Abstract
In 1901, Alfred Deakin became the founding Attorney-General of Australia; he was its Prime Minister—three times. His memory is honoured in the name of my alma mater, Deakin University, established in 1974. Alfred Deakin’s (cited in Willard, 1923, p. 119) vision for Australia was expressed thus
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Adelman, C., Jenkins, D., & Kemmis, S. (1976). Re-thinking case study: Notes from the second Cambridge conference. Cambridge Journal of Education, 6(3), 139–150.
Anderson, W. (2002). The cultivation of whiteness: Science, health and racial destiny in Australia. Melbourne: Melbourne University Press.
Angwin, J. (1992). The changing workplace: The effect of change on teachers’ work in adult language and literacy programs. Critical Forum, 1(3), 48–77.
Altrichter, H., Kemmis, S., McTaggart, R., & Zuber-Skerritt, O. (2002). The concept of action research. The Learning Organisation, 9(3), 125–131.
Bell, L., Washington, S., Weinstein, G., & Love, B. (2003). Knowing ourselves as instructors. In A. Darder, M. Baltodano, & R. Torres (Eds.), The critical pedagogy reader. New York: RoutledgeFalmer.
Bradley, D. (Chair) (2008). Review of Australian higher education. Canberra: Australian Government.
Chow, R. (1993). Writing Diaspora: Tactics of intervention in contemporary cultural studies. Bloomington, IN: Indiana University Press.
Dawkins, J. (1987). Higher education: A discussion paper. Canberra: AGPS.
Ellsworth, E. (1992). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 90–119). New York: Routledge.
Habermas, J. (1998). The inclusion of the other: Studies in political theory. Cambridge: Polity Press.
Hage, G. (1998). White nation: Fantasies of white supremacy in a multicultural society. Annandale, VA: Pluto Press.
Kemmis, S. (1986). Of tambourines and tumbrils: A response to Rex Gibson’s ‘Critical times for action research’. Cambridge Journal of Education, 16(1), 50–52.
Kemmis, S. (1995). Emancipatory aspirations in a postmodern era. Pedagogy, Culture & Society, 3(2), 133–167.
Kemmis, S. (1998). System and lifeworld, and the conditions of learning in late modernity. Pedagogy, Culture & Society, 6(3), 269–305.
Kemmis, S. (2005). Knowing practice: Searching for saliences. Pedagogy, Culture and Society, 13(3), 391–242.
Kuokkanen, R. (2008). What is hospitality in the academy? Epistemic ignorance and the (im)possible gift. The Review of Education, Pedagogy and Cultural Studies, 30, 60–82.
McTaggart, R., & Singh, M. (1986). New directions in action research. Curriculum Perspectives, 6(2) 42–46.
Miike, Y. (2006). Non-western theory in Western research? Review of Communication, 6(1&2), 4–31.
Rutherford, J. (2000). The Gauche intruder: Freud, Lacan and the White Australian Fantasy. Melbourne: Melbourne University Press.
Sen, A. (2006). The argumentative Indian: Writings on Indian culture, history and identity. London: Penguin.
Singh, M. (1992). Studying Asia from the standpoint of active women citizens. Asian Studies Review, 15(3), 95–106.
Singh, M. (1995). Edward Said’s critique of orientalism and Australia’s ‘Asia literacy’ curriculum. Journal of Curriculum Studies, 27(6), 599–620.
Singh, M. (1996). Studying Asia for the national economic interest: An analysis of the Australian Governments’ strategy for schools. Discourse: Studies in the Cultural Politics of Education, 17(2), 153–170.
Singh, M. (2000). Changing uses of multiculturalism: Asian-Australian engagement with White Australia politics. The Australian Educational Researcher, 27(1), 115–130.
Singh, M. (2001). Networking action research: A critical analysis of key issues. Australian Journal of Environmental Education, (17), 95–104.
Singh, M. (2009). Using Chinese knowledge in internationalising research education: Jacques Rancière, an ignorant supervisor and doctoral students from China. Globalisation, Societies and Education, 7(2), 185–204.
Singh, M. (2010). Connecting intellectual projects between China and Australia: Bradley’s international student-migrants, Bourdieu and productive ignorance. Australian Journal of Education, 54(1), 31– 45.
Singh, M., & Fu, D. (2008). Flowery inductive rhetoric meets creative deductive arguments: Becoming transnational researcher-writers. International Journal of Asia Pacific Studies, 4(1), 121–137.
Singh, M., & Guo, W. (2008). Centring students’ bilingual capabilities in quality university teaching: Bringing ‘knowledge detours’ and ‘zigzag learning’ in from the margins. In J. McConachie & Others (Eds.), Changing University learning and teaching (pp. 221–235). Brisbane: PostEd Press.
Singh, M., & Han, J. (2009). Engaging Chinese ideas through Australian education: Using chéngyŭ to connect intellectual projects across ‘peripheral nations’. Discourse: Studies in the Cultural Politics of Education, 30(4), 397–441.
Singh, M., & Han, J. (2010). Peer review, Bourdieu and honour: Connecting Chinese and Australian intellectual projects. British Journal of Sociology of Education, 31(2), 185–198.
Stratton, J. (1998). Race Daze: Australia in identity crisis. Annandale, VA: Pluto Press.
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054.
Wang, Y., & Singh, M. (2007). Bi-lateral engagement in research: Trans-national collaborations in knowledge production. In P. Kell & G. Vogl (Eds.), Higher education in the Asia Pacific: Challenges for the future (pp. 29–52). Newcastle: Cambridge.
Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., et al. (2010). The path forward: The future of graduate education in the United States. Princeton, NJ: Educational Testing Service.
Willard, M. (1923). History of the White Australia policy to 1920. Melbourne: Melbourne University Press.
Yang, G. (2009). The power of the Internet in China. New York: Columbia University Press.
Yao, Y. (2002). The making of a national hero: Tao Xingzhi’s legacies in the People’s Republic of China. Review of Education, Pedagogy, and Cultural Studies, 24(3), 251–281.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Sense Publishers
About this chapter
Cite this chapter
Singh, M. (2011). Transformative Knowledge Exchange and Critical Pedagogy. In: Tinning, R., Tinning, R., Sirna, K. (eds) Education, Social Justice and the Legacy of Deakin University. Transgressions: Cultural Studies and Education, vol 76. SensePublishers. https://doi.org/10.1007/978-94-6091-639-7_13
Download citation
DOI: https://doi.org/10.1007/978-94-6091-639-7_13
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-639-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)