ERIC EJ1135099: A "Dui Hua" (Chinese characters omitted) Standpoint to Multilingual Educational Theorizing

2017·0.78 MB·English

by  ERIC

Educ. Sci. 2017, 7, 24 6 of 12
knowledge are always “in a process at once of homogenizing and heterogenizing [themselves], of
confounding and demarcating, of dis-identifying and re-identifying, of conforming and resisting, of
imposing (dominating) and entering into dissidence” [19] (p. 142). This applies equally to
Anglophone and ChineseE diunc.t eSclli.e 2c0t1u7a, l7 , c2u4 l tures for instance. Anglophone and Chinese intellectual 6 of 12
cultures are inter-related and do not stand alone without connection to each other and to others
[2,15,16,19,35]. The Euro-kAnmowerleicdagne tahreeo arlewtiacayls k“nino wa lperdogcee siss adt eovnecleo poef dh owmitohg ecnoinztiinngu oanuds hinepteurtosg enizing [themselves], of
from other sources includcionngf tohuen ndoinng-W anesdt edrenm, aanrcda vtiincge ,v oefr sdais [-1id6]e.n tifying and re-identifying, of conforming and resisting, of
Abrogation of limitsi manpdos idnegm a(drcoamtiionna tainreg )i roanndic aellnyt eerlienmg enintst oo fd aislsl idinetnecllee”c tu[1a9l ]c u(lptu. r1e4 a2)n.d This applies equally to
bodies of theoretical knowAlnegdlgoep.h Iot nise tahned t eCnhsiionne sbee tiwnteeellne ctthueasle ctuwltou rteens dfeonr ciinesst athnacte .m Aankegslo hpuhmonaen and Chinese intellectual
knowledge dynamic andc utrlatunrsefos ramrea tiinvete ra-crreolasste dal la tnidm edso. Tnhoet osrteatnicda la lkonnoew wleidthgoeu its cfoonrnemecotisotn a tnod each other and to others
essentially dynamic [19]. [A2n,1 5in,1t6e,l1le9c,3tu5a].l cTuhletu Ereu wroo-Aulmd ebreic aa nd etahde oorneet iicfa ilt pkonsoiwtiolendsg iets eislf adse vsienlogpueladr with continuous inputs
for instance in terms of lanfrgoumag oet,h weri tshoouurtc aesn yin rcelluadtiionng ttoh eth neo ont-hWere isnteternll,e catnuda lv cicuel tvuerressa o [r1 l6a]n. guages.
Based on this standpoint to knAowbrloegdagteio, Jnu lolife nli marigtsu easn fdo rd tehme asrhcaarteiodn i natreel liigroenncicea allmy oenlegm inetnetlsle octfu aalll intellectual culture and
cultures [19]. bodies of theoretical knowledge. It is the tension between these two tendencies that makes human
Shared intelligence akmnoonwgl eidngteel ledcytnuaaml ciuc ltaunrde st rvainewsfos r“meaactihv eo fa tchreo spsa ratlile sti mcoems.p Trohmeoirseintigc,a le akcnho wledge is foremost and
taking a step back, in a sepssireint toiaf llcyo ndcyensasmioinc, [b1y9 ]s. eAenk iinngte clloencctuilaial tciuonlt usroe aws otuol da vboei da deexacdes osense” i f[ 1it9 ]p o sitions itself as singular
(p. 141). Each intellectuaflo cru inltsutraen, ceei tinh etre rtmhes odfo lmaninguanatg eo, rw tihthe omuta argniyn arelilzaetido,n n teoe tdhse toot hreers pinetcetl ltehcetu al cultures or languages.
intellectual equality of otBhaers ecdu lotnu rtehsi sa sntda nsdepeko imntu ttou kanl oexwclheadnggee, sJ uolfli ethne aorrgeutiecsa lf okrn tohwe lsehdagree da minotenlgli gence among intellectual
them. This mutual respecctu mltuarye sb [e1 9re].a l ized by “being opening out, being finally instigated on both
sides intelligently as somethiSnhga rfeadce i-ntote-flalicgee nmcea daem ofrnogm i nttheell evcaturiaolu csu lptuorsesisb viliietiwess “eenagcahg eodf thine pbyar ties compromising, each
thought” [19] (p. 141). Shtaakreindg i nat esltleipge bnaccek o, ri ne qau sapliitryit ooff icnotenlcleecsstuioanl , cbuylt usreeesk,i nlega dcos ntcoi laia ttwioon- wsoa ya s to avoid excesses” [19]
process of knowledge pr(opd.u 1c4ti1o)n. Einascthe aidn teolfl eocntue-awl acuy ltkunroew, eleitdhgeer ttrhaen sdfoerm. iTnhainst iso rt hthe ep rmemarigsien afolirz ed, needs to respect the
pedagogical efforts and aincttieollnesc ttuoa ld eisqruuaplti ttyh eo fp ortehveari lcinuglt uhrieesr aarncdh icsaeel ka cmaduetumailc eoxrcdhearn. gOesth oefr wthiesoe,r etical knowledge among
what we will get would bthee mme. rTehlyis “ manu teuxatrl aroersdpiencat rmilya yre bsieg nreeadl,i zdeids pbays s“iobneiantge, ocpoennsineng souuatl,, baenidn ga tf inally instigated on both
same the time [sic] borinsgi,d ceos nicnetpetlliiogne notfl yc ualstu sroe”m [e1t9h]i n(gp . f1a4c1e-)t oan-fdac oe f minatderen afrtoiomn atlh eed uvcaaritoiouns. pBoys sibilities engaged in by
starting with the presuppthosoiutigohnt ”o f[ 1t9h]e (sph.a 1re4d1) .i nStheallriegden icnet ealmligoenngc ei notre leleqcutualailt yc uolft uinretes,l laec ctuomal mcuolntu res, leads to a two-way
ground of understanding pmroacye mssa okfe kpnooswsibleled gnee wp rtohdeuocreteitoicnda liu ninscsteigaahdt tsoi.f To ohnnee d- wivaeyrg kennocewsl oedf glaen gtruaangsefesr . This is the premise for
open up a new basis of eqpueadliatgyo. g ical efforts and actions to disrupt the prevailing hierarchical academic order. Otherwise,
sciences
On the one hand, diawlohgaut ews ep rwoimll ogteetd wboyu dldom bien manetr Aelnyg “laon-A emxterraiocardni ninatreirlye srtes saigren ecdri,t idciizspedas assio nate, consensual, and at

being a compromise to thes aumpero tahre c rtiematee d[s bicy] nboonr-inEgu,r oc-oAnmceeprtiicoann ocfr ictiuqlutuer. eT”h e[1y9 a] r(ep c. o1n4s1i)d earnedd otof binet ernational education. By
a “more cunning way,s taar ticnogv ewrti thm theaen ps reosAAfur rpttipipccalloeess siitniogn oofn thteh esihr aruendi vinetreslalliigsemn”c e [a1m9]o n(gp .i n1te5l7le).c tual cultures, a common
Anglo-American interestsg rsoeuemnd toof buen dloesrisntagn adAAbinsog lD Dumteauu yc oiimn aHHtrkoelu ulpinoaagss ip(bo对lew neer话sw o tfh) et hSoSere ttwtaiacoannrll diddn’ss pipegchoootnsi.io nTnmhytet, dttiovoer MgMencuuesl lottfi illalniignnuagggueus aall
politics and intellectual cuolptuerne us,p i nav noelvwin bga sthise oirf “eiqnuaabliiltiyty. t o grasp the inherited multiplicities of the
[previous] colonial worlds, tOhen trheesi loiennec hea nodfE E, ndddoinaulu-oWgccueasaetsett rpiinroo okmnnnooaatweldlle bdTTyg ehhdso eemtoooi nhraroniimtzz Aoiignnnegnlgogiz-aA tmioner, ictahne interests are criticized as
resistance against cognitibveei nagn nai choilmatpiornom oifs esu tob atlhtee runp srtoaanrd cpreoaintetds, bayn dn ounn-Eleuarsoh- Athme etrriacnansf ocrrimtiqatuiev.e T hey are considered to be
potential of different histao ri“ems oarned caultnenrninagti vewHH caaaoyiinb,b cooea SpS hthcueoeannvl iezrat tiomnesa”n [s1 5o] f( pp. a2s)s. iOngn tohne oththeeirr huannidv,e rsalism” [19] (p. 157).
dialogues advocated by thAen mgloar-Agimnaelriizceadn ninonte-rEeusrtso -sAeemme rtioca bne r elosesianrgch aebrss otleuntde tcoo nretr-oafllfiinrmg pitos wonercse of the world’s economy,
SScchhooooll ooff EEdduuccaattiioonn,, WWeesstteerrnn SSyyddnneeyy UUnniivveerrssiittyy,, PPeennrriitthh,, NNSSWW 22774477,, AAuussttrraalliiaa;;
glorious history and immpuotalibtilces, ianncdo minptealrlaebctlue atrl acduilttiuorness,, liunrvkoilnvgin tgo trhe-egira i“nin tahbeiilri tdyo tmo ignraanspt ctohnet irnohlse rited multiplicities of the
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from their Euro-American[p creovuinotuesr]p acrotslo [n1i6a,l1 9w].o Mrldinsd, ftuhle o fr ethsiel ihenocstei liotyf annodn -cWonefsrtoenrnta tkionnosw ilne dsguecsh to homogenization, the
AAccaaddeemmiicc EEddiittoorr:: JJaammeess AAllbbrriigghhtt
dialogues, a Dui Hua (对话re) ssitsatnandcpeo iangta iisn astr gcuoegdn iftoivr ein a tnhnisih pilaaptieorn, t oo fr escuobnaflitgeurnre s tthaen dWpeositn/tnso, na-nWd eustn leash the transformative
RReecceeiivveedd:: 2266 SSeepptteemmbbeerr 22001166;; AAcccceepptteedd:: 3311 JJaannuuaarryy 22001177;; PPuubblliisshheedd:: X7XF eFberburaurayry2 0210717
intellectual relation. This pDoutie Hntuiaa l( 对of话 di)f sfetarenndtp hoiinstto irsi ense iatnhder aal tceornncaetisvsieo nco tnoc Wepetsutaelrinzaertiso wnsh”o [s1t5r]iv (ep . 2). On the other hand,
for a hegemonic, controlldiniagl,o ugunievse ardsavloizciantge do br Ayu btnhsifetor amrmcat:irzgNiinengwa ldifziosercdmo nusorosnfe- iEn[1ut2er]lol, e-nAcotmur aealr iirnceaevnqi turaealislzietaaytrihcohanve roesfb teecnodm teo erve-idafefnirtmw iittsh othnecei nternationalisationof
Abstract: New forms of intellectual inequality have become evident with the internationalisation of
once glorious Chinese, Ignldoiraino uosr h iEsgtoyrpyt iaannd ciimvhimliigzuhatetairbodlnee., g iIrnnecseotemraedspe,a aroracpbheleen rntsrea(sHdsi DttiooR nsos)t,e hldueurrskc aiintnigo tnteo,r imrnes-pg aaorifnt i ctuhleairr tdhoemorientaincat lcdoonmtroinlsa nceanddependency.
higher degree researchers (HDRs) education, in particular theoretical dominance and dependency.
intellectual equality is emfprohmas itzheedi.r Euro-AmeriHcaonw ceovuern,ttehrepalirntgs u[i1s6ti,1ca9l]l.y Maninddtfhuel oorfe ttihcea lhlyosbtailsietyd ainnedq ucoalnitfireosnatasstioocniast eind swuicthh local/globalcurrents
However, the linguistically and theoretically based inequalities associated with local/global
Though always transdliaatleodg uase sd, iaa lDougiu He,u tah (e对roef话 satr)ae sn tmdaanordrdepi zoiemindptm liisco aantroigoluinnesgd ub fuaolrriE einndg twlhisiishth pHianDp teRhrse, etCod huriecncaeotsinoefn igaurereg trhaed uWaellsyt/onpoenn-iWngesutp toscholarlydebates.
currents of standardized monolingual English HDRs education are gradually opening up to
word Dui Hua (对话). Thiisn ctoelnlecectputa ils rceolamtipoons. eTdh Ioinsf tDthweuoifi Heclhudaaor (af对cetd话eurs)c aswttiahonincd,hpb ohiliainnvtge iu spa nolelHyit-DhseRemrs aha ancvotienc ctoherseisgpiioonntse tnot iWaledsitsepronseirtiso wn,haon dstrsiovme ehavethecapabilities
scholarly debates. In the field of education, bilingual HDRs have the potential disposition, and
and explanations. Dui (对f odru ìa) ohreiggeinmaollnyi cm, ecoanntt rfhooolrllidmnignu,gl tu ialni nbivgueurrnasliantlhigze iconargni zdoilnre g ui.nnS ioofnmoerem hmiaznainkdeg. Iudt sinesocoowfu trrheseefie r[r1sk 2n]o, wnolerd ag ereovfimtaloirzeattihoann oofn elanguagetoextend
some have the capabilities for multilingual theorizing. Some make use of their knowledge of more
to various meanings, incolundcein gg lofaricoeu-tso -Cfahcien epsoets,h itIeinopdnoiiansnsgi ,b oifrla ictEiiengsgy pfoitnira atnh gecoiivvreiizlniiz nadgtiiroeendct.u iocInnast, itoeanas dawl, epolhpl eeannson ame ses ntao oorthoethrse riwn isteernmasm oinf g and making sense
than one language to extend the possibilities for theorizing educational phenomena or otherwise
couplet and dividing intoi hnatelvlleesc.t uItasl c eoqrue amlietya nisin eogmf ipps rhboaebsinliezgme cdso.. r rTehcti,s ams oupltpiloinsegdu atol tbheeinogri zwinrognmg.a Iyt cparno vide another path to transform the problems
naming and making sense of problems. This multilingual theorizing may provide another path to
be used as a verb to mean answTehroinugg,h r eaplwlyainygs ,t rrweasniptsholantudendini fagos ra mdnidiaz lceoodgp,uiAen,gn t ghwleoirtpeh h asoornem emeHtohDrienR gism. Depduliuic (ca对atito)i onansls .bou Wriiethd twhiitshcino ntcheer nC,htihniessep aper reconsiders the
transform the problems with uniformized, Anglophone HDRs education. With this concern, this
has connotations of treatiwngo,r cdo Dmupia Hriunag ( 对an话d o).p Tpuhonissivi nceogrns. acHleiupsaat t(ii话so cn ohomufàpE)o umsreoeda- Anosfm taew rwoico acrhnda,t rhsapecoeteerriceshs w, tshhariycoihun gghh,a vthe epiorleym-sbemodainmtiecn otriingimnso nolingualEnglishin
paper reconsiders the universalisation of Euro-American theories through their embodiment in
remark or idea that is opaenndly e xepxplarneasstieodn. sT. Dhuusi ,m(H 对hoDe nrRdeou leiiìn)nd gouturhciaagislti inoEpannall.pgyle Aimrs,h eDD aiuunniit HHHhoDuulaadR i( n对egd话 ua c)ba isutstir aoncnnoidn.n gpAs toc riauDnnetudditl oeHto iou nta h oe(n对rel 话hana)ng dust.a agInte dnspoawoni ndrte tfhteore soo rtehteicra llaknngouwagleeds gaenids
to various meanings, oinuctlluindeindga nfadced-teob-afatecde tpooshiitgiohnliignhgt, tfhaceindgiv ienr gae ngciveseno fdliarnecgtuioang,e sasa nwdeltlh aosu ga hts. Thus this paper
theoretical knowledge is outlined and debated to highlight the divergences of languages and
couplet and dividing inptroo hbeaslvienst.o Itths ecoproes msibeialintiiensgo ifs mbeuinltgil icnogrureaclte, daus coaptipoonsaeldth teoo breiziningg w,wrohnegre. bIty cbainli ngualHDRsgenerate
thoughts. Thus this paper probes into the possibilities of multilingual educational theorizing,
be used as a verb to meoarnig ainnsawlceornincge,p rteupallytionogl,s rtehsaptobnednienfigt atnhde wcoipdienrge dwuitcha tsioomnaelthreisnega.r Dchuic (o对m)m aulsnoi ty.
whereby bilingual HDRs generate original conceptual tools that benefit the wider educational
has connotations of treating, comparing and opposing. Hua (话 huà) means a word, speech, saying,
research community.
remark or idea that is Koepyewnloyr dexs:pmreossneodli.n Tghuuasl/, mheurlet iliinn gthuiasl pdaivpiedre, ;DDuuii HHuuaa (对话) sista cnodnpsotrinute;dm tuol tilingualeducational
Ktheeyowriozirndgs;: bmiloinngoulianlghuiaglh/merudlteiglirnegeuraels edaivrcihdeer; sDui Hua (对话) standpoint; multilingual educational
theorizing; bilingual higher degree researchers

1. Introduction: TheoriesinEnglishastheDominantResourcesforEducationalResearch
1. IntTrohdeucwtiaoyn: Tpohweoerriesa nind Enthgeloisrhy asc othmee Dtoomgeinthaenrt Rheassoubreceens foqru Eedstuiocanteidonably Rerseesaeracrhch ers for
decades[1–5]. Theproductionanddisseminationoftheoryneveroccurinavacuumfreeofhistorical,
The way power and theory come together has been questioned by researchers for decades [1–5].
socialandeconomicconditions[6]. Itisreasonabletoarguethatthisappliestoresearchinthefieldof
The production and dissemination of theory never occur in a vacuum free of historical, social and
education. Theentireeducationaltheorizingprocess—fromtheselectionofresearchtopicsandthe
economic conditions [6]. It is reasonable to argue that this applies to research in the field of
searchforliterature,throughthedesignofresearchandthecollectionofdata,totheinterpretation
education. The entire educational theorizing process—from the selection of research topics and the
andexplanationofevidence[7–10]—areallinfluenced,ifnotdecisivelydetermined,bythecurrent
search for literature, through the design of research and the collection of data, to the interpretation
orderoftheworld’sresearchpowers. Ineffect,Anglophoneuniversitiescontroleducationalresearch,
and explanation of evidence [7–10]—are all influenced, if not decisively determined, by the current
and have greater say over what constitutes educational theory [1]. By limiting, if not restricting
order of the world’s research powers. In effect, Anglophone universities control educational
the theories from Western Europe and North American available in English, the world’s research
research, and have greater say over what constitutes educational theory [1]. By limiting, if not
powers “set up unnecessary and competing hierarchies of thought which re-inscribe the politics
restricting the theories from Western Europe and North American available in English, the world’s
of domination by designating [other theoretical] work as either inferior, superior, or more or less
research powers “set up unnecessary and competing hierarchies of thought which re-inscribe the
worthyofattention”[6](p. 64). Euro-Americantheories,philosophies,pedagogiesandmethodologies
politics of domination by designating [other theoretical] work as either inferior, superior, or more
dominateeducationalresearchandhigherdegreeresearchers(HDRs)education[3–5]. Thisexpansion
or less worthy of attention” [6] (p. 64). Euro-American theories, philosophies, pedagogies and
of Euro-American educational theories in the English language renews and reshapes their direct
methodologies dominate educational research and higher degree researchers (HDRs) education [3–5].
rulesoverthecolonizedpeopleinAfricanandAsiancountriesandregionsintoindirectandcovert
This expansion of Euro-American educational theories in the English language renews and
formsofintellectualinequalities[4]. Intellectualinequalitiesintheinternationaleducationalresearch
reshapes their direct rules over the colonized people in African and Asian countries and regions
communitiesarereinforced,notjustreproduced,throughtheuseoftheEnglishlanguageasthenorm
into indirect and covert forms of intellectual inequalities [4]. Intellectual inequalities in the
andthedemarcationlineforintelligence[11,12]. Thisshapesthecurrentimbalanceintheworld’s
international educational research communities are reinforced, not just reproduced, through the use
Educ. Sci. 2017, 7, 24; doi: 10.3390/educsci7010024 www.mdpi.com/journal/education
Educ.Sci.2017,7,24;doi:10.3390/educsci7010024 www.mdpi.com/journal/education
Educ. Sci. 2017, 7, 24 6 of 12
knowledge are always “in a process at once of homogenizing and heterogenizing [themselves], of
confounding and demarcating, of dis-identifying and re-identifying, of conforming and resisting, of
imposing (dominating) and entering into dissidence” [19] (p. 142). This applies equally to
Anglophone and Chinese intellectual cultures for instance. Anglophone and Chinese intellectual
cultures are inter-related and do not stand alone without connection to each other and to others
[2,15,16,19,35]. The Euro-American theoretical knowledge is developed with continuous inputs
from other sources including the non-Western, and vice versa [16].
Abrogation of limits and demarcation are ironically elements of all intellectual culture and
bodies of theoretical knowledge. It is the tension between these two tendencies that makes human
knowledge dynamic and transformative across all times. Theoretical knowledge is foremost and
essentially dynamic [19]. An intellectual culture would be a dead one if it positions itself as singular
for instance in terms of language, without any relation to the other intellectual cultures or languages.
Educ.Sci.2017,7,24 2of12
Based on this standpoint to knowledge, Jullien argues for the shared intelligence among intellectual
cultures [19].
Shared intelligence among intellectual cultures views “each of the partiese dcoumcaptiroonmailsriensge,a eracchh. It divides different educational researchers, languages and theories into the
taking a step back, in a spirit of concession, by seeking conciliation so as tod aovmoiinda etexdceasnsedst”h [e1m9]a r ginalized[1,13,14]. Thisleadstoasituationwheremarginalizedresearchers
(p. 141). Each intellectual culture, either the dominant or the marginalized,r enleyedosn ttoh ereEsupreoc-tA tmhee rican theories and ideas in English. More importantly, this undermines the
intellectual equality of other cultures and seek mutual exchanges of theoreticpaol sksniboiwlitlieedsgfoer aomriogninga leducationaltheorizing. Historyindicatesthatscientificknowledgeproduction
them. This mutual respect may be realized by “being opening out, being finalilsy “iansgtilgoabtaeldp ohne nboomthe non whose roots would be not in a single civilization or region, rather in
sides intelligently as something face-to-face made from the various possibtirliatniessm eisnsgioang,eadn din/ obryi nthecirculationofideasoccurringlargelybeforesixteenthcentury”[2](p.281).
thought” [19] (p. 141). Shared intelligence or equality of intellectual culturesC, olenacdesp ttso, am towdoel-sw,atyh eories and methods have been generated by researchers from multilingual
process of knowledge production instead of one-way knowledge transfer. Thbaisc kisg rtohue npdrsemanidsed fiovre rseintellectualcultures[15,16].
pedagogical efforts and actions to disrupt the prevailing hierarchical academic oWrdiethr. tOhtehedrowmisien,a nce of Euro-American theories, there has been an increased emphasis by
what we will get would be merely “an extraordinarily resigned, dispassionatgeo, vceornnsmenesnutainl, Aanndg laotp honecountriesinparticularontheinternationalizationofitshighereducation
same the time [sic] boring, conception of culture” [19] (p. 141) and of internaactiroonssalt heeduwcoartilodn[.1 B7]y. Englishisregardedasthemostefficient,ifnottheonlylegitimate,language
starting with the presupposition of the shared intelligence among intellectuatlo cupletrufroersm, ae cdoumcamtioonn and educational research [13]. At the same time, researchers in Asia have
ground of understanding may make possible new theoretical insights. The divegraginenedceas koef elannagwuaargeense ssofthelinguisticallyandtheoreticallybasedinequalitiesinthestandardized
open up a new basis of equality. monolingual English higher education and research [1,13,18]. They recognize the underlying
On the one hand, dialogues promoted by dominant Anglo-American intemreosntso lainreg ucrailtiEcinzgeldis ahs mindsetthatisreflectedatvariouslevelsfromeducationallanguagepolicies
being a compromise to the uproar created by non-Euro-American critique. Theayn adrep claonnnsiindgerteoda tcot ubael usesinteachingandpublishing[11,12,14,17]. Theyare,therefore,morewilling
a “more cunning way, a covert means of passing on their universatloismde”v e[l1o9p] th(ep.l in1g5u7i)s. tic-theoreticalcapabilitiesofbilingualHDRsintheirresearcheducation. They
Anglo-American interests seem to be losing absolute controlling powers of tahreg uweotrhladt’sb ielicnognuoamlHy,D Rsarecapableofcriticalthinkingandeducationaltheorizingbydrawingupon
politics and intellectual cultures, involving their “inability to grasp the inheritetdh emoruelttiicpallickitnieosw olef dthgee fromtwolanguages[11,18].
[previous] colonial worlds, the resilience of non-Western knowledges to homTohgeerneifzoarteio,nth, isthpea perarguesthatregardlessofthelanguage(s)used,educationaltheorizingis
resistance against cognitive annihilation of subaltern standpoints, and unleasahp trhoec etsrsanofsfaosrkminagtivqeu estionstoanswerproblemsofeducationalpoliciesandpractices. Inresearch,
potential of different histories and alternative conceptualizations” [15] (p. 2)b. ilOinng uthael roetsheearr chhaenrds, can raise issues that are taken-for-granted and thus undiscussed in a certain
dialogues advocated by the marginalized non-Euro-American researchers tenedd tuoc raet-ioafnfairlmsy isttse monbcey bringingininsightsfromanotherone[19]. BilingualHDRshavethepotential,
glorious history and immutable, incomparable traditions, lurking to re-gain thdeiirs pdoosmitiionnanatn cdoncatrnodlse velopthecapabilitiesformultilingualeducationaltheorizing[11,18,20]. They
from their Euro-American counterparts [16,19]. Mindful of the hostility and cmonafkreonutsaetioonfst hine isrukcnho wledge of metaphors, images and concepts in more than one language to
dialogues, a Dui Hua (对话) standpoint is argued for in this paper, to reconfiguerex ttehned Wtheset/pnoosns-iWbielistti es of theorizing educational phenomena and problems [11,21–23]. This is
intellectual relation. This Dui Hua (对话) standpoint is neither a concession to Wdeefistneerdnearss mwuhloti lsitnrgivuea leducationaltheorizinginthispaper. ByquestioningthemonolingualEnglish
for a hegemonic, controlling, universalizing or uniformizing discourse [12], nEourr oa- Aremvietarilcizaantitohne oorfi zing norm and exploring the alternative multilingual possibility, the author
once glorious Chinese, Indian or Egyptian civilization. Instead, openness taot teomthpertss tion etlearbmorsa toef why and how multilingual educational theorizing is contextualized. Hence
intellectual equality is emphasized. thecurrentmonolingual/multilingualdebatemaybeextendedintheperspectiveofbilingualHDRs
Though always translated as dialogue, there are more implications burieedd uwciathtiionn tahned Cehdiunceastei onalresearch.
word Dui Hua (对话). This concept is composed of two characters which have poly-Tsoemthainstipc ooirnigt,intsh is paper has briefly reviewed the prevalent monolingual Euro-American
and explanations. Dui (对 duì) originally meant holding a burning candle in ondeo mhainnadt.e Idt endouwc arteifoenras lresearchstatusquo.Againstthis,ithaspointedtothepotentialformultilingual
to various meanings, including face-to-face positioning, facing in a given deirdeucctiaotnio, naasl twheelol raizsi nag andtheproductionofnovellinguistic-theoreticalknowledgefrommultiple
couplet and dividing into halves. Its core meaning is being correct, as opposed ltaon bgeuinagg ews.ronIng. tIht ecanne xt section, the universalization of Euro-American theories is reconsidered
be used as a verb to mean answering, replying, responding and coping with somaloetnhginwg.i tDhuiit s(对em) ablosod iment in monolingual English educational research worldwide. Situated in
has connotations of treating, comparing and opposing. Hua (话 huà) means a swuocrhd,m sopneeoclihn,g suaaylinEgu, ro-American theoretical dominated educational research context, a Dui Hua
remark or idea that is openly expressed. Thus, here in this paper, Dui Hua (对话) sist acnodnpsotriunetdto too ther languages and intellectual cultures is outlined as an alternative path to
transformthecurrentproblemsinuniformized,standardizedAnglophoneHDReducation[19,24].
In line with this concern, the discussion section calls for multilingual educational theorizing
to challenge the monolingual theoretical dominance. In summary, this paper probes into the
possibilitiesformultilingualeducationaltheorizingbybilingualHDRstobenefittheentireeducational
researchcommunity.
2. QuestioningtheMonolingual/MultilingualDivideinEducationalTheorizing
Anglophone governments and universities emphasize multi-cultural learning and the
internationalizationoftheirhighereducationtogaingreatereconomicandpoliticalinfluences[25].
However,monolingualeducationalpoliciesandpracticesprevailinHDReducationattheexpenseof
multilingualisminvariousformsincludinglanguagepolicyplanning,classroomteaching,academic
assessmentandresearchpublication[12,17,25,26].InAnglophonehighereducation,thereisatendency
Educ.Sci.2017,7,24 3of12
of divide between international non-native English speaking and local native English speaking
students [23]. This divide starts with and works through the uses of English as the standardized
languageineducationandresearchtoconfirmandenhance“theideologyofmonolingualstatesand
identitiesheldbyprivilegedcommunitiesintheWest”[21](p. 9). Literaturehashighlightedthat
bilingualstudentsareinclinedtobelabelledasdeficientbothlinguisticallyandcognitivelyineducation,
from the primary to the tertiary level, in many English-speaking countries despite their bilingual
potentialsandbehaviors[11,17,21–23,25]. Ineducationalresearch,thislinguistically-basedinequality
isreflectedthroughthedominance,ifnottheprivilegedpositionofEuro-Americantheorieslargely
expressed in the English language. Consequently, bilingual HDRs and their linguistic-theoretical
knowledge in their home language other than English tend to be underestimated in educational
theorizing[1,11,13,18,20]. Inthewakeofpost-colonialand/ordecolonizingtheories,there-construal
ofEuro-AmericantheoriesandEnglish-onlymonolingualismisgraduallygainingattention[1,3,4,13].
2.1. UniversalizationofEuro-AmericanTheories
Researchershavenotedthatlocal,indigenoustheoriesandtheorizinginAsiaandAfricahave
beensuppressedbyEuro-AmericantheoriessincetheEuropeanscientificrevolutionsandtheensuing
imperialcolonizingexpansionsinthe17thand18thcenturies[27]. Localknowledgeisregardedasof
valuemerelyforimmediateand/orlocaluses[28],whiletheEuro-Americantheoryisconsideredas
superioranduniversal[4]. Sincethecolonialera,local,traditionalandindigenoustheorieshavebeen
consideredasdatabasesordataresources[1,18,27]. Thisviewrationalizesarrangingtheroleofdata
suppliertoindigenouspeopleandtheorygeneratortoEuro-Americans. Non-Euro-Americanpeople
andtheirtheoreticalknowledgeareexcludedfromacademictheorizing“asbeingpoorinlinguistic
expressionandlackingthecapacityforclearconceptualization”[13](p. 74).
Beinglabelledastraditional,non-Euro-Americantheoreticalknowledgeisrelegatedtoideologies
ofthepast. Thisforeclosestheprospectsforbringingforwardandmodernizingsuchconcepts. This
also denies such theoretical knowledge the potential to be tested to see if it operates across time
and space. While people’s intellectual heritage may be preserved, it is also refashioned through
inter-generational and socio-historical changes. Non-Euro-American knowledge is “a living past,
alivingfuture,andwearethelivingconnectioninbetween[andit]isactiveonalltheselevels”[29]
(p. 15). However,beingregardedasnon-systematic,non-Euro-Americantheoreticalknowledgeis
delegitimizedastheory,sinceitdoesnotfitperfectlyintotheWesternscientificstructure[27,30]. Itis
thusdeemedtobeinferiortoitsEuro-Americancounterparts.
Here, it is important not to fall prey to cultural relativism. The values buried in
non-Euro-Americantheoreticalknowledgemayormaynotconfirm“itsownrulesaboutprocesses
of knowing, which diverge from the rules of science regarding evidence, repeatability, and
quantification”[31](p. 8). Theproblemwiththerelativiststandpointisthatitseparatesandrates
culturesandbodiesofknowledge. Euro-Americantheoriesareconsideredtobeformalandscientific
knowledge with the “civilizing mission to replace backward local traditions with more-advanced
practices”[13](p. 84). Thisreflectsavertical,hierarchicalpowerrelationamongtheEuro-American
and non-Euro-American epistemological systems [19,32]. Such an intellectual hierarchy tends to
relativizeorratethepositionsofcertainculturesby“treatingthemaslessimportantvalueswhose
absolutenessandidealitycouldbesacrificed”[19](p. 140).
Inscholarlyencountersbetweendifferentepistemologicalsystems,therearealwaysdivergencesin
termsofcontentandvalues.Whiledifferencesmayleadtoconflicts,divergencesprovideopportunities
for all parties to explore “the unthought” to go beyond the taken-for-granted viewpoints. With
strugglesandcombatsoverdifferences,itseemsthatabalancebetweenintellectualculturestends
to be reached where a certain body of knowledge establishes a dominant position by asserting its
universality[19]. Currently, theEuro-AmericantheoryandEnglishhavesecuredadominantrole
in the world today. Its epistemological, methodological and theoretical knowledge is proclaimed
as universal, or standardized for all humankind through intellectual education [3]. Theories
Educ.Sci.2017,7,24 4of12
emanatingfromnon-Euro-Americanknowledgefromanotherintellectualculture,societyandethnic
group are not regarded seriously. This is because they are seen as specific or limited to a given
intellectualculture[27,30,31,33,34].ThepracticeofuniversalizingEuro-Americantheorieshasinvolved
categorizingnon-Euro-Americantheoriesaslocalknowledge. Theuseofthetermlocalknowledge
impliesaconstrainedandclosedsystemthatisdetachedandisolatedfromtheglobalcontext. Italso
reinforcesthetendencytoseelocalknowledgeaslackingbroaderapplicationsandbenefits[24,30,31].
AccordingtothepervasiveEuro-Americancriteria,non-Euro-Americanknowledgeisalways
criticizedaslacking“anyserioussense[of]theoreticalthinking”[24](p. 210). Asaresult,indigenous,
localandregionalconceptsofnon-Euro-Americanoriginhavebeenexcluded,oratleastmarginalized,
as legitimate sources of theory. However, it is dangerous to take for granted that the intellectual
cultureofa“relativelysmallnumberofwhitepeopleintheNorthexplain[s]the‘isandought’of
theworld”[3](p. 7). Againstsuchahierarchicalconceptionoftheoriesandlanguages,effortshave
been made to validate empirical indigenous, local and regional non-Euro-American theories and
languagesbyemployingscientificmethods[32]. Inthiscontext,non-Euro-Americanknowledgefrom
theperipheryistreatedasfertiletheoreticaltools,aboundingwithintellectualresources. Fromthese
multiplelanguages, usefulanalyticalconceptscanbeextractedandfittedintotheEuro-American
scientificframe[1,33].
ThepresumedsuperiorityofEuro-Americantheoryisopentoquestion,especiallyifsuchtheoryis
assumedtobe“acultural,objective,universal,generalizableandungendered”[32](p. 363). However,
thereisalsoanopposingviewthattheoriesandtruthmayvary“becauseoftheinfluenceofsociety,
class, and group affiliation in society, truth is also a matter of perspectives” [1] (p. 602). Though
it is debatable whether truth is absolute, some researchers argue that some concepts generated in
Euro-Americanculturalcontextmaynotnecessarilybeapplicabletodifferenteducationalsettings.
Theymaynotbeeffectivelyrelieduponforuseinothereducationalcontexts,becausetheyareproducts
ofEuro-Americanhistoriesandsocieties[13]. Theywouldbebetterifre-developedwithinputfrom
non-Euro-Americantheories. Eveninatimeofinternationaleducation,differentepistemologiesand
intellectualcultureshavenotbeenblendedintoasingleuniformizedtheoreticalframework. Rather
thecontactsamongintellectualcultureshaveinvolvedbothassimilationandalienation. Different
intellectualculturesandtheorieshavealwaysbeen“brewingandmingling,hybridizingandmutating
ceaselessly”[19](p. 141)tomaintaintheirfeaturesincontactwithoneanother. Historyshowsthat
intellectualknowledgesystemsexchangeandco-prosper[2,15,16]. Thereisnoonebodyoftheoretical
knowledgethathasnotbeenreconstructedwithoutreferencetotheothers,orexistsalonewithout
anyintellectualexchanges. Theorizingoccursalongacontinuumoffluxbetweenintellectualcultures
wherebodiesoftheoreticalknowledgearepositioned.
There is the counter-claim holds that non-Euro-American theories can also be rational and
scientific. Theycanbegenerated“throughmethodsthatareempirical,experimental,andsystematic,
whereas Western science, by contrast, may be seen as narrow and naïve in the way it considers
and defines questions” [31] (p. 5). Such a view, however, is not really helpful. Opposition to the
taken-for-granteduniversalityofEuro-Americantheoriesis“giving,ifnothope,atleastaffectedrage
attheinjusticesthatthemodernbroughtdownonthemandtheirpeople,whilepromisingsomuch”[4]
(p. 15). Rageisnothelpful,unlessitcanbedirectedtothechallengingtaskoftheorizing. However,
byplacingthesetroublesandproblemsinthespotlightwithsuchpolemicallanguage,theremaybe
moreopportunitiestoattractattention,ifnotdothehardworktoseekanswersandsolutions. Good
educationaltheoriesandtheorizingare“theartandscienceoftheexile,thestranger,thewanderer,the
unsettled,andthedisplaced”[4](p. 16). BilingualinternationalHDRsfallintothiscategoryandsome
mayhavethedispositiontodeveloptheircapabilitiesformultilingualtheorizing. Standingonthis
ground,bilingualeducationalHDRsmayreconsiderthemonolingual/multilingualdivideembodied
inthedichotomyofEuro-American/non-Euro-Americantheories.
Educ. Sci. 2017, 7, 24 6 of 12
knowledge are always “in a process at once of homogenizing and heterogenizing [themselves], of
confounding and demarcating, of dis-identifying and re-identifying, of conforming and resisting, of
imposing (dominating) and entering into dissidence” [19] (p. 142). This applies equally to
Educ.Sci.2017,7,24 5of12
Anglophone and Chinese intellectual cultures for instance. Anglophone and Chinese intellectual
cultures are inter-related and do not stand alone without connection to each other and to others
[2,15,16,19,35]. The Euro-American theoretical knowledge is develo2p.2e.dC rwitiiqthu ecoofnthtienDuoicuhso toinmpyuotfsE uro-American/Non-Euro-AmericanKnowledge
from other sources including the non-Western, and vice versa [16].
There is an argument, questionable though it is, for the incommensurability of theoretical
Abrogation of limits and demarcation are ironically elements of all intellectual culture and
knowledgethatfocusesontheirreconcilablecontradictionsanddiscrepanciesbetweenEuro-American
bodies of theoretical knowledge. It is the tension between these two tendencies that makes human
andnon-Euro-Americanknowledge[31,32]. ThisdichotomybetweentheWestandtheresthasbeen
knowledge dynamic and transformative across all times. Theoretical knowledge is foremost and
increasinglyproblematizedinpost-colonialdecolonizationtheories[3,4,35].
essentially dynamic [19]. An intellectual culture would be a dead one if it positions itself as singular
SimplyopposingtheWestandthenon-Westleadsto“acompetitionbetweendifferentforms
for instance in terms of language, without any relation to the other intellectual cultures or languages.
of universalism, a battle over which version has greater moral legitimacy and is less complicit in
Based on this standpoint to knowledge, Jullien argues for the shared intelligence among intellectual
theexpansionofcolonialism”[13](p. 90). Further,itexacerbatestheuniformizingpracticesofthe
cultures [19].
dominantWestandarousesresentmentamongthemarginalizednon-West. Theconcept‘theWest’,in
Shared intelligence among intellectual cultures views “each of the parties compromising, each
effect,isveryproblematicinvarioussenses. Forinstance,theusesofthetermtheWestmayleadto
taking a step back, in a spirit of concession, by seeking conciliation so as to avoid excesses” [19]
negligenceofitsdiverseandheterogeneousnatureforitreferstoaclusterofdifferentnations,cultures
(p. 141). Each intellectual culture, either the dominant or the marginalized, needs to respect the
andethnicgroups. Further,theusesofnotionssuchastheWestandtheResttendtodrawadividing
intellectual equality of other cultures and seek mutual exchanges of theoretical knowledge among
linebetweenthesetwo,leadingtoasimplisticdichotomy. Moreover,theusesoftheconceptsofthe
them. This mutual respect may be realized by “being opening out, being finally instigated on both
WestandtheWesternfrequentlyinvolveaEurocentricbias,describingtheWest/Restinmaster/slave
sides intelligently as something face-to-face made from the various possibilities engaged in by
andsuperior/inferiornarratives. Consciousofthesecontroversies,thetermssuchastheWest,the
thought” [19] (p. 141). Shared intelligence or equality of intellectual cultures, leads to a two-way
Western,theEuro-Americanandthenon-Westernareusedinthispaperinasensetodescribe“the
process of knowledge production instead of one-way knowledge transfer. This is the premise for
factthattheyarealldifferentfromtheRest[andontheotherhand,]theRest,thoughdifferentamong
pedagogical efforts and actions to disrupt the prevailing hierarchical academic order. Otherwise,
themselves,arerepresentedasthesameinthesensethattheyarealldifferentfromtheWest”[26](p. 189).
what we will get would be merely “an extraordinarily resigned, dispassionate, consensual, and at
AnotherreasontousetermsoftheWestandtheWesternhereinthispaperistounderscoretheir
same the time [sic] boring, conception of culture” [19] (p. 141) and of international education. By
pervasivepresenceineducationalresearchdiscourseandtoquestiontheunderlyinglinguistically
starting with the presupposition of the shared intelligence among intellectual cultures, a common
and theoretically based inequalities attached to these concepts. To deconstruct the dichotomy of
ground of understanding may make possible new theoretical insights. The divergences of languages
West/non-West,creditneedstobegiventonon-Euro-Americantheorywhereitisrationalandrigorous.
open up a new basis of equality.
Researchersarenowarguingthatindigenous,localandregionalknowledgethatisnon-Euro-American
On the one hand, dialogues promoted by dominant Anglo-American interests are criticized as
is a critical form of theoretical knowledge that co-exists with and in some instances constitutes
being a compromise to the uproar created by non-Euro-American critique. They are considered to be
Euro-Westerntheoreticalknowledge[13,30–32]. Thatis,Euro-Americantheoreticalknowledgeisone
a “more cunning way, a covert means of passing on their universalism” [19] (p. 157).
amongnumerousformsofknowledge[1,32]. Thosewhosupportthispropositionrejecttakingthe
Anglo-American interests seem to be losing absolute controlling powers of the world’s economy,
Euro-Americantheoreticalknowledgeastheuniversalstandardsortheonlywayofknowing. Instead,
politics and intellectual cultures, involving their “inability to grasp the inherited multiplicities of the
they argue for a multi-dimensional knowledge production that draws upon linguistic-theoretical
[previous] colonial worlds, the resilience of non-Western knowledges to homogenization, the
resourcesfrommorethanonelanguage[34].
resistance against cognitive annihilation of subaltern standpoints, and unleash the transforma tive
potential of different histories and alternative conceptualizations” [15] (p. 2). OAnrt ictleh e other hand,
3. AdoptingAa DDuuii HHuuaa (对话) SSttaannddppooiinntt ttoo EMduulctialtiinognuaallT heorizing
dialogues advocated by the marginalized non-Euro-American researchers tend to re-affirm its once
Educational Theorizing
glorious history and immutable, incomparable traditions, lurking to re-gaiTnh tehreeira dreominicnraenast icnognlytroinlst ensifiedexchangesandinteractionsamongresearcherswithvarious
Haibo Shen
from their Euro-American counterparts [16,19]. Mindful of the hostilliatyn gaunadg ceosnafrnodntfartoimonsd iinv esruscehi ntellectual cultures. The relationship among divergent languages
School of Education, Western Sydney University, Penrith, NSW 2747, Australia;
dialogues, a Dui Hua (对话) standpoint is argued for in this paper, to raencodnifnigteulrlee ctthuHeaai bWlo.Scheeuns@ltwt/uenstreorennssyd-niWesy.eebduse.atui ;n Tegl.: +r61e-4n12-e55g8-0o67t iated and remolded in line with changes in international
intellectual relation. This Dui Hua (对话) standpoint is neither a concesesdiounca ttoio Wn.esEtARenecrcacednioevmeeduic:r 2rEs6da Sitwegoprt:ie hJmnambogeer s s2Ad0tl1br6ir;ii agAvhcltc oeep gtedu: 3e1 sJanubarey t20w17; ePuebnlisheidn: XtXe Fleblreuacryt u201a7 l cultures prevails in both government and
for a hegemonic, controlling, universalizing or uniformizing discouresdeu [c1a2t]i,o nnoarl apA borstleriavcctii: Netaeswli afzorsamtsa ioof pinntae lolnecfat ucale inaequtaolitya halvle bceucolmteu evridaelnt cwoithn thfle iinctetrsnataionnaldisatitoen nof sions. However, hidden in this
higher degree researchers (HDRs) education, in particular theoretical dominance and dependency.
once glorious Chinese, Indian or Egyptian civilization. Instead, opseinngnlees-sa ntosw oetHrho-wetoervs-er a, iltnlh-e p ltirnegorubmistlicesal mlyo safn dl iethseortehticeallya mbasebdi tinieoqunaliftioes rasAsocniatgedl ow-itAh mlocael/grliocbaal nhegemony. Inthecompetition
intellectual equality is emphasized. to secure thecutrorenpts pof ostsanidtairodinzedi nmonpoloingwuael rEngrleishl aHtDioRsn esdu,catthione arne ogrnad-uEalluy ropoe-nAing mupe tro ican languages and theories are
scholarly debates. In the field of education, bilingual HDRs have the potential disposition, and
Though always translated as dialogue, there are more implicatiomnasr bguinraielidz ewdsiotm[h2ei h,n1av 3et ,thh1ee9 c a]pC.abhilTiitinoese foisrn emt ueltrilirnugupal tthetohrizeingd. Soomme miankea unsec oef thoeirf knEowulerdoge- oAf mmoree rican theories, bilingual HDRs
than one language to extend the possibilities for theorizing educational phenomena or otherwise
word Dui Hua (对话). This concept is composed of two characters whimcha yhadveev peloolpyn-atsmheinemgi arnadnt mhtaiekcion gor sireznigsien iongf psrc obalepmas. bThiisl imtuiletilsinguuasl ithneogrizointg hmeayr prloavindeg anuotahegr epasth. toR atherthanworshipestablished
transform the problems with uniformized, Anglophone HDRs education. With this concern, this
and explanations. Dui (对 duì) originally meant holding a burning canthdeleo riine soinne mhaopannpedor .lr eiIcnotng sniudoearwsl thE er nuengfiveleirrsssah lis,atmion oofr Eeurion-Anmoervicaant tihoeonriesi nthreoudghu tcheairt eimobnodaimletnht ien orizingmightbepossibleusinga
monolingual English in HDR education. A Dui Hua (对话) standpoint to other languages and
to various meanings, including face-to-face positioning, facing in al agrigveernl idnigruecistthitoeiocnretr,i ceaalp sken orwwtloeedilgrlee ias. soFu tualinr etdh aendr ,detboatemd toe dhigihalitgeht, thife dnivoertgemnceis toifg laantgueagtehs eande xcessesoftheuniformizationof
thoughts. Thus this paper probes into the possibilities of multilingual educational theorizing,
couplet and dividing into halves. Its core meaning is being correct, as oEpuproo-sAedm teor ibceainntgh weorroiensg,.a Its tcaannd pointthatvaluesmultilingualtheorizingmaybeadoptedtoproducea
whereby bilingual HDRs generate original conceptual tools that benefit the wider educational
be used as a verb to mean answering, replying, responding and copingm woritehi nsotemlleecthtrueisneaalgrclh.y cDobmuamliua n(in对tyc. e) dalasnod diverseeducationalmilieuwheremultilingualeducationaltheorizing
has connotations of treating, comparing and opposing. Hua (话 huà) misetahnesn ao wrmor[dK1e,1y ws].oprdeFse: omcrohnot,l hinsgeausyale/imnurgletil,ai nsguoaln dsiv,idte;h Deui Hpuoa (s对s话i)b sitalnidtpieoinst; omufltimlinguuallt eidluicnatgionuala l educational theorizing with a
theorizing; bilingual higher degree researchers
remark or idea that is openly expressed. Thus, here in this paper, DDuuii HHuuaa (对话 ) sista cnodnpsotrinutedw itlol beproposedandconsideredinthissection.
1. Introduction: Theories in English as the Dominant Resources for Educational Research
The way power and theory come together has been questioned by researchers for decades [1–5].
The production and dissemination of theory never occur in a vacuum free of historical, social and
economic conditions [6]. It is reasonable to argue that this applies to research in the field of
education. The entire educational theorizing process—from the selection of research topics and the
search for literature, through the design of research and the collection of data, to the interpretation
and explanation of evidence [7–10]—are all influenced, if not decisively determined, by the current
order of the world’s research powers. In effect, Anglophone universities control educational
research, and have greater say over what constitutes educational theory [1]. By limiting, if not
restricting the theories from Western Europe and North American available in English, the world’s
research powers “set up unnecessary and competing hierarchies of thought which re-inscribe the
politics of domination by designating [other theoretical] work as either inferior, superior, or more
or less worthy of attention” [6] (p. 64). Euro-American theories, philosophies, pedagogies and
methodologies dominate educational research and higher degree researchers (HDRs) education [3–5].
This expansion of Euro-American educational theories in the English language renews and
reshapes their direct rules over the colonized people in African and Asian countries and regions
into indirect and covert forms of intellectual inequalities [4]. Intellectual inequalities in the
international educational research communities are reinforced, not just reproduced, through the use
Educ. Sci. 2017, 7, 24; doi: 10.3390/educsci7010024 www.mdpi.com/journal/education
Educ. Sci. 2017, 7, 24 6 of 12
Educ. Sci. 2017, 7, 24 6 of 12
knowledge are always “in a process at once of homogenizing and heterogenizing [themselves], of
confounding kannodw dleemdgaer caartein agl,w oafy dsi s“-iind ean ptirfyoicnegss a antd o rnec-eid oefn thifoyminogg, eonfi zcoinngf oarnmdi nhge taenrodg reensiizstiinngg ,[ tohfe mselves], of
imposing (dcoomnifnoautnindgin) ga anndd ednetmerairncga tiinngto, ofd disissi-dideennctei”fy i[n1g9 ]a n(dp .r e1-4id2e).n tTifhyiisn ga, popf lcioesn foerqmuainllgy antod resisting, of
Anglophone iamnpdo sCihnign e(sdeo imntinelaleticntgu)a l acnudlt uernetse rfionrg i nisnttaon cde.i sAsindgelnocpeh”o n[1e9 ]a n(dp .C 1h4in2e).s eT ihnitse llaepcptuliaels equally to
cultures are iAnntegrl-oreplhaotende aanndd dCoh innoets es tianntdel laelcotnuea lw ciuthltouuret sc ofonrn eincstitoann cteo. eAancghl oopthheorn ea nadn dto Cohthineersse intellectual
Educ. Sci. 2017, 7, 24 6 of 12
[2,15,16,19,35c].u lTtuhree sE uarreo -iAnmtere-rrieclaante dth eaonrde tdicoa ln oktn ostwanledd gaelo nise dweivthelooupte dco nwniethct icoonn ttoin ueaocuhs ointhpeur tsa nd to others
Educ. Sci. 2017, 7, 24 6 of 12
knowlefrdogme aorteh earl wsoa[u2yr,s1c 5e“,si1n i6n ,a1c 9lpu,3rdo5ic]n.e gsT sth haeet nEoonuncr-oeW -oAefm shteeorrminc,oa agnne dnth ivzeiiocnrege vtaiecnradsla h k[e1nt6oe]wr. olgeedngiez inisg d[tehveemlospeelvde sw],i tohf continuous inputs
confounkdnionwAg lbaerndodgg eda teafimorroena m arocl wofa ttlahiinymegsri ,ts “sooi nfua drnacid sep- sird dioneecmcnelstuaisfrd ycaiiantn tgoigo n tnahcn eead nro erofe nhi-r-iodWomneeniocstgatiefleylrnynini ,ze gailn,ne ogmdf aevcnnoicdtnes f hovoerefmtr esarialnol [gg1i en6ant]ne.i dzlli enrcegtsu i[satthli necmgu,ls toeuflr vee sa]n, do f
imposibncogod ni(fedosuo omnfd itnihnaegtoi narengt)di cA daablne rmkdon gaoearwcntiatoletenirndi nggog,ef .o lfIii tmnd itiisost s-ti hddaeien sntdseti nidfdseyeiniomncngea ”bra cena[td1wti 9ore]ene E-n i(dadp utrec.he .ne S1tiscir4ief.o2y 2nt)i0w.ni1 cg7oTa,, l7htol,eyi2fsn 4 cedoaleenpnmfpcoelirienmests si tn heogaqf t au amnaldllal ykirn eetssteio slh lteuincmtgua, anol f culture and 6of12
Anglopkihnmoopnweol seaidnnggde C(ddbhyooinmndaeiimesnesai ctoi infna tngteh)dl le eoatcrrntaeudntai sclfe aocnlr utkmelntruaiontrwiegvsl ee ifdnaogctroer oi . nsIdsst it siaassnl iltdc heteei.nm Atceeenns”.gs ilTo[o1hnp9e h]bo oern(tepweti. ceaae1nln4 d 2kt )nhC. oehswTienhl eetiswds egoa e ipt neiptsnel idlfeloeesrnc etceumiqeaousl sattlh lyaatn dmto a kes human
cultureesAs sanergnel toiianplthleyor -ndreyek lnnaaantoemdwd i lcCea d[nh1gdi9ne ]e d. sdAoey nnni naointmte tlesilctleal cenatcnudtuda aal ltlcor cuanunletls utfuwroreiretsmh wfoaooutriut v ilecnd os abntcaenrn oeaccs edts.i eoaAanldl n t gtooilnm oeepea ihscf.ho i Tnt ohept eohaosenirrtde iato inCncadshl ii tntkosene soloeftw haisnlee rtsdsei ngllgee cuitlsua arfo l remost and
3.1. SharedIntelligence
[2,15,16foc,1ur9 li,tn3u5srt]ea. sn Tcahere ei n eiE sntsueteerrnmor-t-risAae ollmlafy tel eadrdniyc gnaaunanam dgt hiedce, oo[w1 rn9ieto]th.it coA asunltt a akinnnndtyoe awlrlleeollcenatdtueig aoweln ci ittusoh l ottduhueretve oc ewotlhonopenuree ldidcn t tibweoelnil tae ht cdo tu eceoaaadnl cct hoiun nlouteuto hirufee sisrt oipanrno pldsaui ntttigsoo u noast ghiteessre.s lf as singular
from oBth[a2es,r1e 5ds,o 1ou6nr,1c t9ehs,3i si5fn o]sc.tr la uTinndhdseitpna ognEi cuntehrt oeitn -onA tokemnnrm-oeWrwsi celoaesfndt el gartennh,g, e Jauounarlldegitee ivn,c iwa cale ir tgkvhuneoreousswta f alo[en1rd6y tg] hr.e ee l Aiasshtn iaodirnnee vtdteoe lil lntoehtpceetel uoldiatg hlewecnruict lihetn u atcermeollnoeisctnitangul uwainol atuceyusls lletiduncetrpuefiusan tloes rd lwanigthuaregfeesr.e ncetoothers. Nointellectualcultureexists
Abcfurrolotgmuar teoiost hn[1e 9or ]fs. Bol iuamsrecietdss o iannn cdtlhu idds eisnmtgaa ntrhdcepa tonioionnnt -taWor eek snitroeorwnnli,ec aadnlgldye ,v eJiulceelml ioveenennlr ytsasarb g [oyu1f6 eita]ss. l efl olfirn; trthealetlh esechrtaucraoelde cx iuinsltttesulrwlieg iteahnncodet haemrson[1g, 1i6n,t1e9ll]e.cLtuanalg uages,intellectualculturesandtheoretical
bodies of thSeAhoabrrereotidgc aaicntl iutokelnntlul oiorgwefe slnel [icdm1eg9 i]eat.s.m Iato nnisdg t ihdneet metlelanercsctiaoutnaiol bnceu talwtruee reeinrso tvnhiieecswaeklls nyt w“o eewoale lctemhedn eogdnfee ttsnah rceoei efp asaal wtlrhlt iaaieynts st mec“loalimenkceptasur paohlmru ocmicuseailsntnsug r,a ete aoacnnhcd e ofhomogenizingandheterogenizing[themselves], of
knowletadbkogiden iged sya no sfa tmtehpiec o baraenctdkSic, h atiarln ark enands o fsiowpnritmlreeildtal igtgoievfe. en cI cotae nci scra oemtshsssoei n oatgnell n, i ntsbiitmyoe nlesl eseb.ce etkTutwihaneleg ocec orunceno ltttnfiuhoccerauiesllni seakd vttniiwinooengoww atssleeno “ndd eadgadseec e nthimocs i o eaaffsrov c trothaehitemdai n tpo egamsx,rtco taeiafkesnedssd seic ss oh-”imu d[mep1n9raot]ni mf yiisnignga,n edacrhe- identifying,ofconformingandresisting,of
essenti(apklln.y o1 dw4y1l)ne.d aEmgaeic chdt a[ y1kinn9ina]t.emg Al lieancc stiauntneatdpel l lcbteruacalctntukusa,rf loei nc,r um ealita tushtipreveirer wi ttah ocoeurf o lddcsoos bm naecil enal s atdsinimeota niedom,s r .ob p tnTyoheh ses iei nefome girktea( idptrnigoocgiams nilct aioinklonianznctoesiindwl iig,atl s)teneidaoelnfgne daed ss sei o ssn ti toanfeso gr rriuteneolsmga parioe nvcstotto idtadh nieesd xs icdeesnsecse”” [[1199]] ( p. 142). ThisappliesequallytoAnglophone
for instianenstecsleeln einctit autelalrylm edsq(y poun.fa a 1llmai4tny1icg ) o.u [f1Ea 9goa]tec.h h,A ew rnin i tcithuneolltlteueultclr etaeucnsta yual anrcled ulc alusttuelitoerunker, e tmoe wi utthhotueue arlod lt t hehbaxeeencr d ahdi naodCntmeeghalileidnensc a eotonsunftea e to lihi ncrfe utioettlh rltpleueeot rcimsectiusata ilaoo rlkrgn ncilsanuo nialwttglsuieluzerleaefdd gsag,es efs no s.a erinmeigdnoussn ltgaator n cree.spAecntg tlohpe hone and Chinese intellectual cultures are
Based othfnoe rtm hini. ssT tsahtnaisnc edm piinuno tttieunelartlme lt corste u kosanpfl oe laecwnqt lugmeuadalagiygtey e,b ,Jo ewuf lriloetihetahnolie uzaret r cdgau nublyetyus r re“feolbsare t aitinhongned stosohpie naetenhrtkeeie ndr mo-g rit uenholtuteauetrtl,a e lilibdn geeteaexinnlnclcghede ca ftdaniunmogaaelnol slcnoy uotg lfi stn iuttnsahrttneeeigsdoll areoatecreltt odilucan aanoellg n kwu nbaiootghtwehosl u.e tdcgoen anmecotniogn toeachotherandtoothers[2,15,16,19,35].
culturessBi d[a1es9se] d.i n otne ltlihgitesh nsettmlayn. daTpsh oission mmt teuott hukinanlog wr eflsaepcdeeg-cteto , m-Jfuaalcylei e bnme aarrdegaeul iefzsreo fdmoT rb h yttehh “eEe b usevhriaoanr-rgiAeo domu psieen nrptiieconlalsgins goiebtuhnitle,ci toebi reeaesimt niecgona nflggikan ginaneloltdwye l lliieenncds ttgbuiegyaa li stedde voenl obpoethd withcontinuousinputsfromothersources
Shtahcruoeludtug irhnetts”e [l[1l1i9g9]e]s. nid( cpee.s a 1im4n1to)e.nl lgSig hienanrteetldlyle icantsut easlllo icgmueelnttcuheri enosgr v efiaeqcwueas-tl io“t-eyfa acocihfen cionmlfut aetdhldilenee cg ptfuatrhoratemli enc suot hclntoe-uWm rvepeassrr,t oielomeruanisd,s iaspn ngtodo,s sevaiaib cctiewhli tvoiee-wrss aaeyn[ 1g6a]g.ed in by
taking par oscteepsSs h baoarfce kkd,n tiiohnnwot eualle glisdhgpgtei”enr ict[pe 1ro 9oaf] md c(uopocn.nt cig1oe4 nsi1ns )iti.oen Slnslht,e ecabatryude a dsol e fice nuoktlnietnluelg-irgw ecesaon yvnc iceeki wlnoiaorst w ie“oqelAneaud bcasghrlooie tog yatfas r to taihtfono ensi nfapoetvarfeo.rll ltiiTeidmech stieit usxcs aocialsem n sctdspuherldesto u”empm r[rei1eass9mri, nc]l aiges ta,ei ode fnaso carth or e ai rotwnioc-awllayye lementsofallintellectualcultureandbodies
(p. 141p)t.ea dEkaiangcgho gaiin cstatele lplpeef rcfbotoaucrceatkssl s, ac iounnfld taku anrsceopt,iw ioreinlitets hdo egtfor e c tdophniresocr edudsuposcmtio ttiniohn,ne ab npiyntr sesotveree aaktidhlii neno oggfmf cohtaohnirneeegroc-iawirnlreiacatalihyticizi aoceklandnkl , ons aownoc ewalaeedslddee sdtgmo egt i eoact. rvorIaotenrisiddsspfe teerehrc.x .et cO Ttetethshhnseieses ir sowi”sn i[tsb1hee9e,t ] w p ereenmtihsee sfeotrw otendenciesthatmakeshumanknowledge
intellecwt(upha.a lt1 e4wq1ue). a wlEitaiylclp hoge fdei ntao tgwteholoelgeuric clctdauul a lbteleu f cfrmoeurslet tsruae nraledyn, d“se eaiatenhck tee irmox tnturhsat euot oradd l odienmixsacrirnhuilaapynnt trgd teehoysserin g oatpnfhmr eetedhi vc,me adoaialrniirsendgptgiiacnt srahasallii nieokzrsnneafadoortcwr,e hm,nl iecceadaoetigldnv essae e catnaaomdsc ureoroaemnsslg,spi c aea ncolltdr d ttiahemter . e sO.thTehrewoirseet,i cal knowledge is foremost and essentially
them. Tsiahnmitsee lm lethuctetuu taailml erweqe hsu[psaaietlc ic]tw ty be moo wrfa iyonil tglbh ,ge ec erro te cnwauclleoitzpuuetrldideo s nbb a yeon f“md bc eseureilenetlugkyr ome“p”aue nn[t1 uien9ax]gl t r(odepauxyo.tc nr,1h da4bami1enn)iiga ncaergi[nsl 1 ydf9oi n]fro. aetfAslh liiyengno ntiirenneertdstneti,liac lgdateialico sttknepundaaaol sl oswecniduol elunbtdcuaogatrtehetei, owacnmoo.n uoBslneydgn b seuaal,d aenadd oant eifitpositionsitselfassingularforinstance
sides isnttthaereltlmiing.ge Tn whtliyist hmas stauh msteuo epam tlr heertesehu stippinmepgco etsf a[imstciieaoc-y]nt o bbo-oeffa r tirchneeega lm,si zchaeoaddnre ecb defyp ri otn“imobtene l iltnoihggfe e cnoviupcnaleetrtn ueiaiorrnmeumg”so s on[upo1gtfo9 , ]lsia bns(nietpbegin.ilu llg1ieat4 cigfet1ieusn), aawaelln nlicydtguh ailoontguufse trtdiienag sntai,en ytrae nr dbceay oltoai motnino mbanool tnteoh d tuhceaottiohner. iBnyte llectualculturesorlanguages. Basedonthis
thoughgtsr”iod [ue1ns9 d]i no(ptfe .ul l1nig4sd1etea)nr.r tstlSitynah ngaa drswei dnsitg ohi mnm tteheatleyhl i igpmnergaen kscfueea p cpoepor-os toessiiq-tbfuialoeacn leni toeymwf oat htdfh eeie n softhrreeoalltsrmeietccad atntu lh diianenplt soecviligulanihlrgttitueotsonr.u eTcksse hn, peoalo emwdasislodveinsbed grigtlg oieite n,inaeJt sucet ellwlelsei neocognt-fuw alaagaarlnegy dcgu u ueilasntugf oerbesry st ,h ae cshomarmedoinn telligenceamongintellectualcultures[19].
processot phoeof nuk gunhpotw ”a ln[e1ed9wgg]r e ob( pupa.nsr oi1dsd4 oo1uff)c .eut iqSnohudnaae rlirienstdystat .e nina ddtie nlolgifg moennaceye- wm oaary ke eqk punooaslwistilybe ldoeg fn eie ntwStreah tlnlhaesrecfeoetdurre.a itnTli cthceauillsl l iitgniusesr inetghsch,ee t lsape.ma rTedohmsne it gsdoe ii nvaf etoetrrwlg leeonc-twcueaasyl o cfu llatnugreusavgieesw s“eachofthepartiescompromising,each
pedagogpircoacOle sensf f toohrfet sko onnaponeew dnh la eaundcpdtgi ,aoe d nnpisear woltood g buduaciestsisirso u pnopr fot i enmtqshutoeeta aelpdidtr yeob.v fy a oidlnionemg-w inhaaiyen rtkat anrAckonhiwngicgllaoeald- Asgatcmeea ptedrrbeaiamcncasiknfce, irionn. rtTdaeherserips.s i trOsiis tta hotrhfeeer ccw orpniirtsceieecm,si zsieisoden af,obsr y seekingconciliationsoastoavoidexcesses”[19](p.141).
what wbpeee iwndgail gal o gcgoeitmc awpl oreoufmflodirO stbesne t aotmnh tdeeh r eoea nlucyetpi o“rhonaaansnr d teco,xr dtedraiaiatsoelrordudg pbiuntye a stnrh iopelnyr op -rEmreuesovritgoaen-idlAei nEdbmgay, e c dhrdhiiiosceipamnrnaatiers nccslralhieionticncittqa auAulta eenal,.g c cTcaluoohdln-eteAusymerm aneicr,es eureo iciacrtoldah,n neeas rrnii.dn tdhOte eeratrehtedd eso rttmswo aiibsnreeea , n crtiotircitzheedm asa rginalized,needstorespecttheintellectual
same tahw e h“tmiamt ower ee[ s iwccu]i lbnlb enogiinrenigtng wg a, woc couoamlyndp,c beropae m tmiociosneevr eoetlofry t ct h“umaeltn uue apreenxr”ostr a[ar1oo 9cfr ]rd epi(anpata.es rds1iil4 nby1gy )er qenaosuoninangd l-n iEotetyhufd eroi, onifdr-t Aoeisrtupmhnnaeaeisrtvrsiioecicorunasnlanatal ul ctieersredim, tsuic”qoac uannet[sdi1.eo 9Tnsn]ehs .eu eBk(aypyl ma,. raue1n t5cdu7o a)na.l ts eidxcehreadn gtoe sbeo ftheoreticalknowledgeamongthem. This
startingAs anwmgilteoh - tAthhmee tepirmriaece as un“[ps miipnco]ot resberi oteisroctiunns n gson,e fie cntmohgne ct eowshp abatyiero, e nldo a soi infn ctcgeou lvallietbgursetro nel”cmue t[ ee1aa 9mcn]o somn( nptuorg. tof u1 il4nlaip1ltnea)rg lesal ssepnpicnodetguwc o taefmlor icsnan u yotletftbur hetnrehareieerst ia,ow lauinzo nacerilodlv dmeeb’drsymsu ae“colcbainoset inmionon”gm . oyBp[1,ey 9n ]i ng(pou. t,1b5e7i)n. gfinallyinstigatedonbothsidesintelligently
groundp sootafli ruttinicnsdg ae nrwsdtia tihnnA dttnehilgnleelg ocp m-trAueaamsylu ecmprupialctokausneri t epiisono,n tsiens roivbefos lettlhsv n eisne eswgeh m tathhr eeetidoor r“bienietnti cealaolbllsii gliiinnetgysani s cgtaeoshb otgassmomr.a lTeuosthptnhee gi t nhc digoeinvn tfieentarrlcholgeeele-clrtnitinoutce-geafd salp cmocoeufwu lmltaleutnairrpgdse luesioc,af fig arttoi ehecmsseo mowtfhm otehrovlenda ’rsi oeucsonpoomssyib, ilitiesengagedinbythought”[19](p. 141).
open u[ppg rraoe nvueinowdu sbo]af sucionsp ldoooefln iretisiaqctlaus n awadlnioitdnyr lg.id n mst,e altlyeh cmet uarakelse ci lpuieoltnsuscriebe sloe, fin nenvwoonl tv-hiWneoger steSthtehiercainarr le“ kidinnnsaioinbgwtihelliteltsldyi.g g Tteeohns egc ertdaoios vprhe roetghqmeeuno aicgnleiehtsnye oirziofta feltadiinon mgnteu,u laltleghtcieepts ul iaclitcieusl toufr tehse, leads to a two-way process of knowledge
Onroe tsphiesent ao unnpcee a ha angne[awpdinr, esbdvtai iascoilosoug gson]uf i etecisqvo upelo aranolinimtanylo.i htw eildoa rtbilodyns d, ootfmh seiu nbraeansltti leAirennn gcselto ap-noArdfo mdpnoueoricnnitci-taoWsn,n e aiisnnntdtesetr renuea nsdktlesno aaofsrwhoe n ltceehrd-iewgt ietcarsiyaz netkdosnf ooahrswom mleadtoiggveeen tirzaantsiofenr,. Tthhei sisthepremiseforpedagogicaleffortsand
being ap cootmenpOtiranol m tohifes e dro etinfosfei ets hrhteaeann nutcd peh, r iaodsgatioaar lriconiregsestua eatcesond gdp n braioytlmi tnveooern nteaa-dnEti nuvbireyho ic-dlAaootnmmioceeninpr iaotcunfa aatns clAu itczibrnoaiagtntliiltsqooeunt-roAnse”. m d sT[tihe1sarr5eniu]ycd p ap(antpro e.tii h nn2cetto)se.n p,r Oseraiesnndvt dseat r haieulreidnen olgtceotrahh ibsteihieerc rithzahearecdn h dtair,cas a nlsafocarmdeamtivice order. Otherwise, what we will get would
a “modrbieea ilnocgguu naen csio namgd pvpwroooctameayntie,t sdieaa lbt oyoc tfoth hvdeeei u frmftpe rraeomrngaetri an chnarilsesi aztoteoerdfdi e nsbp oyaan snn-sEdoinu nag-rlEo te-uoArrnnom a-Atetbihrvmeieecmie arcrn eoi crurnaeencnlsyei evpca“retraiurtcnsiahqaleeluiizxrsesatm.r t tTaie”oohn nredds[y1 ”it n9 ao[]ar 1 rer5e i(cl]-py oa(.nf rpfesi.1ri sdm52ig7e) .n)r i.etOe sdd no ,t nodth cibseeep oasthsieorn hataen,dc,o nsensual,andatsamethetime[sic]boring,
Anglo-gAalo mr“ieomruicosar nhe isicntoutderniyrane laisonntgsgdu s eiewmse amamdy u,vt tooaa cbb aletece ,old oivn sebcirynot g mt hmapeba emsraoanalbsurl gete iotn rfcaa oldinpzitaterisdoosn linlnsioncg, ongl un- oEprckneuopi wrntotgieh-o Artensoim ro or feef ruc-tigunhcalaietivnu new r rrteeosh”asree[llii1dars9 ’rmds]c oh(”epme c.ro[is1nn1 4t9aoe1]nmn )tda y(cnp ,ot d.on tor1refo5-i7lans)ft .fe irrnma tiitosn oanlceed ucation. Bystartingwiththepresupposition
politicsf rAaonnmdg litonh-teAeilrml eEecurtguircloaoal-rn Aic ouimunltsteue rhrrieicesasstt,no si r ncysvoe aouenmlnvdti e ntiromgp abmthretue slit ora[ s1b“i6ilnne,g1,a 9 iban]i.bcl iMsotoymil nutpodta efgr uarclaboo solfnpeftt hrtttorhhealeelsd i hhniintaogihros eeptndiroslii,tiwt neyludet earr mlksnl iidogun feglc tn otitphcnoele fir rcaewoim-tngioeotarasnli tdnogio’ fsti nhnt heset eceiirol nl ned scooutmmucahyiln , caunltt ucorenst,raolcso mmongroundofunderstandingmaymake
[previodupisao]ll oitcgiocusleo asn,n iaad l D finrwuotiemo Hlrl leutdchaste u,( i对art lh 话Eceuu )rl rtsoeut-sarAinelmisde, pneinrcoievicn oatonl vif s ic nnaogroug nntuh-tWeeedrirpe fs“aotirernt rsainn b[ 1itlkh6ipnt,iy1soo9 wpst]os.a li pMegbdreleiargn,sne dptseof wtu hrtloee toc h iofhen ntoohhfrmeieegr touihitgcreoaeedsln t timiihnlziesaut yitWlgi toahipenntssl,dit .c/ tnTichtoohieenne sf- drWooifvn etetsharteg t ieonncse sino sfulacnhg uagesopenupanewbasisofequality.
resistanin[cpteer lealvgeicaotiuunass]lt rccedoolgailaotnilniootingiavu.l e Te wsha,ni oasnr DDlidhuusiil,i a HHttihuuoeaan ( (对r对oefs 话话islui))eb snsattcaaletnne ddronppf oosniitnnaottnn iid-ssWp naoreeigsinttuhteseer,dn ra O afnok ncdrno tionuhnwcne tellhoeesisnadsise gophenha s tapt honete odrW , ,t trhdeoaosi nartmeselofrcoonoggrenumerfensiasg iwtzupiavhrrteeoioo m tsnhto,er ti Wtvehdeee b sty/ndoonm-Wineasnt tAnglo-Americaninterestsarecriticizedas
potentifaorler s oiafs thdaenifgcfeeemr aeogninnat iithcne,lis lstcet ooccntrouitgeransol ilratleiinnvladegt ,i aaounlntnne. iriTvhnheialritassit avDiloeiu zncii nooHgnfu csoaeu rp(b 对tuaunl话atielfi)roz nsar tmtasiotnibazndenisinpdn”go pg i[ond1ai5tins ]icct soso( n,pmu ea.r pins2trehd)o .e [murO1 2nains]l , cee toanhtnsooehcr e totahsth shereieeo urvtnr pi ahttraonaol nsaiWfzdroa,erct smiroteeanart tnioevedfer sb wyhnoo nst-rEivuer o-American critique. They are considered
dialoguopensoc teae dngvtliooacrl aiooteuf dfsdo birCf yfhae t irhhneeeen sgtme eh,m aiIrsongtnodinriiciaae,nl sic z oaoennrd td rEno goalllynitnp-eEgrtinu,a arunot ni-vcAiveivm ecirloesizranialccitezaipoinnnt ugrt.e o asIolneirbzas eaturetcniaahoidefn“o,rs msr”o mt poe[ire1nzen5din]n c gteu(o psn dsr.n ies2ti-co)na.o f gfuoOirtrwnhsme eat ryhi[st1,es 2 iao]no,n tcnhctoeoeevrr rme ahrst a rnemodvf ei, taanliszaotfiopna osfs ing on their universalism” [19] (p. 157).
gloriouisnd tiheaillsloteogcrutuye asal n aeddqo vunimoacclemia ttygue ldtioas r bbeiloymeu ,tp shin heCca moshimizanerpegdasi.ren a, a blIilnzed etdiraa nnd oiotniro- EnEusg,r yolup-ArtkimainnAeg rnc iticgoval ionrlei- zAr-gaemstaieioenanrr it.cch haIeennirrss tid netoateedmnr,de in sottaposn erstne ecn-eoaemfnsfstirr tomotols b i teost lhooensricsne g ina btesormlust eocf ontrolling powers of the world’s economy,
from thgelior rETiouhurosou -hAgihsmt ioanerlrtwyeic laalaeynncsd t cu tioramauln nmestqlueaurttapaelbaditlr eytas, s i i s[nd 1eci6mao,1lmop9gph].uaa Mersai, zibtnehlddee f.rt uer al adorifet i tomhneops hr,o eollu isitrmtiikclpiistnlyaigc n aatdnotid orin enc-tsoge nlbalfiuerncro titnuehtdaea litwric oduintolhstmiu ninri ent sshau,enci tnCh cv hooinlnvteriosnelgs their “inability to grasp the inherited multiplicities of
dialoguwferoso,r mda DDthuueii i HHr uEuaau (r(对对o-话A话Thm))o .se uTtragihnchiads n apc loowcnoinauctyen sipts et t arriarpsgn acusroltemasd te[p f1doo6 rs,a 1eisd9n ]d .to ihMfa iltsoiw npgodau fpecueh,t lrhta ,hoer tfeao [rctp ehtre reeaerc srvhoe iwon omsfuhitgioislcu]irhteryc e oh i amtlaohnvpnede li Wiacpcloaoenwtlsiyfotor-/nonsresnlod mtnbas-ua,tWinrtoihteeniecsds t or iwenrsi igistlhiuineicnsnh c teheo fCnhoinne-Wsee stern knowledges to homogenization, the
intellecatdnuidaal l eorxgeplualeatisno, anat. wi DoTonuhrsii ds.H D DDuuuaui i i( ( 对HH对u话u aad )(u( 对对sì)t a话话onrd)i) g.sp iTtonahiannildstly pci soom aninerctgae unipstet n dhise of icoltdhori meinrng p at o ahrcs eiobessnd uipsc rtoaenapfsin sneticwrgoe, noctao atcg nohra deaWicnlreoase nctisntftceie ogorrsgunn nrweeei rhth sti avhiwcneehhd W aoh.n Iaesntvts inrtehi/o vnipwleoao nt lriy-oeW-fnseeeromssf ta snutbica lotreirgninsst andpoints, and unleash the transformative
for a hteoign etvemallroeionctuiucs,a lcm oraeennlatadrnto iieonllxnginp.s gl,Ta ,hi nnuiascnt liDuiovdnueiisrn .sH gaDu liufaza ii( cn(对对eg-话 t ood-r)uf saìut)can eoni rfdpoigporimsoniiatinizlotliy nnis gimn n gdeep,iai sotnfchtatoee chunrin ortaisgl adec l oii[nnon1 gfc2a e]da ,s g isnbfiifuovoerernr nen atni o ndtr geWihrv cieiesactstantotildeorizrilnenea,s te iianroass nn o wd wnoheefa ollhlt saeatnrrsndi vaa. et Ii tv neocwon rceefpertsu alizations” [15] (p. 2). On the other hand,
once gclfooorurip oalue sht eaCgnhedmi ndtoeiovsn eiivdc, a,i Irncnigood nuiinatsrnt oom l olhiernaa lgnEv,i genusyg.np sIitt,v isaie ncnrocs ralcuelii dvzmiiilnneizgaga n tofiianroc gneu .-in stoI ibnf-oefsaritnmecaedgi d izcpa,io lnooorgsrgpi etudeiconeits,nsn caieaonssdu gosvr ,p sotfpeoca o ac[os1tinee2thddg],e btrinonsyo brtiae hn aie gn trigmeve rvewamnirtrg saod ilnnioizgrafae .l tciIizttoi econdan non, foa ns -wEuerllo -aAs ma ericanresearcherstendtore-affirmitsonce
intellecbtoeun auclse ee qdgu laoasrl iiatoy vuc iesos ru bCep mhtloeip ntmh eaasenseadi,nz d Ieandinvd.s iidw ainen rgoi nring Et, org ehypapllytviiaennsg. ,Ic rtisev sciploizorean tdmioinengag.l n oaIirnnnisodgtu eicssao dbhp,eii sniontgopg rwe ycnoinatrhner esdssco itmm,t oaem st ohoutiphtnapegbro.ls seD e,iudnini tc(ot对oe brm)me paisnla sgroo aw fb rleontrga.d Iitt cioanns ,lurkingtore-gaintheirdominantcontrols
Thhioanust geclhole nacnltwuoataaly teisboq etnur usaa nsloiestfdyl at riatsees ad eatm i avnspeg rhd, baci asotloimoz megpduae.e ar,i n nt hgaen arsnew dae roreipn mpgo,o srreienp gilmy. iHpnfrlugioac, m ar(et话istohp neohsiun rbàdE)ui numrigreeo daa-nA nwdsm iacteho wripincoi nartnghd e,wc soCiputhhenei tnsceoehrms,p esae artyhtsiinn[1gg6,. ,D19u]i. (对Mi)n adlsfuo lofthehostilityandconfrontationsinsuch
word Dreumi HaruTkah o(o对ru g话idhhe) a.aa Tlswt hhcaioasytn csni osto nrtoacapnetiepsolntan litysse doceof x amtpsrr epdeaositassineeloddgg., oucTfeo h,tm wuthspo,ea rchrehien aragerra eaic nnmte ddrto hsiora iewpsl o pihpmgoiaucsppheilnse ihcg,ra,aa. tvDHiDoeuuu npiais oH (H话blyuuu-a ars hie(eu对mdà) 话aw nm)it tiesihcast ia onncnrs oid tganhpi senwot sriCo nurhtedidin,s estasopre eg eucehd, fsoaryiinngt,h ispaper,toreconfiguretheWest/non-West
and expwlaonradt iDonusi .H Durueaim ((对对ar话 kd )uo. ìrT) ihodriesig aci onthnaacllety pi smt ioespa cneontm lhypo oledsxiepndrg eo safs ebtwdu.ro nT ciihnhnugatse rc,al alchentceedtrrulesea wilinnrh e otilhcanhitesi o hhpnaaa.vnpTede hp.r i,oIs tlD Dynu-ousiwie HmH ruuaeaanf et(ri对cs o话ri)g siistna scn odnpsotrinutedis tnoe itheraconcessiontoWesternerswhostrive
to varioaunsd mexepalnainnagtsio, nins.c lDuudii n(对g fdauceì)- toor-ifgaicnea lplyo smiteioannitn hgo, lfdaicnign fgao ribnau rhan eiggniegvm ecnoa nndidci,lreec coitnni otornon,le la ihnsag wn,uden.l liI vta ensr osawa li zreinfegrso runiformizingdiscourse[12],norarevitalizationofonce
couplet taon vda driiovuidsi nmg eianntoin hgasl,v iensc. lIutsd cinogre fmaceea-ntoin-fga cise bpeoinsigt icoonrirneggc,lt o, faraisco iounpsgp Coinhs ienad e gstoeiv ,beIennid ndigai rnweocrtorinoEgng.,y Iapt stc iaawnn eclli vaisli zaa tion. Instead,opennesstoothersintermsofintellectual
be usedc aosu ap lveetr abn tdo dmiveaidni nagn siwnteor ihnaglv, reesp. Ilytsi ncgo,r ere mspeoanndining gis a bnedi necgoq pucoianlrigrte ywcitis,t ahesm s ooppmhpaeostshiezidend gt.o. D bueiin (对g w) arolsnog . It can
has conbneo tuasteiodn ass o af vtreerabt itnog m, ceoamn apnasrwinegr ianngd, roeppplyoisningg, r. eHspuoa n(话din hgu aàn)T dmh coeouapngishn aga lwwwoiatrhyd ss, otsrmpaeneetschlhaint, egsda. yDaisunidg (,i对 alo) gaulseo, therearemoreimplicationsburiedwithintheChinese
remark hoars icdoenan tohtaatt iiosn os poefn tlrye aetxinpgr,e scsoemd.p aTrhinugs, ahnedr eo pinp othsiins gp. awHpuoearrd ,( 话DDu uhii uHHàu)u aam (对ean话s )a. i Tsw hcoiosrndcs,o tsnrpuceeeedpc thtio,s scaoyminpgo, sedoftwocharacterswhichhavepoly-semanticorigins
remark or idea that is openly expressed. Thus, here ina nthdise xppalpanera,t iDonusi .HDuuai ((对话du) ìi)so croigninstarlulyedm teoa ntholdingaburningcandleinonehand. Itnowrefersto
variousmeanings,includingface-to-facepositioning,facinginagivendirection,aswellasacouplet
and dividing into halves. Its core meaning is being correct, as opposed to being wrong. It can be
Educ. Sci. 2017, 7, 24 6 of 12
knowledge are always “in a process at once of homogenizing and heterogenizing [themselves], of
EEdduucc.. SSccii.. 22001177,, 77,, 2244 66 ooff 1122
confounding and demarcating, of dis-identifying and re-identifying, of conforming and resisting, of
kknnoowwlleeddggee aarrimee apallowwsiaanyygss ““(iidnno ama ppinrraootccieenssgss) aatat noodnn cceee nootffe rhhionommg ooiggneetnon iizzdiinnisggs iaadnneddn chheee”tt ee[rr1oo9gg]ee nn(iipzz.ii nn1gg4 [2[tt)hh. eemTmhssieesll vvaeepss]]p,, looieffs equally to
ccoonnffoouunnddiinngg Aaannnddg lddoeepmmhoaanrrcceaa ttaiinnndgg, , Cooffh ddiniisse--siiedd eeinnntttieifflyyleiinnctggu aaanln ddc u rrleet--uiiddreeesnn ttfiioffyry iiinnnggs,,t aoonff ccceoo.nn Affoonrrgmmloiinnpggh oaannnded rareenssdiiss ttCiinnhggin,, oeosff e intellectual
Educ. Sci. 2017, 7, 24 6 of 12
iimmppoossiinngg ((ddoocummltiinunaraettiisnn gagr)) e aainnndtde re-ernnettleearrtiienndgg aniinndtt ood odd iinssossiitdd seetnnaccneed”” a[[l1o199n]]e (w(ppi..t h11o44u22t)) .. c oTTnhhniises ctaaioppnpp llitieoess eaeecqqhuu aaolltllhyy e rtt ooa nd to others
knowledge are always “in a process at once of homAAonngggellonopipzhhinoognn eea [naa2dnn,1d dh5 ,eCC1t6ehh,ri1ionn9gee,3sese5en ] i.iiz nniTntteehgllel lee[ tccEhttuuuemraaoll s -cAecuulmvlltetueusrr]ri,eec ssoa fnff oo rtrh iiennossrtteaatnnicccaeel.. AAknnnoggwlloolppehhdoognne ee i saa nnddde vCCehhloiinnpeeessdee wiinnittteehlll leecccottnuutaailln uous inputs
Educ. Sci. 2017, 7, 24 6 of 12
confounding and demarcating, of dis-identifying anccduu llrtteuu-rrideesse naatrrieefy iiifnnnrtotgeem,rr o-- rrofee tcllhaaoettneerfd dos oraamunnriddcne gdds oaoin n nncdloou rttd e sssitntiaasgntni dtndh g eaa, llnooofonn nee- Wwwiiettshhtooeuruntt , ccaoonnndnn eveccicttiieoo vnne trtoosa ee [aa1cc6hh]. ootthheerr aanndd ttoo ootthheerrss
imposing (dokmnionwatliendgg) e aanrde aelwntaeyrisn “gi ni nat op rodciessssid [[ae22tn,, 11oc55en,,”1c1 6e6 ,[,11o1999f ,,]3h3 55o(]]mp.. .To Tghh1Ae4een 2 b)iEErz. uouingrTrogoah- -tiAAaison mmnda ee pohrrpfiiec cltlaiaeiennmrs o itgttehhseqe enuaooinarzreeldilntty iigcdc a aet[llotm h kkaennmrocoaswwetillloevendde sgga]ee,r eoii sfsi rddoenevviceeallololppye eeddl ewwmiietthnh t scc ooonnft tiiannlulu ooinuutsse lilinencpptuuuttassl culture and
Anglophone acnodn fCouhnindeisneg ianntedl ldeectmuaarl ccautilntugr, eosf fdoirs -ffiirrndoosemmtna t nooifcttyhheie.en rrAg ss noaobgnuuoldrrodcc preeieeshs- s oiii ndnnocecefll n uutathddinfeiiydonni rggnCe gttthhih,c ieoean flnne cskoooennnn o--ifWWnwotreelemeslsldtteieegncrretgnnu. , ,aa Iaantl n ndidsd r tvevhsiieccis eett eivvnneegsrri,ss oaoan f[[ 11b66e]]t..w een these two tendencies that makes human
cultures are inimterp-oresilantge d( daonmd idnoat innogt) staanndd eanlotnerei nwgi thinoAAtuobbt rrcdooogigsnaasnttiiikdeooncenntnoi ocwooenffl” el tldiiomm[g 1eei9itat ]ssdc hyaa( pnnno.add tmh 1dde4irece2 mm)aa.n naadrTdrcc h aattiottrsiia ooonnnatsph faaoeprrrrleesime isiarr tooienvnqieicuc aaaallcllllyryyo seetslloe eam mllee nntittmss eoosff. aaTllhll eiionnrtteeetlllileceacctltu ukaanll occwuullltetuudrrgeee aainns ddf oremost and
[2,15,16,19,35].A Tnhgelo pEhuoron-eA amnedr iCcahni ntehseeo irnetteicllaelc tkunaobbl woocdduleiileedtsusg roeoe ffs i ttshfh oeedroeo esrrivesneeettsilintcocataapinllae clkkdelynn. oowAdwwyintlnlhgeea lddomcggpoeiehnc.. otI[Iitn1tn 9eiiuss] o . a ttuAnhhsdeen titiCneennnphtessuinliiltooeesnn sc e tbbu eieanttlww tceueelleeletnncu trttuheha eewlss eeo uttwwldoo b tteee nna dddeeennaccdiie eossn ttehh aiaftt imtm paaokkseeissti ohhnuusmm iatasnne lf as singular
Educ. Sci. 2017, 7, 24 6 of 12
from other soucrucletsu rinesc luardei ning ttehre-r neloante-Wd easntder nd,o a nndot kkv snnitcooaewwn vdlleee rdadslggaoe en[ 1edd6 fyy]wo.nn ria atihmnmosiitucca tna accnnoedd ni nnttr retaaecnntrimssoffnoos r romtmof a alaettinaivvcgeehu aaaocgctrrehoo,e sswrss iaatanhlllldo tu tiittmmo a eeonssty..h rTeTerhhlsaee tooiroreentt iitccoaa llt hkkenn oootwwhelleerd dinggteee liilsse cfftoourraeelmm couossltttu aarnensdd o r languages.
knowledgAe barroeg aaltwio[a2ny, 1so5 “f, 1iln6im ,1a9 itp,s3r 5oa]cn. edTs shd eae tm Eouanrrccoea- Atoiofm nhe oramirceao ngir eotneehnssiezisscoeieanrnnleglttytii iaaa cllneallylydle mddkhyyneeBnnotnaeawatsrmsmeol edgoiidcc efo gn[[na11eilz 9 9lti] hi]n.s.i i n gAAsdt snen[ettl avhliiennneecttldmteoeupllpsllaoeeeelcilcd nvttc uuetu wsaatl]oltli, u tcckhoruunef ll otctuauownrrneledte iw wdnguooeouu,u llJddsu blbileneie paanu ddateser gaadud e oosnn feeo riif ft iihtt e pp soohssaiittriieoodnn ssi n iitttseseelllliffg aaessn ssciienn aggmuulloaanrr g intellectual
confobuonddieinsg o af nthde doferremotmiacra cola tkthinneorg ws, ooluef drdcgieses-. i idInte cinlsut itdfhyieni ngtge tn haseni odnn or neb--effiWodotwrree niiesnntetsiesnfttrya antinnhn, cceageesn, eiidonn ctf uvw ttceeiloctorruenmm t rfveesosne s roor dm[fsf1 e alli9naan []ncng1. igg6 e auu]sn. a atdggh eear,,et wwsmisiittathhiknooeguus, t tho aafunn myy arrenell aattiioonn ttoo tthhee ootthheerr iinntteelllleeccttuuaall ccuullttuurreess oorr llaanngguuaaggeess..
impoksinnogw l(eddogme indaytninagm)A icab narondgd a ettniroatennr siofnofg r lmiimnattiiotvs eda naiscdsr ioddseesnm acaellr”BB c taaais[mst1eeio9edd]ns o.o na(nTpr htte.h he ioii1ssrr4 o ses2nttt)aiai.cc nnaaSdTdllh lphpykaoio nsriie eonnldawtet pmttiloonpee dtlkkneigennltlsesooi gwwioeesfqlln eefucadodealrggl le aeleimym,,n JJtoouuetsonllltlll g ieieea cninntnu dataaer rllgg leucuuceetlssut uffaoorl rerc tutahhlneteud ssr hheaasr rveedide wiinnstt ee“llelliiaggceehnn ccoeef aathmmeoo pnnaggr tiiinnettsee llclloeecmcttuupaarlol mising, each
Angloespsheonntiea lalyn dd yCnbhaoimdnieiecss e[ 1oi9fn ]tt.he Alelnoecr itenuttiacelal llce ucktlnutouawrle clseu dfltogurer .ei nI wts tioascuc ntuulchdlleett .uu b trAreeee nnasss g[[di1ol1eo99nap]] d..hb t aeo otknnwieene giaef nn aidt t s phCtoeehsspeii tn ibtoewansceosk ,iit tneisnntee dllfale e anscspct usiieiransilt g thoufal atcr om nackeesss ihonu,m bayn seeking conciliation so as to avoid excesses” [19]
cultufroers ianrset ainnctee ri-nr ketlenarotmewdsl eoadfn gldae n ddgoyu nanagomet, iswct aiatnhndod u attlr oaannneys f wroerilmtahtaoiotuinvt etco oaSS tnchhhrnaaeoerr soecesdttd hi oa eiilnn(nrlp ttiette.n iollm1ltl iei4eggel1aleese)cn.n.c h ccTtE ueeoha aataeclhmmoh cer uoroei lnntntaituggcnea r ldiiellnn e stkttc eoeotnllu rlolo eealwtacclh tntlucueeguradauslllgt acuceguu reeillsstt,uu . ferroieetrsshe evmvrii eoetwwshtes s a““dneeodaam cchhi n ooaffn ttthh eoe rpp atahrrtetii eemss accorogmminpparrlooizmmeidiss,ii nnngge,,e eedaascc hhto respect the
[2,15,B16a,s1e9d,3 o5n]. thTihse se tsEasunedrnopti-oaAlilnmyt e dtroyi cnkaannmo wtihcl ee[o1dr9ge]et. i,A cJaunll likinentneo lawlerlgcetudutteaagaskkle ifi cnnouigsrgl t tuadah reessev tts eeewhplpaooi rnpubbetealadeddccl klki ben,w,c e tiite innautll h adiaag le ceessaonpqpdnciui rertoaiii ntntal ieumotoy offio f uo ccnisofotg nnpo iicncotnehepstsseieustsrliitil ooosecn ncnuts,,lu tbibuatyyslr ee slssfee aeaenksk diisnni nggse g cecuooklnn amcrc iiulliitaauttiiaooln ne xssocoh aaassn gttooe s aa ovvfoo itidhd e eeoxxrcceeetisscssaeelss ””k n[[o119w9]] l e dge among
from couthlteurr esso u[1r9c]e.s fionrc liundstianngc teh ien n teornm-Ws oesf tlearnng, uaangde ,v wiceit hv((popeur.. st11a a44 [n111)y)6.. ]rE.Ee aalaccthhtiho iinennm ttteoe.l l ltlTeehhccetti usuo aatmhll euccruut uillnttauutle rrlreele,e, sceeptiiuetthchatele rcrm uttalhhtyuee rbddeesoo mrmoeraii nnllaiaaznnnegttd u ooabrrgy ett hsh“.ebe emminaagrr ggoipinneaanlliiinzzgee ddo,u, tnn, eebeeeddisns gtt oof irnreeasslpplyee ccitnt sttthhiege ated on both
AbroSghatairoend oinfB tleailmsleigidtes no ancen t dha misd oestnmagna drincpatoetiliolnentc ttauor akel n cioruowlntluiecrdaegsliil nenyv,tt ieeJeeulllwlleleelmcscie tt“ueunena aaatll rsc eeg hqqosu ouiufed faasa e lltlfsiihltot yyerii n n pototthfaefe e rllool ltisetitgehhhcesteaeun rrrc ate oclcdlymu u cillpantutuusrtlte roruelesmlsorsie g miaas eninaennnddtcghd e,sis neeaeegaemkkc oh f mamn cguue -tittunuoata-elfl l aleecexxeccc thhumaaananl dggeee ss f orooff mtthh eetoohrreee ttviiccaaarlli okkunnsoo wwpolleesddsiggbeeil iaatmimesoo nneggn gaged in by
bodietsa koifn tgh eao srteetpic acblu aklctnkuo,r weinsl e[a1d 9gs]pe. .i rIitt ios ft hcoe ntceensssiioonn ,b betyw seeettenhhk eeitmnmhge.. sTcTeoh htniiwssc iomml iattuuehttintoouudunaaegl ln shrrocteei” ssea pps[s 1ee tc9tchott]a mmta( pvmaa.o yya1i dk4bbe 1eees) x. rr hceeSueaahslmlaisizzreaeeesnddd” b[bi1nyy9t e]““ lbbl ieegiiennnggc eoo ppoeenrn iiennqggu ooauultitt,, y bb eeoiifnn iggn tffeiinnllaaellclltyyu aiinnl sscttuiigglatautteerdeds ,oo nnle abbdoostth ht o a two-way
know(lpe.d 1g4e1 d). yEnaacmhi cin atenlSdlhe ctartruaenadsl ficonurtemltlulairgteiev,n eec ieat hcaremors osthn aegl lid ntoitmemlleisesnsici.add tnuTeetsash leo iicnonru rttteeelhtltlullieiicrg gaemepels nnr akvottrlnlicgyyeoei wnswaasasss ll e oi“sdzsfeoo egakmdmecn, he eoi ntstwohh effiiel nonetdhrgdgsee g mf ftepaao occa pseerrrt-t-e otitsoeaodpsn--uf efdcaaccoc cttie meot hnpmme ri aaonddmseetie saffirrdnoog mmo, fe atothhcnehee -vvwaaarriyioo uukssn oppwoolssessdiibbgiiellii tttiireeassn esefnneggra.a ggTeehddis iinins btbhyye premise for
essenitniatelllyle dctyunaal meqictu a[ak1lii9nt]yg. A oafn s oitntehtpee lrbl ecacuctklut,ua ilrn ec sua la tsnupdrie r siwte eookuf lmcdo unbtttceuhhe aaoos lusud ieggoexhhanctdt,h” ” b ao [[ynn11 ge99se ]]epi sfee(( kippodti. f.an p g11tgoh4o4 se11gcio)to)ii..cr no aeSSnctlhhi islceaa iiaafrrtfleteso idedkorl ntnfisi on na swatstoee nsl lledlilainidsg gga geetucnenotl c icaaoaeermnv oosoor rin t doeeg q q eduuxiacasellriisuttsyype tsoo ”ftf h i[ien1n 9ttpee] lrllle eevccattuuilaainll gcc uuhllitteuurrraeerssc,, h llieecaaaddl ssa cttooa d aae mttwwicoo --owwrdaayeyr . Otherwise,
for intshtaenmc.e T inh itse rmmu(spt ou. fa 1ll4 ar1ne)gs. upEaeacgcte h,m wianiytthe bloleeu ctrt eauanalyli z creeudlla tbutiyroe n“, bteoei iptptnhhrrgeooer c co oeepttsshhessnee ioornd ffig o nk kmtonneuwliootlnw,ewh acbanllteteeut did wanogglg ereec ufwtppihlnrtrieuloao lldr dmlgeyuusea cc tiortt ngiiwroos iltnnnoaiag u niilalngnidtzussee ttadbedege aa,o e ddmnns .e oo ebeffr do eootslhnyn t e eo“--w awrneaa syyep x kektrcnnatoo owtwrhdlleeei nddaggreei ltytrr aarnnesssiffgeernr..e TdTh,h idissi siisps attshhseei oppnrraeetmme,i issceeo nffosoerr n sual, and at
Baseds iodne st hiinst estllaingdeinpntotleyinl ltea ctsot u skaonlm oeewqtuhleaidnliggty ef, aoJcuf elol-itteohn-ef raa crcgeu ulmteusar fedoseprp a eetfnhdrddoeaam ggssohoe gegathkiriccee aamd llv uieaesntfafrtuffimeoooalrrulleti t sgsset exhaapncennohc ddsetais nmaiaabgmcceiettl iosii[oot nsionniegcfsss ] it tnthebootneo e ogddrllriaiienessgcrtgreituu,cud ppaca ltotli nnktthh ncbeeeop y wppt irlroeeendvv gaaoieilfl i ianncmugg l othhuniireegerr ”aa rr[cc1hh9ii]cc aa(llp a.a cc1aa4dd1ee) mmaniiccd ooorrfdd ieenrr.t. eOOrntthahteeirrowwnaiissle ee,, ducation. By
cultutrheso u[1g9h]t. ” [19] t(hpe.m 1.4 1T)h. iSs hmaruetdu ainl treelslpigeecnt cme aoyr beqe uraewwlailthhiyzaa etto d fww bieeny tww e“liiblllelles c itggtnaueegrtatt ilwown pcgooeu nuulwtillnuddigtr heb bo seeut, h tmml,ee beaeprdrereeisenll yysgtu o ““p faaiapnnn oat wesellixxytotti -roriwaannoosa rrtoydidfg iiantnhtaaeerrd iisll yyho anrrre eebssdioigg tnihnne etdde,l, l didgiiesspnpacaess ssaiioomnnoaantteeg,, cicnootnnesslleeenncsstuuuaaalll, , caaunnlddtu araett s, a common
Sphraorceedss i notfe kllnigosewindcleeesd agimnet oepnlrlgiog dienuntcteltlyilo enac tsui nassolt mecauedltt huoirfne gos nvfeaie-cwwess-aaasty mom“ -eekfeaa ntcctohhehwe e o m lttfeii ammdtdhggeeeee r [ [opfstsruraiiocacnr]m]ntd isbeb fosoote fhrrrc iiu.eon n nTmggvdh,,ap eicrcsrroio osoinntmsuacc snietes hpdpipentito inigoopsg,nnsr eeim baoomicaffl hi yiscct ieuume llsftta ouukerrre nee g””p a o[[g1s1es99id]]b l((ieppn .n. 1eb14w4y11 ))t haaennoddr e ootiffc aiinnl ttieenrrsnnigaahttiitoosnn. aaTllh eeedd duuicvcaaettriigooennn.. cBBeyys of languages
takinpg ead asgteopg ibcaalc ke,tf hfionor utasg hsaptn”idr i[ t1a 9oc]tf i o(cpno.sn 1ct4eo1s s)d.i iosSnrhu, apbrety d tsh eiene ktpeirlnleigvsgs ttaecaainorrlictntniiecnng iggol i h raww iteeiiioqrttahnhur oacttslphhhoiteeie ycn a a pps oulr r fteepa ossic uanuaa ptpdnveppeelolmowoiedssc iii tbcttuei iaoxooasncnlri esd c sooeousffrfe l . ttt seuhhO”qree ute [ hs1asshe,h9l ira]altw eyrr aee.i ddds es ,i i nntottee allll iitggweennocc-wee aaaymm oonngg iinntteelllleeccttuuaall ccuullttuurreess,, aa ccoommmmoonn
(p. 14w1h).a Et awche winitlel lpglerecott cuweasols u coludfl tkbuner oemw, eelreitedhlgyee r“ pathnreo eddxuotcrmatiooinrnda ininnta sggortrreiroloa yuudt hnrn eeodds f mi oogoffnan uureegnnd-iwdd,n eedaarrylissis zttpOkaaeannndnsdod, s twiiihnnoneelgnge e a dommdtngesaaee , yy t chot omrma anrnanaesdkksse,pfene e d esppruci.ooa taT slslotssh,h igibiabeusnll eeeid s snn apetehtwrw oe mttphhoreeetooemrrdeei ttsbiieccy aaf lldo iironn mssiigignhhattnss..t TTAhhneeg ddloiivv-Aeerrmggeeennriccceeassn oo iffn lltaaennrggeusutaasgg aeersse criticized as
intellseacmtuea lt heqeu taimliteyp [eosdfic ao]g tbohogerrici ncaulg l,e tufcforoenrsct sea pnatndiod sn ea eockft i ocmunulst tuutorae l”d e ioo[sx1pprc9ueeh]pnna (t nuu pgtpp.h e 1esaa4 onpn1fe)er ewwbtavhen aebbidnioaal grissonei iafsstg i io cconhoafft ilmeeee qkqrrpnaunuraroaaoctlwlmihiiottilyynices..aad e ll g taeoecd taauhmdceea oumtnipoigrcn o .oa Brrd ycer re.a tOedth beyrw niosne,- Euro-American critique. They are considered to be
thems. tTahrtiisn gm wutiutha l twrheehs appter wcets eum pwapiyol ls bgietei otr newa oloifzu etlhdde bb seyh ma“rbeeerdien liygn t“oepallening eienxnOOgtcr nnoeau ottathrh,md eebi onoeonaiannn greegi “ lih hymnfaa itrnnoenelarddslele,i,l gcyddtn ciuiiuaeanadllnsolo, ntg gcidiguuuniaelesgttspsue adprpwse rrssoooai,nmoy ma n, bo oacottatoeete mdhd, c cmbbooyyvon endsdre ootn mmsmuiinnaeaala,nnn atts nA Adonn fgag tll oop--aAAsmsmineegrrii ccaaonnn iinntthteeerrieerss ttssu anarrivee eccrrrsiiattiilccisiizzmee”dd aa[ss1 9] (p. 157).
sides girnotuenlldig oenf tulyn dsaeasrm ssteao nmtdheietn htgiin mmgea fy[as mcice]a- tkboeo- fpraiocnesgs ,im bcloaend nceee wpfrto itomhbbneee oiitonnrhfegg etc iaaucv aclcatloour imimrnoespup”iArsrg o o[hn1pmmt9gos]ili.ss os Tse(e-pi A hbtt.ooei ml1 itdt4thehii1reevei)s ec uu aarpepgnnnrred oogni naaacortrgefe csecrir rdenoees tfaate iltstnraee n ndsdbaeg btybeuimy yoa nngn atoeoolsnn eb--EdEeuuu lrcroooas-t-iAiAnogmmn .ae eBbrriiyscco aalnnu tccerr iicttiioqqnuuteer.o. TTllhihneegyy aparroeew cceoornnsss ioiddfe etrrheeedd wttooo bbreeld ’s economy,
thougohpte”n [ u19p] a( pn.e w1s4 t1ba)ar.st iSinsh goa frw eediqt uhi antlthietelyl .ip g reenscuep poro seiqtiuoanl iotyf tohaaf e i“n“smhmteaolorlrreeeedc t uiccnauutlnpen clnonluiilignilnttegigucn rsce wweas n,aa adlyyme ,,ai ondanatse g lt lccoeioonc vvatteue eltrarlwttel ccotmmu-uwlaeetuaala nyrnce suss l,t oouinffr veospp,la avassi snsciignon mggth meooiornn n “ ittnhhaeebiirirl ituuynn tiiovv geerrrssaaasllpiiss tmmhe”” in[[h119e9]r] ite((ppd.. m11u55l77ti))p.. licities of the
process ofO knn tohwe loedngger eoh uapnnrdodd ,o udf ciuatniloodnge urisnetssa tpneadrodinm ogof m teoadny eb -myw adakyoe m kpAAniononnsawsggnillbltooe lA--deAA gnnmmege lweetorrr- aiitA[cchnpaamesrnnfoee e vriirrenni.iot cttiTeueacrhranseel]i s ss iint tncssitoss es islrgoteeehhenesemmtit sasp. l atTtroorewhe mbeb oc eierdrsl iedilltvoo iscfess,oi iriznnrgte hggede n a a cabbressess oso oilllufui etltaeen n cccgeoo unnoattfgrr ooenllsllo iinnngg-W ppeooswwteeerrrnss ookffn tothhwee l ewwdoogrrelldsd ’’ssto ee cchooonnmoommogyye,, n ization, the
pedagboeignicga al ceoffmorptrsoo apmneidnse ua tpcot iatoh nnees u wtpo br odaasisris rc uorpef ate tqtehudea b lpiytry ne. vo ani-lEinuppgroo olhl-iiAtiteiiccmrssa eraacrnnihcddiac iinannr letct eersalilicltlseaeitqcacdtutneuuecmaa.e llTi ccach uugoelalyrttiudu narersreertes. s ,c,c O oioinngtnhvvnsoeoiidtrllivwveviirenines ggdea ,n tt thhonee ibihirrei l“ “aiitnnioaabnbi illoiittfyy s ttuoob ggarrltaaessrppn tthshteea niinndhhpeeorriiintteetdds, mmanuudlltt iiuppnlliilcceiiattiiseehss oothff etth hteer a nsformative
what aw e“ mwoilrle g ectu wnnoiunlgdO bnwe atmhye,e roaen leyc ho“aavnnedr et, xdtmriaaelooarngdusi neaso rfpi lrypo mar[[epspossrriiteengevvdngii e oobduuoy,ssn ]]dd ioccstmhopoplelaioooinsrntnsa eiiinnaoaulttln n iAaawiwltvn eooeo,g rrrflclsl oddoad-slnsAii,,fss fmmeettnhhre”eseer nu icta[rr a1eleh,n9ss ii]ai sl linitineeod(tnnpre iccra.e eeets s1 toao5sfnf7 a)dn.rn eooa nnlctr--eWiWrtinceeaissztttieeevdrrenn a csokk nnncooewwpllteeuddagglieezssa tttiooo n hsh”oo mm[1oo5gg] ee(nnpii.zz aa2tt)ii.o oOnn,,n ttthhheee other hand,
sameA thneg ltoi-mAem [esricic]b abenio nirngint aeg r,ce ocsmotsnp csreeopemmtiio snteo t oobf etch uleol stuuipnrrgeo” aa [br1 sc9or]el ua(rrpteteees.s dii1css ot4btaa1nynn)t ncrcaoeeon l nlaadi-gng Eoaagduifi inn rapiosslnoot-tt wA geccuromeonreggesasnn r tioaiiittcodfiiav nvvtneaeho lcec aar eanniwdttnneiuoqidihhcru aliibedlltaya.i’ otstT iti noohhe.nneec B y o moo nyaff oa r sesmruug cybibon,aan allsttleieizdrrennedr ses nttdaao nntnodd- Epbpeuoo irinnott-ssA,, maanneddri cuuannnll eeraaessshhea ttrhhcehe ettrrrsaa nntessnffoodrr mmtoaa rtteiivv-aeef firm its once
startipngol iwtiictsh a tnhde ipnratee lsl“uempctpouoraesli ctiucoulntnu norefin stg,h i en wvshoalayvr,ie ndag itnhctoeevilrle i“griten npapmcbooeiett leeaaintnnmyttsi iot aaonllo ggoof rffia npddsgtapieilffs olfftsleerheirirnceoeetg unuin nstta h olhhh enciiirss suittttlootoethrrudryeiir eeim erasss nu,aa dulnant ni didpcmi volaaimmecllrtiteutsmeiarrtenoanlsibana sotmlt iefivv ,”t eehi n ecc[c 1ooo9nnm]cc epep(paptrtu.ua baa1llliei5zz 7taar)tt.aii oodnnitssi”o” n[[s11,55 l]]u (r(ppk.i. n22g)). . t oOO rnne -ttghhaeei noo ttthhheeerrir hhdaaonnmdd,i, n ant controls
groun[pdr oevf iuonudse] rsctoalAnodnniignallgo -wmAoamryle dmrisca, aktneh eipn otrseesrsiebisllitees n nsceeewe mo tfh teono orbneedtd- iWilicaoaalleslooi singgtneguusr eienagss bh aakstddosn.vlvof uTroowothccemlaae etc td deeotdgdihnve etbebsriryr yog t lEttleohihun neecrhg oemom s-pmA aaoorromfwgg glieieaennrrnnaiasgcil lzaiiuozzanfaeet giddtcoheo nnsneu , oo nwnntth-eo-EErerpul udarr’oorst-- sAAe c[mm1o6nee,ror1iim9cca]a.ynn M, rreeinssedeaafrurcclh hoeefrr ssth tteee nnhddo stttooi l rirteey--a aaffnffiidrrmm c o iinttssf rooonnnccteea tions in such
open ruepsi sat annecwe baagsaipisn ooslfti tecicqosug aannliitdtiyv i.en taenllneichtuilaalt icounl toufr essu, binavltoegglrvnllooi nrsrgiitooa tuunhsdse phhiroii ss“ittnioondtrrsaiyy,ab laaiaolnnnigtdddyu ieiutmmosn, mgmlaer auuaDssttuhaapbi b ttHllhheeu,ee, iaiintn nr(cc对ahoonemm话srfippto)e aarsdmrrta aamabbntllduieevlp ttteoirr paainldditcii ttiiiitsooi eannsrss go,, ulfluu etrhrdkke fii nonrgg ittnoo trrheei--sgg paaiainnp tethhr,ee tiiror ddreoocmmoniinnfaiagnnutt rcceoo tnnhtterro oWllss e st/non-West
Opont ethneti aoln oe fh dain[fpdfer,er devniiaotl uohsgi]su tecoosr lipoesrno iaamnl odwt eaodlrt elbdryns ,ad totihvmeei ncraoensnitcffl rireAeoopnnmmtcug e latt ohhlio-eezAfiia rrmt niEEooeuunrniinrrs-coo”Wtae-- nAAl[el1 esmim5nct]etete urerr(nriapicec l.aa s krnt2nens) l .ocaca owotOriueuoln nennc dttr.te eihgTtrreiephpc saiiao zsrrt tettDhossde u [r[hai11 soH6h6 m,,a1u1n99aod] ]g(..,对 e MMn话iiiznna)dd tsffituouanlln ,ood fftp httohheiee n thh ioosss nttiielliiitttyyh eaarnn add c ccooonnncfferrsoosnniottaantt iitooonn Wss iienns tsseuurcnchhe rs who strive
beingd aia cloomguperso amdivseroe ctsoait stethdaen bucyep rtahogeaa rim ncrsaetr agctioengdan lbiizytie vndeo nnao-nEnnu-iEhrouil-raAotddi-moAiianaemll roooiegcgfra uuisnceeua sscbn,,r aa airtl iteDDqefsoruuuenriaie Hr.Has cT tuuhhahaaenee r(g(dy对s对ep atm话oe话rnieon) )dnc tss osittct,noaa , ans ncrinddoedd-pnpea ortoufreifionndinrlltt lmet iiionass s gi baath,serr g gutohuunneeeicv ddete r ffraoosnrar s liifinnzo irttnmhhgiiass o tppirvaa epup enerri,f, ottoorm rreeizccoionnngff iigdguuisrrceeo ttuhhrees eWW [1ees2stt]//,n nnooonnr-- WWa reeessvtt italization of
a “mgoloreri ocuusn hniisntogr pyow ateannydt, iiamal mocfu odtvaiefbfrlete r,e minntec oahnmisspt oaorrifae bsp leaa nstrdsai ndagiliitntn ieottroeennnlllsla ee,t ccilttvuthuuereaak ilcrli onrreenguollc aannteotticpiiv eoorte neunrg-..asg lTTaloailhzhriinisaiiossm t tu iDDho”senu uisCiir[ ” H1Hhd 9[iuuo]n1a am5e (]s((i对 对pen(,.pa 话 话nI. n1t)2)5 d c)ss7.iott a)aanO.n nnt nrddoo pptrlhso o Eeiinn gotty tiiphss tenniraee niihtt hahcneeirvrd ia,al icczooannticcoeenss.ss iiIoonnns ttteooa WWd, eeosstpteeerrnnnneerersss sww thhooo osstttrhriievvrees in terms of
Anglofr-oAmm ethrieciar nE uinrdtoei-arAleosmgtsue resiesc eaamnd v ctooocu abntete edlro pbsaiynr tgtsh ea[1 bm6s,o1al9rug]t.ie nM acliofinfnzoodertrrf d uoaa ll n l hhiooneefnggg -te ehEpmmeuo roohwionnno-eiiAstccret,s,iml l lccieotoeocyfrnnt iuttacthrraanooelnd l lel lw iriqcnneoougsgnrae,,l falduriurto’ncynsnh i iivevtesaceer teorsrims nsotaanoepllnmsiihzz diiaiynn nst, g ogisz ureoocedrrh- .a uuf nfniiirffmoorr mmitsii zzoiinnngcge d diissccoouurrssee [[1122]],, nnoorr aa rreevviittaalliizzaattiioonn ooff
politidcsia alongdu ienst,e all eDcgutulio aHrli ucoauu l(st对 uhr话iesst)o, srinytav anondldvpi oinmign mtt hiuse tiaarr bg“liuen,e aidbn ifclooitrmoyo inn nptcoc atee hrg aigrgsball lospoeprra iti poorthaeuuderss, i ittnCCioohh hrneiTiesnrnch,iee otloessunuederf,,g ik mghIIiunnn uadrgdlelt iiwti aatponnha lr eiyceoo sWi-r rtgt i reaeEEasisgngn to/yy sntflpph aotttehtniieiaae-rdn Wn d aoeccsismi vvtd iiiillnaiizzaloaantgttii uoocnoen,n.. ttIIhrnnoesslrttseee aaaddre,, omoppoeernnenn ieemssssp lttiooc a otoittohhneesrr ssb uiinnri ettdeerr mwmisst hooinff the Chinese
[previinotuesll]e cctoulaoln rieallfa rtwoiomonr .lt dThseh,ii rs t hEDeuu rior He-Asuilami e(e对nrci话eca n)o sfc taonnuodnnpt-eWoripneasti irtinnetsstrt e nen[lle1 lleie6ktcc,hn1ttueuo9raw]a .lal lM eeecqqdowiuungnoadaecrllsefidiu tsty ystlD oi oioi ussfn hi ee tHotmhmomeu ppW aohhh g(oaea对esssstntii话izezilrezietnd)ady.et .. Ti rao shnn wid,s hccthoooe nns fctrreoipvntet i ast icoonms pino sseudc ho f two characters which have poly-semantic origins
resistfaonrc ea ahgeagienmsto cndoiicga,n lcoiotginuvteer soa,l nali nnDighu,i il uaHntiuiovan e( 对rosfa话 lsizu) ibsntagal nteodrrpn uo snitniaftno idrsm paTTorizghihniuoonteuusgd,gg d ahhfoin saaardcn lloi wwdnuu aantreyyhslxesesipsa tt l[sprar1haan2a nn]pat,ssht elilneraoa,o ttn teterrsod da.a rnD aaerssscuef oovidd nri(iit对maafailllgoao iuztdggiauruvuetìeeei) o ,t , o hnttrheh io egeWfrri enee asaaltrrl/yeen ommmnoeo-aWrreen etii smmht oppllldiiccinaatgtii ooann bss u bbruunrriinieegdd c wwaniittdhhliienn i ntthh oeen CCe hhhiiannneedssee. It now refers
potenotniacle ogf ldorififoeurse innCtt hehliilnseetcosterui,ae lsI n raednliaadtni oa nlot.re TrEnhgaistyi pDvteui aic nHo nuccaiev (pi对ltiuz话wwaatloo)ii ozrrsadndtat. i DDnoIdnnuupsisi ”tHoHe iau[un1datat5o , i( (] s对对 ov (npap话话ere.i int)o)2h..nu ) TeT.es rhshO saimi sns c t e ccootaooh nnnnoecicct enheoesgppetsshritt,o s e ii nisrsni nctchcooo lau mtmWneddrppiem,noo sgstsseee rddofnaf oce oerff s -ttt wwwo-oohfa occc hhesaat rrpriaavoccestti eetrrioss nwwinhhgiicc, hhf ahhcaainvvege ppinoo llyya- -ssgeeimvmeaannn ttdiiccir ooercriitggioiinnnss, as well as a
dialoginuteesll eacdtvuoacl aetqeufdoa rbl iytay th hisee ge memmaporhgnaiinscia,z lceiozden. dt r onlolinn-gE,u uron-iAvemrseaaarnnliicddza ienenxx grpp elolsaarenn aauarttnciichooiofennourssrps..m lDtDeeitzuun iaiidn n(( g对对tdo dd rdidiesvuuc-iìaìo)d)f u foionirrrrsgiimegg i ii n[nni1ttaas2oll ] lolh,yy nan mmcloveree e aasan.n rIttte hshv oocitolladdrlieiinnz mgga t eaaioa bbnnuu inorrngfn i iinnsgg b cecaainnngdd lcleeo irinnre oocntn,e ea shh aaonnpddp..o IIstte nndoo twwo brreeeiffneerrgss w rong. It can
Educ.Sci.2017,7,24 7of12
glorious hTishtooruyg han adolw nimcaeym sg ultotraarbinolseul,as it neCdcho aimns epdsaiera,a lobIngledu tiera,a ntd hioetriro enE asgttr,oyo el p umvvtriaakaorrinriinooe gu uci ismtsvo imp mlrilebzeie-caeaagat nnauitoiiiisnonnnengg .dt sssh I ,,a en bsiiiusnn rat rcced ilvlaeuoueddmddr, b iiwinno ntgigpoat h enmffnitaan neccc eaeeoth-n-snttse oota r--ntCoffoasalh swcci oeenet ehrppsieonoerssg sii, tt iirioonenn pitilnenyrggimn,, gsff,aa rcoceiifnns pggo iinnnd aian ggg iiavvneednn cddoiiprreeincctgtii oownni,,t haa sss owwmeeellllt haaissn gaa. Dui (对) also
from wthoeridr DEuuri oH-Auami n(对etrei话lclae)nc.t Tucohalui sen qctoeurnapcliaetrpyt tsi si[s 1e c6mo,1pm9h]pa. osMsizeiednd do.f fu tlccw ooooufu pptchhlleeeatt r haaaonncsdtdte i rddlsihiti vvyawisi ddah cniiionncdnhgg n c ihiononantttvoaofert hiho opaannolltvvsaly eetois-sofs.. enItItmrtssse iaaccnntooi rtnrsieeucg mcm,o hcree oiaagmnniniipnnsa ggr iiinss gbb eeaiinnndgg occooprrprroeecsctitn,, aagss. oHoppuppao o(s话seedd h ttuooà bb) eemiinnegga nwwsrr aoo nnwggo.. IrIttd cc, aasnnp eech, saying,
dialoganudes e, xap Dlauni aHtiuoan (s对. DT话uhi)o (su对tgahn d dauplìw)o ioanryti sgi sitn raaarnlglsyul eamdtee dfao nrat si n hd otilhadbubliosieesn ge puugduass eapeea, ddes btr uhaaa, serstv no raaeei rnrv veabrgeeecrr rtoemcbbo na m atntmfooridogk emmrlu aeeoren e rieiaan m anitn dhno p aaeesnlnnwa ieWcs s eatwhwhertaiiesaeonntrrtn/dig innnis,.so g g rIbn,toe, ur-prpnWeerleoippyenwelildlynysy tirigw nnee,gfgixret,,ep hr rrssrieep nessos pptsnhooednend idd.nC iiTgnnhhggianu naaesdnns, eddhc oeccporoepip niiingnngg w t wwhitiiihstt hhsp ossaoompmmeereet,ht thhDiniiunngigg. .H.D DDuuuuai ii (( ((对对对话))) aaa)lll sssisooo construed to
intellteoc tuvaarl iroeulast imonew.a Tnohirndisg DsD, uuiiin HHcluuuaad (i(对对ng话话 fa)). c sTet-ahtnoisd- fcpaoocneinc ept piosts niitsei ohhchitnoaaahmisssen rcccpg oooa,o nnn scfnnnaeoodoconittt cnaoaaegtttfsiii oootsiwinnnnoss son a ooo c tfffhgo ttai tWrvrrreeeeaaaaenctttst iiietnnndergggirsrn, ,,e wcecccoroohtsimmmio cwnphpp,ha aa horarraiii snnsnv tgggwer iaapaevnnlneoldd dlya oo-sos pppeapppm oooasssniiinnntgiggc... oHHHruiuugaaai n(((话话s hhhuuuààà))) mmmeeeaaannnsss aaa wwwooorrrddd,,, ssspppeeeeeeccchhh,,, sssaaayyyiiinnnggg,,,
for a choeugpelmeto annidc, dcioavnnidtdri onelxglip ninlgat,no ua htniaoilvvneesr.ss .Da Iltuiszi ic(n对ogre od mru ìeu)a nonirifinoggrinm iasrrri lzeeeblymmimen imgaanarr rgedkkk ac i snoooocrrtrro r hiieiudddocreeetlsd,aaae ai ntts[thh1h go2aaa pa]ttt, p ibiinssosu osooorernppp daieee n tnnnroglell yyybvc aeieeetinaxxxndlpppgilzrrr eweeae ssitsrnisssooee eonndddn g...o e.T TfT I hhthh acuuunasssnd,,, .hh hIeeter rrneee o iiwinnn rttthehhfiiiesss r sppp aaapppeeerrr,,, DDDuuuiii HHHuuuaaa ((对对话话)) iiisss cccooonnnssstttrrruuueeeddd tttooo
once bgel oursieodu sa sC ah vinetroebs e vt,oa r Iminodeuaisan n ma noesra wnEiengrgyinspg,t i,i anrnecp luclyidviininlgigz, arfteaisocpen-om.t noIed-nafisanntcegteah adepn,o mdos icuptoiteoupnnainnilnegesg xsw, c fihttaohac n iosngotghem eoiernfst h iadii nneg gait.sve Derinmnu ias d( 对wiorfea) c yatiltoshona ,t aiss owrieelnl taesd at oproduceknowledgepremisedona
intellhecatsu caol nenquotaaltitioycn oissu eopmfl etptr ehaanatsdiin zdgei,dv c.i od minpga irnitnog h aanlvde os.p Iptso csocinorgem .m mHeuoaann (ig话nrgo uhisun bàd)e iomnfgeu acnnodsr eraer cswtt,ao anrsdd oi,n psgppeoaesncedhd,t tosoa ubyseieningdg,i vwerrognengc. eIts cwanit hinandbetweenlanguagestocreate
Trehmouagrkh oarlw idaeybas e tt rhuaasnet sdils aa tose pdae vaneslr ydb i etaxolpo mgreuesaesn,e dtah.n eTsrweh uearsri,e n hmge, rocreore epmi nliypm iltnehpmgilsi,c e rapnetatsiaopprnoeitsrny, d .bDiDunurugiiie aHdHn uudwaa ic(to对hpin话in tg)h viwesa iClctuhohen issnsottemhrsueeee ctdhre intaotgi o. Dnuoif (i对de)a aslstoo beinitiatedwiththecommonground
word Dui Hua (对话h)a. sT choisn ncoontacteipont sis o cfo tmrepaotisnegd, ocof mtwpoa rcihonafgru aancndtdeer ross ptwapnhodisciihnn ggh.aa Hnvdeu apb (oa话slye -dhseuomàn)a dmnivteieacr nogsre inag ciwnesso irnd,l asnpgeuecahg,e ss.ayTihnigs,p ositionsbothEnglishandChineseas
and explanations. Dreumi (a对rk dourì )i doreiag itnhaaltl yi sm oepaennt lhy oeldxpinrges aesq ebduua. rlTnthionutghs ,ec ahtnaesdrkele oi nifn t htohenioser iphzaiannpgde.r. A,I tD Dnuuoi iwHH urueaaf e(对rs 话) sitsa cnodnpsotirnuteadp ptor oachestheWest/non-Westintellectual
to various meanings, including face-to-face positioningr,e lfaatciionngs itno ae mgipvheans idziereccrteiaotnin, gasa wcoemll maso na ground of inter-cultural understanding, as well as the
couplet and dividing into halves. Its core meaning is beinvga clourereocftd, aivs eorpgpenosceeds ftoor bperinodg uwcrinongga.l Itte rcnaant ivepossibilities. Thesetwostancesarethepremisesfor
be used as a verb to mean answering, replying, respondinmgu alntidli ncgoupainlge dwuictaht isoonmaletthheinogri.z Dinugi (w对h)i cahlsdor awsonmulti-linguistic-theoreticalresourcesthroughthis
has connotations of treating, comparing and opposing. Hpueda a(话go ghiucaà)l imnneaonvsa taio wn.oTrdh,u ssp,etheechd, isvaidyeinagn, ddistinctionbetweentheWestandtherestisquestioned
remark or idea that is openly expressed. Thus, here in tthhriosu pgahptehri,s DDuuii HHuuaa (对话) sista cnodnpsotrinute.d to
3.2. CommonGroundofUnderstanding
Intellectual cultures share certain commonalities, which provide a foundation for common
understandingsandfurtheringtheco-productionoftheoreticalknowledge. Allintellectualcultures
andbodiesoftheoreticalknowledgepointtoasharedequalintelligence. Theymaintain“aprovisional
communicability and that everything, concerning the cultural, is intelligible, without loss or
residue” [19] (p. 160). A common ground of understandings between intellectual cultures based
oncommonalitiescomesfirst,beforeexploringdivergences.
Sometimesresearchersmaybetoohastytoascribethedifferencesamongculturesasessential
and dividing. These differences may not be natural, but created by the categories used by the
researchersthemselves. Differencesinmethoddonotnecessarilyleadtodifferencesintheoriesofthe
world. InanexplorationofAfricanmodesoftheorizing,inrelationtoEuro-Americantheory,Horton
highlightstwocausesforthemisinterpretationoftheformsbyAnglophoneanthropologists,namely
theirunfamiliaritywiththeorizinginanotherlanguageandtheirmisinterpretationofdivergences
between intellectual cultures [24]. According to Horton, divergences of languages, or “unfamiliar
idioms”, are misjudged as absolute differences from features of theorizing between intellectual
cultures. Thismisjudgmentbringscritiquesofnon-Euro-Americantheoreticalknowledge[24]. Local
indigenousknowledgeisseenasincommensurableandirreconcilablewiththeprevailing“scientific”
Euro-Americantheory.
Againstthisagenda,itisnecessarytoestablishacommongroundofunderstandingbyunveiling
linguisticandmethodologicalblindpoints. Focusingoncreatingpointsoftheoreticalcommonality
betweentwointellectualculturesisnecessary,andsomuchsothataprerequisitetoidentifyingthe
gainstobemadethroughexploringdivergences. Thissequence,whereestablishingcommonalities
comes first, does not suggest sameness of intellectual cultures or license the universality of grand
theories. Rather, the formation of intellectual commonalities is to establish a common ground of
understandingtoseekco-productionoftheoreticalknowledge. Onlybyworkingtowardsashared
commongroundofunderstanding,arewe“lesslikelytomistakedifferencesofidiomfordifferences
ofsubstance,andmorelikelytoendupidentifyingthosefeatureswhichreallydodistinguishonekind
ofthoughtfromtheother”[24](p. 208). Thefocusthenturnstoidentifyingdivergencesintheorizing.
3.3. DivergenceofLanguagesforOriginalTheorizing
Referring to intellectual cultures, Jullien makes a distinction between “difference” and
“divergence”. “Difference” is a standpoint that emphasizes the distinctions among intellectual
cultures. Difference is used to categorize various intellectual cultures in a descriptive way, often
in an atmosphere of antagonism between cultures [19]. On the other hand, “divergence” means
openingupthedistancebetweenintellectualcultures. Theemphasisisonexploringthepossibilitiesof
newtheoreticalthoughtsratherthantheexpected,theconventional,theknownandthepredictable
Educ.Sci.2017,7,24 8of12
byprobingintodivergences[19]. Alltheoreticalknowledgeisexpressedthroughonelanguageor
another. Language is an unavoidable tool for theorizing and language itself has to be probed to
discoverdivergencesamongintellectualcultures.
Divergenceoflanguagesquestionsthenormative,taken-for-grantedperspectivethatnon-native
EnglishspeakingstudentspassivelyfollowthestandardizedmonolingualEnglishandEuro-American
way of educational theorizing [1,14,18]. Rather, it suggests that bilingual HDRs take on their
languagesandintellectualculturestoopenuppossibilitiesfortheoreticalinnovation. Itisarguedthat
thesedivergenceshighlightedwithinandbetweenlanguagesarevaluableresourcesforeducational
theorizing[19]. Inotherwords,bilingualresearcherswhoattendtothedivergencesintheirlanguages
may generate novel resources for theorizing. People in an intellectual culture tend to only reflect
andexploitthe“principaloptions,orprejudices,inthecapacityhisownlanguagearticulatedsoas
toexpresstheworld”[19](p. 149). Therefore,lookingatanotherlanguageforitsdivergences,and
lookingbeyondthefamiliarmayhelpbilingualHDRstoreconsiderthetaken-for-granted,ostensibly
puzzlefreeorjustissues[24]. Byunfoldingtheunthoughtandtheneglected,bilingualHDRscan
question the familiar conceptualization of the world, locating divergence of thoughts [19]. These
divergencesofthoughtarelikelytoleadtonewpathsandpossibilitiesfortheorizing. Suchtheorizing
hastobetestedforitsstrengthsincertainareas,since“accordingtothepossibilitiesitexploits,[itmay
be]moreorlessfertile;accordingtotheveinsfollowed,itmaygomoreorlessfarinonedirectionor
another”[19](p. 153). Thus,asinthepast[2,15,16],differentlanguagesmayoffervarioustheoretical
resourcestointerprettheworld. Itshouldbenotedthatitisnotlanguageitselfthatmakestheworld
different. Wordsandexpressionsinalanguagefunctioninthesamewaytodescribetheworld. What
makethedivergenceoflanguagespowerfulinopeningupnewpathstoconceptualizetheworldare
thetheoreticalengagementsinvolvedintheencountersandconfrontationsoflanguages[24]. Using
thetheoreticalresourcesgeneratedthroughexploringthedivergenceswithinandacrosslanguages
maybringunnoticedorseeminglyself-evidentideastothespotlightofdebateforbetterexplanations
orsolutions[19].
Byconsideringthedivergenceoflanguages,theaimisnottolistthedifferencesanddistinctions
in linguistic forms. Rather, the goal is to probe the new possibilities of educational theorizing by
highlightingthetaken-for-grantedissuesandbringinginnewperspectivesfromanotherlanguage
andintellectualculture[19]. ThedivergencestancepositionsEuro-Americantheoriesasoneimportant
theoreticalresourceamongmanyotherpotentiallyusefultheoreticalresources[13]. Thismeansthat
researcheducatorsandbilingualHDRscanacknowledgeandvaluealllanguagesandintellectual
cultures as sources of linguistic, conceptual and theoretical knowledge for educational theorizing.
Inotherwords,thepedagogicalfocusisthepossibilitiesofinnovativeandnovelwaysoftheorizing
usingotherlanguagesandintellectualcultures.
4. Discussion: MultilingualEducationalTheorizingChallengesMonolingualEuro-American
TheoreticalDominance
In sum, Euro-American theories have prevailed in educational research for many decades.
Theories currently taught to internationalize higher education and used for educational research
followtheEuro-Americannorms[1,18,20,28]. TheEnglishlanguageisofferedastheonlyscientific
way for exploring and understanding the world [12,17,26]. The emphasis on the Euro-American
theoriesandthemarginalizationofnon-Euro-Americantheorizingestablishesavertical,hierarchical
powerrelationbetweenthesetwo. Thisintellectualhierarchyis“implicatedintheconnectionbetween
science and imperialism, colonialism and industrial capitalism” [32] (p. 362). It is likely that in
such situations, bilingual HDRs and researchers who are not native English speaking and/or of
Euro-AmericanancestrytendtofeelexcludedbytheusesofstandardizedmonolingualEnglishand
Euro-American theories [5,12,14,17,18]. They are always othered and treated as outsiders both as
studentsandresearchers. ThroughthedominanceofEuro-Americantheoriesineducationalresearch,
Educ. Sci. 2017, 7, 24 6 of 12
knowledge are always “in a process at once of homogenizing and heterogenizing [themselves], of
confounding and demarcating, of dis-identifying and re-identifying, of conforming and resisting, of
Educ. Sci. 2017, 7, 24 6 of 12
imposing (dominating) and entering into dissidence” [19] (p. 142). This applies equally to
Anglophone and Chinese intellectual kcnuoltwurleeds gfeo ra rine satalwncaey.s A“ning lao pphroocnees sa natd oCnhcein oefs eh oinmteolgleecntiuzainl g and heterogenizing [themselves], of
cultures are inter-related and do not sctoannfdo uanlodnine gw ainthdo duet mcoanrcnaetcintigo,n o ft od iesa-icdhe nottihfeyrin agn adn dto roe-tihdeerns tifying, of conforming and resisting, of
[2,15,16,19,35]. The Euro-American thiemorpeotsicinalg k(ndoowmliendagtein gis) daenvde loepnetedr inwgi thin ctoo ndtiinsusioduesn cien”p u[t1s9 ] (p. 142). This applies equally to
from other sources including the non-WAensgtelornp,h aonnde vainced vCerhsian e[1se6 ].i ntellectual cultures for instance. Anglophone and Chinese intellectual
Abrogation of limits and demarccautilotunr easr ea riero innitcearl-lrye lealteemd eanntds odfo anllo ti nsttealnledc taulaoln ceu wltuitrheo uatn dco nnection to each other and to others
bodies of theoretical knowledge. It is t[h2e,1 t5e,n16si,o19n, 3b5e]t.w Teheen tEhuersoe- Atwmoe treicnadne nthcieeosr tehtiacta ml kankeosw hleudmgaen i s developed with continuous inputs
knowledge dynamic and transformatifvreo mac orothsse ra slol utirmceess .i nTchluedoirnegti ctahle knnoonw-Wleedsgteer nis, afonrde mviocset v aenrsda [16].
essentially dynamic [19]. An intellectual culAtubrreo wgaotuioldn boef al idmeiatsd aonnde idf eitm paorsciatitoionns iatsreel fi raosn siicnaglluyl aerl ements of all intellectual culture and
for instance in terms of language, withobuotd ainesy oref ltahtieoonr ettoi ctahle k onthowerl eindtgeell.e Ictt uisa lt hcue ltteunrseiso onr blaentwgueeang etsh. ese two tendencies that makes human
Based on this standpoint to knowledgek, nJuolwlielend agreg udeysn faomr itch ea nshda rtreadn isnfoterlmligaetinvcee aacmroosnsg a ilnl tteilmleecstu. aTlh eoretical knowledge is foremost and
cultures [19]. essentially dynamic [19]. An intellectual culture would be a dead one if it positions itself as singular
Shared intelligence among intellecftoura iln csutalntucree isn v tieerwmss “oefa lcahn gouf atghee, pwairtthieosu tc oamnyp rreolmatiisoinn gto, etahceh o ther intellectual cultures or languages.
taking a step back, in a spirit of conceBsassioedn ,o bny t hsiese kstianngd cpoonincitl itaot ikonno swol eadsg teo, Jauvloliiedn eaxrcgeusesse sf”o r[ 1th9e] s hared intelligence among intellectual
(p. 141). Each intellectual culture, eithceurl ttuhree sd [o1m9]i.n ant or the marginalized, needs to respect the
intellectual equality of other cultures and sSehekar medu itnutaell leigxcehnacen gaems oonf gt hineoterlelteicctaul akl ncouwltulerdesg ev iaemwosn “ge ach of the parties compromising, each
them. This mutual respect may be reatlaizkeidn gb ya “stbeepin bga cokpe, niinn ga osupti,r ibte oinf gc ofinncaelslysi oinns, tibgya tseede koinn gb ocothn ciliation so as to avoid excesses” [19]
sides intelligently as something face-t(op-.f a1c4e1 )m. Eaadceh firnotmel lethcteu avla rciuolutus rep,o essitihbeilri titehse ednogmagineadn ti no rb yth e marginalized, needs to respect the
thought” [19] (p. 141). Shared intelligeinntceel leocrt ueqalu eaqliutya loitfy inofte olltehcetru aclu lctuulrteusr easn, dle saedesk tmo uat utwalo e-wxcahya nges of theoretical knowledge among
process of knowledge production instethaedm o.f Tohnies -mwauytu kanl orewslpeedcgt em traayn bsfee rr.e aTlhizise dis btyh e“ bperienmg isoep efnoirn g out, being finally instigated on both
pedagogical efforts and actions to disrsuidpets thinet epllriegveanitlliyn ga sh iesoramrcehthicianlg afcaacdee-mtoi-cfa ocerd mera. dOet hfreorwmi steh, e various possibilities engaged in by
what we will get would be merely “anth eoxutgrahotr”d [i1n9a]r i(lpy . r1e4si1g)n. eSdh,a rdeidsp ianstseilolingaetne,c ec oonrs eenqsuuaalilt,y a nodf iantt ellectual cultures, leads to a two-way
same the time [sic] boring, conceptionp orof cceuslst uorfe ”k n[o19w] le(pd.g 1e 4p1r) oadnudc toiof nin itnesrtneaatdio onfa lo ende-uwcaatyio knn. oBwy ledge transfer. This is the premise for
starting with the presupposition of thep esdhaagreodg iicnatle lelfifgoerntsc ea anmd oancgti oinnste tlloe cdtuisarlu pcut ltthuere ps,r eav caoilminmg ohni erarchical academic order. Otherwise,
ground of understanding may make powsshibatle w nee ww itlhl egoerte twicoaul lidn sbigeh mtse. rTehlye d“iavne regxetrnacoersd oifn laarnilgyu raegseigs ned, dispassionate, consensual, and at
open up a new basis of equality. same the time [sic] boring, conception of culture” [19] (p. 141) and of international education. By
On the one hand, dialogues promsottaerdti nbgy dwoimthi nthaen tp Arensgulpop-Aosmiteiorinc aonf itnhtee rsehsatrse adr ei nctreiltliicgizeendc ea sa mong intellectual cultures, a common
being a compromise to the uproar creatgerdo buyn dn oonf -uEnudroer-Astmanedriincagn m craiyti qmuaek. eT phoesys aibrele c noenwsi dtheereodre ttoic bael insights. The divergences of languages
a “more cunning way, a covert moepaenns u po fa npeawss ibnags iso onf etqhueairli tyu. n iversalism” [19] (p. 157).
Anglo-American interests seem to be losinOg na btshoel uotnee choanntdro, ldliinaglo pgouwese prsr oomf othteed w boyr lddo’sm eincoannot mAyn,g lo-American interests are criticized as
politics and intellectual cultures, involvbienign gth ae icro “minparboimlitiyse t oto g trhaes pu pthreo ainr hcreeraitteedd mbyu nltoipnl-iEciutireos- Aofm theeri can critique. They are considered to be
[previous] colonial worlds, the resiliae nc“em oofr en ocnu-nWniensgte rnw akyn, owa lecdogveesr t tom heaonmso goefn ipzaatsisoinng, thoen their universalism” [19] (p. 157).
resistance against cognitive annihilatioAnn ogfl os-uAbmaleterircna ns tainntdepreositnst ss,e eamnd t ou nblee alsohs inthge atbrasonlsufoter mcoantitvreo lling powers of the world’s economy,
Educ.Sci.2017,7,24 9of12
potential of different histories and altepronlaittiicvse a ncodn icnetpeltlueacltiuzaalt icounlstu” r[e1s5, ]i n(vpo. l2v)i.n Og nth ethire “ointhaebri lihtyan tdo ,g rasp the inherited multiplicities of the
dialogues advocated by the marginaliz[epdr envoionu-Esu] rcoo-Alomniearl icwano rrledsse,a rtchhee rrse steilniedn ctoe roef- afnfoirnm-W itess otenrcne knowledges to homogenization, the
glorious history and immutable, incomrpeasrisatbalnec ter aadgiatiionnstst ,hc liousgrpnkriiintvigvil eet oga ernden-tighhaeiilonar tetihotinecia rol dfk onsmuowbinalleatdnegrt nec oissntaetrnxopdlrspe osisnetds,i nanthde ournizleinagshp rthocee tsrsaenssafnodrmthaetievxec lusiveusesofthe
from their Euro-American counterpartps o[t1e6n,1ti9a]l. oMf idnidfffuerEle onnfgt ltihhsiehs thloaornsiegtisul iataygn eda.n adl tceornnafrtoivnet actoionncse pintu sauliczha tions” [15] (p. 2). On the other hand,
dialogues, a Dui Hua (对话) standpoint disi aalrogguueeds faodrv ionc tahtiesd p baCyp oetnhr,se et oqm uraeercngotilnnyf,airlgieuzseredea r tnchhoeen Wr-sEeausnrtdo/n-HAonDm-RWesriefcsraotn m rensoena-rEcuhreor-sA tmenedr itcoa nreb-aacfkfigrmro uitnsd osnmcea yfailtorecognize
intellectual relation. This Dui Hua (对话g)l sotraionudsp ohiinstto irsy n aetnihtdhe eipmro amt ecnuottniaacblelosesf, itiohnnec iotromo Wwpanersaltabenrleng uetrraasg dweisthiaoonn dsst,ri nliuvteerkl liencgtu taol rceu-lgtuarines thfoerire dduocmatinioannatl ctohneotrroizlsin g[1,18,24]. Their
for a hegemonic, controlling, universaflrizoimng t hoeri ru nEiufororm-Apimzreinefergir cedaninsc cecoofuourrnscetoe [rl1lpe2ac]rt, itnns go[r1d 6aa, 1tra9e]fv.r ioMtamilniztdhafteuiiorl noh foo mtfh eel ahnodstialnitdy aannadl yczoinnfgrotnhteamtiounssin ign Esuucroh- Americantheory
once glorious Chinese, Indian or Egydpitailaong uceivs,i laiz Datuioi nHg.u ivIane (ss对tee话xapd)r, esostaspnieodnnpntoeois,nsat n tiosd aroretgflhueeecrdtss ftionhr e tignerl otmhbisas l opdfai pviesri,o tno orfecinotneflilgeuctruea tlhlea bWore.sTt/hneoyna-Wreedsat tageneratorsand
intellectual equality is emphasized. intellectual relatioEnu. rToh-Ais mDeurii Hcaunas (a对re话th) esotarnydgpeonienrta itso nrse.itThhere rae caornecaetssleioanst totw Woersetaesronnesrsf owrhtoh isst.riFvier st,itisduetothe
Though always translated as dialofogru ea, htheegreem aorne imc, cocaroepn ttiimrvoeplllmiincigan,t diuononsfiv nbeoursnrai-elEidzu irwnogi-t Ahoimrn eutrhniciefa oCnrmhrieniszeeisnaegr c hdeisrcso.uTrhseis [c1a2p],t invoer ma irnedvilteaalidzsattioona nofu nequalscholarly
word Dui Hua (对话). This concept is coomncpeo sgeldor oiof utws oC chdhiniaaerlasoecg,t ueIrens, ddwiiarhenicc thoe rdh aEbvygeyt hppetoiwlayno- srceldimv’sialinAztanictgi oolornpi.g hiIonnnss eteeaddu, coatpioennnalepsso wtoe rost[h1e].rsS eicno ntder,mthse roefi stheideathatthe
and explanations. Dui (对 duì) originalliyn tmeleleacnttu halo eldqiunagl idaty ob mius irennmainnpgth Ecauasnrizode-lAde .m in e orincaen htahnedo.r Iiet snaorwe breetfteerrs. Euro-Americanresearchersconsolidatetheirdominating
to various meanings, including face-to-facTe hpoousgithio anliwngapy,o sfs aitctriiaonnngs lbainyte eadx gcalsiuv ddeinian ldgoigtruheceet,i irtohcnoe,r uean sat erwrep emlalr otarsse f raiom mpltihcaetoiorinzsin bgu.rTiehde ywditohisno tbhye aCchtiinngesaes thegatekeepers
couplet and dividing into halves. Its corwe omrdea Dnuini gH ius ab (e对int话go c)so.e Trtrhtehicset ,c caorsni toceeprpipato fisose rcdot htmoe pbloaenisneggdu waogfr eotwnagno. d cIhtt hcaareanoc rteetrisc awlhsyicshte hmavtoe pbeoluys-seedmfoanrteicd uorciagtiinosn andeducational
be used as a verb to mean answering, reapnldy ienxgp, lraensaptoionndsin.r eDgs uaeina (rd对c hc o[dp1u,i1ìn)2g o, 1wr7ig,i1tih8n ,as2lo4lmy]. metheainngt .h Douldi i(n对g) a a blsuor ning candle in one hand. It now refers
has connotations of treating, comparintgo avnadr ioopups omsineagn. iHnugas ,( I话innc rhleuusdàp)ion mngs eefaantcose -atth owi-sfoahrcdeie, rpsaporesciehtciiochan, lis,naugyn,i nifdgaic,r iencgt ioinn aal gmivoedne ldoirfercetsioenar, cahs ewdeulcl aatiso na and educational
remark or idea that is openly expressecdo.u Tplheut sa,n hde dreiv iind ritnehsgie sia nrptcoah p,hetahrl,ev DeDsu.u iIi tHHs ucuoaa r(e对 m话ea) nsiistna cngo dinsps botreinuintegde m ctoopr hreacsti,z aess othpepjoosiendt steoa brcehinfgo rwcroomngm. oItn cainnt ellectualgrounds
be used as a verb toof munedaenr astnasnwdeinrigngb,a rseepdlyoinnsgh, arerespdoinndteilnligg eanncde c.oTphiinsgla wysithth seofmouenthdiantgio. Dnufoi r(对m)u altlisloin gualeducational
has connotations tohfe torreiaztiinngg., Hcoemrep,maruinltgil ianngdu aolpepdousciantgio. nHaulat h(话eo rhizuiàn)g mreefaenrss tao wthoeruds, espofeemchu,l tsilainyignuga,l andintercultural
remark or idea thkant oiws loepdegnelyt oextphreeosrsiezde. eTdhuucsa, thioenrea linis stuheiss .paTpheer, DDuuii HHuuaa (对话) isst acnodnpstoriunetdm toa y help bring the
marginalizedintellectualculturesandtheoreticalknowledgeforward,intoapositionthatisequal,
rather than opposed to being dominated or neglected. This may also help to cultivate a shared
intelligence among intellectual cultures, whereby “each person renders the values of the other
intelligible in their own language and, consequently, becomes able to reflect upon the basis they
haveestablished”[19](p. 141). Moreimportantly,bringingnon-Europeanlanguagesandtheoretical
knowledgetotheforegroundmeansrecognizingthetheoreticalpotentialsandcontributionsofthe
non-Euro-American researchers and HDRs for original educational theorizing [1,13,18,28]. Thus
bilingualHDRswouldhavetheopportunitytomobilizetheirdiverselinguistic-theoreticalknowledge
tointerpretandunderstandeducationalphenomena. Thenon-Euro-Americanconceptsthatbilingual
HDRshaveaccesstocanbereconstructedastheoreticaltoolsthatmayprovidealternativeand/or
deeperunderstandingsoftheeducationalissuesunderinvestigation[18].
One intellectual culture may be better understood and comprehended in relation to another.
Being indulged in the traditions and routines of one intellectual culture—despite its inherent
diversity—meansthatweareconstrainedandconfinedbyitanditslanguage. Itishardtoquestion
seemingly self-evident knowledge until awakened from the outside by knowledge expressed in a
differentlanguage. Itisthroughencounterswithanotherintellectualculturethataresearcher
becomesawareoftheculture‘fromwhichonecomes’,inwhichonehasbeenraised—that’s
tosay,throughwhichasubjectiseachtimeawakened. Anditisevenonlybyemerging
from our own culture that we take into account how much we do not know about the
culturewesoperemptorily(possessively)considertobeourown[12](p. 143).
Observingandconceptualizingoneintellectualculturefromtheoutsideinrelationtoanotherone
islikelytoprovideinnovativeresourcesfortheorizing. Theseinsightsintovariousideasopenupto
re-considerationsthefamiliar,taken-for-grantedandsometimesburiedcontentandvalueinone’sown
knowledge[10,19]. Theseburiedortaken-for-grantedideasmaybeself-evidentinoneintellectual
culture. ForJullien,translationcouldbringthedivergenceintwolanguagesandintellectualcultures
intotension. Bytranslation,thevaluesandthoughtsexpressedinbothlanguagescanbeunfolded
andexplored,leadingtocommonunderstandingofnovelconceptualizations. Translationencourages
carefulcontemplationofoneormoreconceptswithinabodyofknowledgerepresentedinagiven
language. It also compels the elaboration of their meanings in terms of the knowledge in another
language. Translation pushes bilingual HDRs to reconsider and re-construe the unthought aspects
in one epistemology by foregrounding the divergences within and between languages [19]. The
dominatingmeaning/readingofconceptsinonelanguageinterposesitspre-established,prescribed
Educ. Sci. 2017, 7, 24 6 of 12
knowledge are always “in a process at once of homogenizing and heterogenizing [themselves], of
confounding and demarcating, of dis-identifying and re-identifying, of conforming and resisting, of
imposing (dominating) and entering into dissidence” [19] (p. 142). This applies equally to
Anglophone and Chinese intellectual cultures for instance. Anglophone and Chinese intellectual
cultures are inter-related and do not stand alone without connection to each other and to others
Educ. Sci. 2017, 7, 24 6 of 12
[2,15,16,19,35]. The Euro-American theoretical knowledge is developed with continuous inputs
knowledge are always “in a process atf roonmce o othf ehro smouorgceens iizninclgu dainndg htheete nroogne-Wnizeisntegr n[t,h aenmds velivcee sv]e, rosfa [16].
confounding and demarcating, of dis-identifAybinrogg aantdio nre -oidf elnimtiiftysi nagn,d o fd ceomnaforrcmatiinong aanred rireosnisitcianlgly, oefl ements of all intellectual culture and
imposing (dominating) and enteringb oindtioe s doifs tshideeonrectei”c al[ 1k9n]o w(pl.e d1g4e2.) .I t Tish tihs e atpenpsliieosn ebqeutwaleleyn ttoh ese two tendencies that makes human
Anglophone and Chinese intellectual kcunoltwurleesd gfoe r diynnstaamncice .a Andn gtlroapnhsfoonrem aantidv eC ahcirnoessse ailnl tetilmleectsu. aTlh eoretical knowledge is foremost and
cultures are inter-related and do not setsasnedn taialollnye d wynitahmouict [c1o9n].n Aecnt iionnte tlole cetaucahl couthlteurr ea nwdo utold o bthe ear sd ead one if it positions itself as singular
[2,15,16,19,35]. The Euro-American thfeoorr eintisctaaln cken ionw telerdmgse o fis l adnegvuealgoep,e wd itwhoituht acnoyn trienluaotiuosn tion pthuets o ther intellectual cultures or languages.
from other sources including the non-WBeassteedrn o, na nthdi sv isctea nvdeprsoai n[1t 6to]. knowledge, Jullien argues for the shared intelligence among intellectual
Abrogation of limits and demarccautilotunr easr e[ 1i9r]o. n ically elements of all intellectual culture and
bodies of theoretical knowledge. It is the teSnhsiaorne db eintwteelleinge tnhcees ea mtwoon gte inndteelnleccietus atlh caut lmtuarkees sv hieuwmsa “ne ach of the parties compromising, each
knowledge dynamic and transformativtaek iancgro as ss taelpl tbimaceks,. iTnh ae osrpeitricita lo fk ncoonwcleesdsgioen i,s b fyo rseemekoisntg a cnodn ciliation so as to avoid excesses” [19]
essentially dynamic [19]. An intellectua(lp c. u1l4tu1r).e Ewaocuhl din bteel ale dcteuaadl ocnuelt uifr iet, peoitshiteiro ntsh eit sdeolfm aisn sainntg uolra rt he marginalized, needs to respect the
for instance in terms of language, withoiuntt ealnleyc truelaalt ieoqnu taoli tthy eo of tohtehre irn tceulllteuctruesa la cnudlt usereeks omr ulatnugaul aegxcehs.a nges of theoretical knowledge among
Based on this standpoint to knowledget, hJuemlli.e nT hairsg mueust fuoarl trhees pshecatr emda iyn tbeell irgeeanliczee adm boyn “gb ienitnegll eocpteunailn g out, being finally instigated on both
cultures [19]. sides intelligently as something face-to-face made from the various possibilities engaged in by
Shared intelligence among intellectthuoaul gchutl”tu [r1e9s] v(ipew. 1s4 “1e).a cShh aorfe tdh ein ptealrltiigeesn ccoem opr reoqmuiasliintyg , oefa cinht ellectual cultures, leads to a two-way
taking a step back, in a spirit of concepsrsoiocens, sb oyf skeneokwinlge dcgoen cpilrioadtiuocnt isoon aisn sttoe aadv ooifd o enxec-ewssaeys ”k n[1o9w] le dge transfer. This is the premise for
(p. 141). Each intellectual culture, eithpeer dtahgeo dgiocmali neaffnotr tosr atnhde amctairognisn atloi zdeids,r unpete dths et op rreevsapielicnt gt hhei erarchical academic order. Otherwise,
intellectual equality of other cultures awndh aste weke mwuiltlu gael te wxcohualndg ebse omf etrheeloyr e“tainca el xktnraoowrdleidngarei laym roesnigg ned, dispassionate, consensual, and at
them. This mutual respect may be realsiazmede bthye “ tbiemineg [ soipce] nbinogri nougt,, cboenincegp ftiinoanl loyf icnuslttiugraete”d [ 1o9n] b(po.t h1 41) and of international education. By
sides intelligently as something face-tsota-fratcineg m waidthe tfhroe mp rethsue pvpaorsioituiosn poofs sthibei lsithiaesre den ignatgeleldig einn ceb ya mong intellectual cultures, a common
thought” [19] (p. 141). Shared intelligegnrcoeu nodr eoqf uuanlditeyr sotfa nindtienlgle mctuayal m cuaklteu preoss, sliebaled sn etwo ath tewoore-twicaayl insights. The divergences of languages
process of knowledge production insteoapde no fu pon ae n-weway b kasniosw ofle edqguea ltirtayn. s fer. This is the premise for
pedagogical efforts and actions to disrupt Othne tphree vonaiel ihnagn hdi,e draiarclohgicuaels apcraodmemotiecd o brdy edr.o mOtinhaernwt Aisen,g lo-American interests are criticized as
what we will get would be merely “anb eeixntgra ao rcdominaprriolym risees itgon tehde, udpisrpoaasr sciroenaatteed, bcoyn nsoenn-sEuuarl,o a-Andm eart ican critique. They are considered to be
same the time [sic] boring, conceptiona o f“ cmuoltruer ec”u [n1n9]in (gp . w14a1y), anad coofv ienrtte rmnaetaionnsa lo ef dupcaastsiionng. Boyn their universalism” [19] (p. 157).
starting with the presupposition of theA snhgalroe-dA mineterilcliagne nincete aremstosn sge einmte ltloe cbtue allo sciunlgtu arbess,o alu cteo mcomnotrno lling powers of the world’s economy,
ground of understanding may make popssoilbitliec sn eawnd t hinetoerleleticctaula iln csuiglthutrse. sT, hinev doilvveirngge tnhceeisr o“fi nlaanbgiluitayg teos grasp the inherited multiplicities of the
open up a new basis of equality. [previous] colonial worlds, the resilience of non-Western knowledges to homogenization, the
On the one hand, dialogues promoretesids tbayn cdeo amgianiannstt Aconggnliot-ivAem aenrniciahnil aintitoenre ostfs s aurbea cltreitrinc izsteadn dasp oints, and unleash the transformative
being a compromise to the uproar creatpedo tbeyn tniaoln o-Ef udrioff-eArmenetr ihciasnto crriietsiq auned. Tahlteeyr naareti cvoen csoidnecreepdtu toal bizea tions” [15] (p. 2). On the other hand,
a “more cunning way, a covert mdeiaanlosg uoefs apdavsosicnagte do nb y tthheei rm aurngiivnearlsizaelidsm n”o n-[E19u]r o-(Ap.m 1e5ri7c)a. n researchers tend to re-affirm its once
Anglo-American interests seem to be lgolsoirnigo uasb hsoisltuotrey caonndtr iomllminug tapbolwe,e irnsc oomf tphaer awboler ltdr’asd eitcioonnos,m luyr, king to re-gain their dominant controls
politics and intellectual cultures, involvfirnogm t htehieri “r iEnuabroil-iAtym toe rgicraasnp c tohuen itnehrperairttesd [ m16u,1lt9i]p. lMiciitniedsf uolf othf et he hostility and confrontations in such
[previous] colonial worlds, the resiliedniacleo gouf esn,o an D-Wuie Hstueran ( 对k话no)w stleadngdepso itnot ihs oamrgougeedn fiozar tiino nth, isth pea per, to reconfigure the West/non-West
resistance against cognitive annihilatioinn toelfl escutbuaallt erernla tsitoann.d Tphoiisn Dtsu, ia Hnuda u (对nle话as)h s ttahned tproainnstf oisr mneaittihveer a concession to Westerners who strive
potential of different histories and altefornr aat ivhee gceomncoenpictu, acolinztartoiollnins”g , [1u5n]i v(epr.s 2a)li. zOinng tohre uonthifeorr mhaiznidn,g discourse [12], nor a revitalization of
Educ.Sci.2017,7,24 10of12
dialogues advocated by the marginalizoendc ne ognl-oEruiorou-sA Cmheirniecasen, rIensdeaiarnch oerrs Etegnydp ttioa nr ec-aivffiilrizma tiitosn o. nIcnes tead, openness to others in terms of
glorious history and immutable, incomipnatreallbelcet utraald eiqtiuoanlsit, ylu isrk eimngp htoa sriez-egda.i n their dominant controls
from their Euro-American counterparts [16T,1h9o].u Mghainn addlwfpualr eyo-sfi mttrhpaeno hssleoadstteiedlxi tpayse acdtnaidati locoongnusfear,no tndhtevartaeilo uanersse ionmn soburiecl hiinm gpulailcaHtiDonRss .bTuhrieedun wcoitvheinri nthgea nCdhirneedsies coveringof
dialogues, a Dui Hua (对话) standpoint wis oarrdg uDeudi fHotruh aien (u 对tnh话eisx )pp. eaTcphteeirds, ctaoon ndrceetchpoent fiusing cucoormen vptheones teWidon eosaftl /tniwnoonth -cWehsaeersiatdc etearssm wehaincshh hiagvheli gphotliyn-gsetmheandtiivce orgriegnicness withinthe
intellectual relation. This Dui Hua (对话a)n sdta enxdpploainnaltat iinosg nnusea.i gtDheue.irT (ah对 ics odanupcìpe) sroosriaoicgnhi nttoao lWltyh eemostreeiazrnninte grhsco awldnhinnoog ts tabr eibvrueer anliiznegd cuannddeler itnh eornuel ehaonfdon. Iet sntaonwd arerdfeirzse dlanguage,
for a hegemonic, controlling, universaltioz ivnagr iooru su nmEifneogarlnmisinihzgiinsn,g i cnducirslruceodnuitnrgsgel o f[ab1ca2el]-,it non-toferal lcaee c rtpeuvoaisltiatmiloizinlaiietniuog.n, fToahfc einregf oinre ,a kgniovweni ndgirtewctoiolna,n gasu awgeelsl aans da intellectual
once glorious Chinese, Indian or Egycpotuiapnl ect iavnildicz duaitlvtiouidnrei.n sI,gnb isintlietnoag dhu,a alolvpHeesDn. InRtess scmso rateoy mporethoavenriidsn egi ntihs etbeiernimnngso vcoaoftr irveecta, nads otrpapnosfsoerdm toa tbiveeinpgo wternotniagl. tIot creainn terpretand
intellectual equality is emphasized. be used as ar evceorbn fitog umreeaend auncsawtieorninalg,i srseupelys.inTgh, reeyspmoanydicnrga cakndan cdopeisncga pweitthh seoumneivtheirnsga.l iDzeudi (对an)d aulsnoi formalized
Though always translated as dialohgause c, otnhneroet aaEtriuoer noms- Aoorfme t eriemriacptailnnicgta,h tcieooonmrsep tbiacurairlniefgrd aa mwndeitw hoiopnrp ktohss.ei TnCghh.i siHniusesate h( 话ef ohcuuàs) amnedasnisg nai fiwcoarndc,e sopfeceochn,s tsrauycitning,g ,exploring
word Dui Hua (对话). This concept is cormempaorske do ro fi adtnwedao ctchahlalatirn aigsc tfoeoprrse mnwluyhl itceilhxinp hgraeuvsasele peddo. luTych-asuteismo, nahaneltrtiech eoinorr igitzhiniinssg pwapitehr,a DDuuii HHuuaa (对话) sista cnodnpsotrinute.d to
and explanations. Dui (对 duì) originally meant holding a burning candle in one hand. It now refers
5. Conclusions: PotentialofMultilingualEducationalTheorizing
to various meanings, including face-to-face positioning, facing in a given direction, as well as a
couplet and dividing into halves. Its core meaning is beiTnagk cionrgreicntt,o asa occpopuonstedth teo baeminbgit iwonrosnogf. Iut nciavne rsalization evident in the internationalization of
be used as a verb to mean answering, replying, respAonngdlionpgh aonnde ceodpuincagt iwonitha snodmeeftfhoirntsg.t oDurei v(对ita)l iazlseon on-Western theorizing, multilingual educational
has connotations of treating, comparing and opposthinego.r iHzuinag (话m hauyà)p mroevaindse a awnoradlt, esrpneaetcivhe, sapyaitnhg, to the current divide created by English-only
remark or idea that is openly expressed. Thus, hemreo nino ltinhgisu palaipsmer., DDuuii HHuuaa (对话) tias kceosntshtreupedos tioti on of a common ground for understanding as its
startingpoint,andthenseeksoriginalthoughtsthroughdivergenceswithinandacrosslanguages.
ItbuildsbilingualHDRs’theorizingcapabilitiesbyhavingthemuseconceptsfromtheirtwoormore
languagestodoso. Throughmultilingualtheorizing,bilingualHDRscanmakeuseoftheirknowledge
oftwoormorelanguagestoextendthepossibilitiesfortheorizingeducationalphenomena. Moreover,
bypushingtheboundariesbetweenlanguagesandintellectualcultureswiththeirbilingualbehaviors
andactions,bilingualHDRsmayescapetheimprisonmentofthecaptivemindgeneratenewtheories.
Theycouldconductrelevanteducationalresearchwhichisoriginal;informedbylocaleducational
realities;attachedtotherealworldeducationalneeds;andaccessibletothepublic[1]. Thevalueof
usingmultilingualknowledgeforeducationaltheorizingisthatitmayofferusalternativehorizons,
perspectivesandscenarios.
ForbilingualHDRs,theirknowledgeofmorethanonelanguageandintellectualcultureoffers
them new opportunities to recognize and re-elaborate educational issues and problems that are
frequently debated as well as those that are taken-for-granted and otherwise neglected. They can
usetwoormorelanguagesaslinguistic-theoreticalresourcesforinterpretingandmakingsenseof
educationalpoliciesandpractices. Undertakingresearchfrom“anotherangleon(andengagement
with)whatisunthought[inonelanguage]”[19](p. 168)istheessenceofmultilingualeducational
theorizing. If this is the case, then further research may be conducted to outline and work out
feasibleschemesandwaystoperformmultilingualeducationaltheorizingineducationandresearch.
AssuggestedbyJullienwithhispreferencefortranslation,insightsmaybedrawnfromstudiesinto
multilingualismsuchastranslanguaging[11,21,22]. Further, directevidencefrombilingualHDRs
andresearchersmaybeconducivetonotonlytestingthetheoreticalinquiryinthispaperbutalso
formulatingaworkablepedagogyformultilingualeducationaltheorizing.
Acknowledgments:HaiboShenisaPhDcandidateholdingajointscholarshipawardedbytheChinaScholarship
CouncilandWesternSydneyUniversity.
ConflictsofInterest:Theauthordeclaresnoconflictofinterest.Thefoundingsponsorshadnoroleinthedesign
ofthestudy;inthecollection,analyses,orinterpretationofdata;inthewritingofthemanuscript,andinthe
decisiontopublishtheresults.
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