、hip is that it has stimulated 4,017 primary students and 1,358 secondary students to study of Chinese in 18 Western Sydney Region schools. Governance of the Partnership A key issue of concern to Zhang and Li (2010, p. 95) regarding the development of Chinese learning and teaching in the UK is 44the

42、lack of coordination and cooperation between various organisations and institutions.Unlike the situation in the UK, there is a high degree of coordination and cooperation among the ROSETE Partners: the Centre for Educational Research (University of Western Sydney: UWS), the Western Sydney region (NS

43、W DEC) and the Ningbo Municipal Education Bureau (NMEB) in China. In 2007, the three Partner Organisations signed a five-year agreement for a local/international community capacity building project. The NMEB advertises for Volunteers and nominates up ten university graduates each year for selection

44、by UWS. The NMEB provides each Volunteer a living allowance while in Australia. The Western Sydney Region undertakes all necessary activities relating to Volunteers teaching in the Region schools. This includes the selection and negotiation with interested schools, requisite Departmental training, a

45、nd in-school supervision. UWS provides the Ningbo Volunteers education through Master of Education (Honours) degree, focusing their teaching and research efforts directly on making Chinese learnable for children in Western Sydney Region primary and secondary schools. Teacher-Researcher Education The

46、 main learning goals of the ROSETE Partnership are to provide for their professional learning as teacher-researchers with the capabilities (a) to produce research-based knowledge of, and (b) to make informed decisions about the curriculum, pedagogies and technologies required to improve students, se

47、cond language learning, and (c) to critically reflect on the value of these methods and this knowledge for teaching English and/or Chinese in China. The ROSETE Partnership is pro-active in providing opportunities for the teacher-researchers to exchange their ideas and to learn from others to improve

48、 their theoretic-pedagogical frameworks. Of particular significance, the ROSETE Partnership involves a program of structured research education. Their research education program incorporates five strands: student agency and well being, research project management, research methods for teacher-resear

49、chers, 593 second language education, and Sino-Australian critical theorising. Educators from the Western Sydney Region (NSW DEC) contribute directly to the work of the Partnership through teaching on the language education strand with University staff. The NSW DEC also employs a language educator to provide an account of the Department education policy and procedures in the students. 18 Western Sydney schools host them for 10 hours a week, when the Ningbo Volunteers engage in simulating Chinese teaching and learning in the schools. Educational Benef