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Post-Monolingual Research Methodology: Multilingual Researchers Democratizing Theorizing and Doctoral Education
Open AccessEditorial

Multilingual Researchers Internationalizing Monolingual English-Only Education through Post-Monolingual Research Methodologies

School of Education, Western Sydney University, Penrith, NSW 2751, Australia
Academic Editor: James Albright
Educ. Sci. 2017, 7(1), 29; https://doi.org/10.3390/educsci7010029
Received: 14 February 2017 / Revised: 16 February 2017 / Accepted: 16 February 2017 / Published: 21 February 2017
The argument advanced in this Special Issue of Education Sciences favors democratizing knowledge production and dissemination across the humanities and social sciences through the mainstreaming of multilingual researchers capabilities for theorizing using their full linguistic repertoire. An important contribution of the papers in this Special Issue is the promise that post-monolingual research methodology holds for collaborative projects among multilingual and monolingual researchers that tap into intercultural divergences across languages. Together these papers give warrant to multilingual researchers, including Higher Degree Researchers develop their capabilities for theorizing using their full linguistic repertoire, an educational innovation that could be of immense benefit to scholars working predominantly monolingual universities. Through their thought provoking papers presented in this Special Issue, these researchers invites those working in the education sciences to seriously consider the potential benefits of multiplying the intellectual resources used for theorizing that is possible through activating, mobilizing and deploying researchers’ multilingual resources in knowledge production and dissemination. View Full-Text
Keywords: deliberative translanguaging practices; history of inter-language knowledge exchange; pedagogies of intellectual/racial equality; post-monolingual capabilities for theorizing deliberative translanguaging practices; history of inter-language knowledge exchange; pedagogies of intellectual/racial equality; post-monolingual capabilities for theorizing
MDPI and ACS Style

Singh, M. Multilingual Researchers Internationalizing Monolingual English-Only Education through Post-Monolingual Research Methodologies. Educ. Sci. 2017, 7, 29. https://doi.org/10.3390/educsci7010029

AMA Style

Singh M. Multilingual Researchers Internationalizing Monolingual English-Only Education through Post-Monolingual Research Methodologies. Education Sciences. 2017; 7(1):29. https://doi.org/10.3390/educsci7010029

Chicago/Turabian Style

Singh, Michael. 2017. "Multilingual Researchers Internationalizing Monolingual English-Only Education through Post-Monolingual Research Methodologies" Educ. Sci. 7, no. 1: 29. https://doi.org/10.3390/educsci7010029

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Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

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