Chapter 14: Epistemic Justice and the Communication of Non-Western Critical Theoretical Tools: Advancing the Internationalization of Research Education

This chapter contributes to knowledge of epistemic justice as grounds for advancing the internationalization of research education through engaging non-Western theoretical tools of critique. It points to the educational significance of representing and engaging non-Western research students as intellectual agents of transnational theoretical connectedness (Singh, 2009, 2010). We use life history approach involving a sample of research students from China studying in Australia. We address the question of how we might rethink issues concerning the internationalization of Western research education through a consideration of epistemic in/justice in terms of the debate about cosmopolitan learning and e-learning. The argument moves from English-driven e-learning, through pedagogies for transnational intellectual connectivity to bilingual research literacy. This chapter uses Chinese aphorisms as tools of critique to point to new horizons for communicating with non-Western modes of criticality as a way of re-theorize internationalizing Western-centered, Anglophone education.