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Pedagogies of Intellectual Equality

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Pedagogies for Internationalising Research Education

Part of the book series: Education Dialogues with/in the Global South ((EDGS))

Abstract

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 declassifying intellectual divisions governing the world’s production of theoretic-linguistic tools and critiques.

This means ignoring assertions concerning intellectual inequality. We argue for an emerging theoretic-pedagogical framework in which non-Western HDRs and their domestic Western counterparts are regarded as equally intelligent. The presupposition that drives these pedagogies is that research educators can provide appropriate guidance and advice to enable non-Western HDRs to use their linguistic and intellectual resources for making original contributions to research. Positioning non-Western HDRs solely as data sources reproduces inequality by drawing a division between ‘empirical individuals’ and ‘epistemic individuals’ (Bourdieu, 1988). In contrast, we propose the goal of worldly orientations to internationalising research education to declassify the division that assigns theorising and critique to the West, and data generation to the non-West.

The book is based on a longitudinal program of research involving non-Western multilingual HDRs from China. A key outcome is an account of pedagogies on intellectual equality, which provides an innovative approach to worldly orientations to internationalising research education. By ignoring alleged inequalities, this chapter develops a rationale for redistributing prevailing Anglophone Western-centric sensibilities and senses with respect to multilingualism and the resources non-Western intellectual cultures can provide for theorising and critique.

Our starting point breaks with the conventional, uncritical and misguided belief that non-Western intellectual cultures have no modes of critical thinking. Rather than insist on the impossible by demanding that non-Western HDRs become ‘authentic’ Anglophone Westerners, this quest is directed at realising the best of their capabilities for critique and scholarly disputation, which is achieved through their linguistic and intellectual resources. Within this framework, non-Western HDRs have opportunities to develop their capabilities for scholarly modes of theorising and critique by using their complete multilingual repertoire. This innovative theoretic-pedagogical framework provides useful principles for research education. These include maximising the educational advantages of their multilingual capabilities; using their intellectual cultures to generate resources for theorising; and verifying in writing their claims to be producing original theoretic-linguistic knowledge and modes of critical reasoning.

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  1. School of Education, University of Western Sydney, Sydney, Australia

    Michael Singh & Jinghe Han

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Singh, M., Han, J. (2017). Pedagogies of Intellectual Equality. In: Pedagogies for Internationalising Research Education . Education Dialogues with/in the Global South. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-2065-0_2

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