68 research outputs found
Speaking for our selves: Teachers challenging issues of identity in English language teaching
No full textTales out of school: identity and english language teaching / Kate Cadman & Kerry O’regan (eds.). TESOL in Context Series 'S' Special Edition 1Kate Cadman and Kerry O'Rega
Embracing transcultural pedagogy: an epistemological perspective
No full textFather and Mother, and Me, … And all good people say, That all nice people like us are We, And everyone else is They: But if you cross over the sea, Instead of just over the way, You may end by (think of it!) looking on We As only a sort of They! – Rudyard Kipling, We and they, 1926. Introduction ‘We’ are the good people who research and teach in a typical research-intensive Australian university; ‘they’ are the diverse, multi-ethnic students we are now, literally, in the business of educating. And in our specifically Asian Studies context, we are particularly interested to know how these students interpret their educational achievement, so, at the end of their courses, we ask them to describe what they have learned. One Chinese-background student who was at the end of his undergraduate degree program, wrote curtly in a shaky hand: ‘Multiculturalism is a big fat lie’. In such a comment it seemed to us this student was expressing what they, and many of their colleagues, had personally experienced as the failure of the Australian education process to provide them with learning experience that was equitable, relevant and satisfying for them. In so many cases, the internationalising of higher education in Anglo-Celtic countries such as Australia has quite simply not been able to produce the kinds of teaching that are demanded when international, largely Asian, students enter existing degree programs in large numbers.Kate Cadman and Xianlin Son
Education with(out) distinction: beyond graduate attributes for Chinese international students
No full textEveryone, without distinction, is educable; Education should be provided for all without distinction — Confucius, Analects 15.39 Introduction Recently a scholar from the Chinese National Academy of Educational Administration, Jianfu Yu (2009), has argued strongly for the continued relevance of Confucian educational principles in a pluralistic cultural world, especially for contemporary European-based civilizations. One of the principles unequivocally embraced by Yu and others (Yang 1999/1993; Cheng, 2009) lies at the heart of Confucian educational philosophy (Analects 15; see epigraph). In our researchintensive Australian university, we found ourselves challenged by this principle as we investigated curriculum for a new initiative, a research-based Asian Studies course for the final-year of the Bachelor of Arts and Bachelor of International Studies degrees. This course is one of a suite of courses offered under the banner of Advanced Chinese by the University's Centre for Asian Studies (CAS). Entitled Research Project for Chinese Speakers (RPFCS), it is designed to address the rapidly increasing numbers of Chinese international students in the University, and is thus only offered to students who are Chinese speakers. Interestingly, through our investigations it became clear that this famous Confucian edict offers two possibilities for translation into English. The first of these (see epigraph) suggests that everyone, equally, has the capacity to be educated, placing the focus of the Analect's meaning on the learner. The second translation moves the burden of responsibility to the education provider, implying that everyone, equally, has the right to be educated.Xianlin Song and Kate Cadma
Silent issues for international postgraduate research students: Emotion and agency in academic success
No full textIngleton, Christine; Cadman, Kat
2. Introducing research rigour in the social sciences: Transcultural strategies for teaching ERPP writing, research design, and resistance to epistemic erasure
No full textKate Cadma
Writing and Identity. The Discoursal Construction of Identity in Academic Writing: Roz Ivanic. Amsterdam: Benjamins, 1998. ISBN: 90 272 1798 X (Eur) /1-556 19-323-8 (US)
No full textKate Cadmanhttp://www.elsevier.com/wps/find/journaldescription.cws_home/682/description#descriptio
Consuming the feminist methodology of memory-work: Unresolved power issues
No full textKate Cadman, Lorraine Friend, Susanne Gannon, Christine Ingleton, Glenda Koutroulis, Coralie McCormack, Patricia Mitchell, Jenny Onyx, Kerry O'Regan, Sharn Rocco, Jennie Smal
Trans/forming 'The King's English' in global research education: a teacher's tales / Kathleen Cadman.
No full text"December 2005"Bibliography: pages 294-312.xiv, 312 pages : photographs (1 col.) ; 30 cm.Thesis (Ph.D.)--University of Adelaide, School of Social Sciences, Discipline of Gender, Work and Social Inquiry, 200
Training ‘clerks of the [global] empire’ for 21st-century Asia? English for Research Purposes (ERP) in Vietnam
No full textThuc Anh Cao Xuan and Kate Cadma
Bridging Transcultural Divides: Asian Languages and Cultures in Global Higher Education
No full textThis volume presents the diverse approaches and achievements of scholars of Asian cultures and languages in today’s global academy. Recent vast increases in student numbers and ethnic diversity have created pressing challenges for a higher education which engages with contemporary concerns for Asian societies as well as for Asian students involved in Western education. This collection of scholarly analyses demonstrates the centrality and significance of Asian Studies and languages for these globalising academic communities. Significantly, it demands a rethinking of traditional ‘intercultural’ education. In so doing, it brings empirical knowledge as well as multicultural interpretation and multilingual expertise to throw new light on the challenges in higher education today, and to open up new understandings of the demands of the future. - Professor John Makeham
Head, Department of Chinese Studies, The Australian National Universit
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