Vol. 4, No. 1 (2008): 121–137.
Sometimes students from China are characterised as writing inductively, using flowery prose. The proposition explored in this paper is that having higher degree research (HDR) students from China develop their critiques of stereotypes of “Asian students” provides useful insights into where existing supervisory pedagogies might be reworked to enhance their capabilities for writing scholarly arguments. Using evidence from a textbook used by students studying English as a foreign language in China this paper documents the different models of deductive argumentation they are taught. Certain writing conventions for constructing arguments—theses—are required in learning to produce research and to become a transnational researcher-writer. This paper opens up to exploration of the question of what can western supervisors and their Chinese students do.
Michael Singh is a Professor of Education, Centre for Educational Research, University of Western Sydney, Australia, and leader of the “Argumentative Chinese Students” Research Cooperative. He is currently studying leadership in the reform of the senior phase of learning (Years 10, 11 and 12); investigating cultural globalisation through teacher movements into and out of multicultural Australia, and undertaking an inquiry into the globalisation of the Bologna Process through its affects on Australian teacher education. He has recently studied the multi-level, large-scale education and training reforms to Years 10–12; undertook a meta-analysis of research into quality teaching and school leadership; and explored the educational motivation and engagement of rural, remote, low SES and Indigenous boys. His book, Globalizing Education (edited with M. Apple and J. Kenway) examines the complexities of local/global connectedness evident in policies and pedagogies governing education. In Appropriating English (with P. Kell and A. Pandian) he studied innovations in the local/global business of English language teaching.
Dongqing Fu is currently researching the policy intentions and effects of the international recognition of academic qualifications through a study of the Australian Higher Education Graduation Statement. Ms Fu is a member of the “Argumentative Chinese Students” Research Cooperative. She is working as a research assistant in the Centre for Educational Research, University of Western Sydney, undertaking projects relating to Australia’s responses to, and engagement with European policies affecting teacher education. Prior to this she undertook a contrastive study of English and Chinese, their cultural contexts and the implications of this for teaching English. Previously, Ms Fu worked as a lecturer teaching English at Changchun University of Science and Technology, Changchun, China