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Post-Monolingual Research Methodology: Building Multilingual Postgraduate Researchers’ Capabilities for Theorizing

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Part of the book series: University Development and Administration ((UDAA))

Abstract

Through exploring the rationale and practices for building multilingual researchers’ capabilities for theorizing, the purpose of this chapter is to review research which provides an introduction to post-monolingual research methodology (Singh Australian Journal of Education 54(1):31–45, 2010; Worldly critical theorizing in Euro-American centered teacher education? in X. Zhu & K. Zeichner (Eds.), Preparing teachers for the 21st century (pp. 141–169). Heidelberg: Springer, 2013). Methodologically, “divergence in theorizing” provides the overriding conceptual framework for this chapter, extending and deepening conceptual advances made in previous research (Singh Globalisation, Societies and Education 7(2):185–201, 2009; 2011). Accordingly, this chapter begins by exploring the relationship between theory, theorizing, and divergence in theorizing. Research findings indicate that the case for postgraduates capitalizing on their multiple languages to incorporate theorizing in their research can be grounded in arguments relating to trans-languaging, creativity, education, academic freedom, employability, history, and democracy. After considering the criteria for accepting divergence in theorizing, attention then turns to educational strategies for building multilingual researchers’ capabilities for theorizing. Practically, deepening multilingual postgraduate researchers’ capabilities for theorizing can involve a range of strategies: creative impetus, contextualizing, connecting, conceptualizing, contesting, and challenging. Further research which contributes to learning transformations are warranted in the light of critiques of English-only monolingual pedagogies and theories. Multilingual researchers, university managers, and higher education policy-makers will benefit from knowledge of strategies for incorporating theoretic-linguistic resources for divergent intellectual cultures in postgraduate education. The chapter brings together the concepts of post-monolingual research methodology and divergence in theorizing to reconfigure the epistemological basis for making an original contribution to knowledge in postgraduate education.

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  1. Western Sydney University, Sydney, Australia

    Michael Singh

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  1. University of Southern Queensland, Toowoomba, Queensland, Australia

    Ronel Erwee

  2. Tertiary Preparation Program, University of Southern Queensland Tertiary Preparation Program, Queensland, Queensland, Australia

    Meredith Harmes

  3. Open Access College Administration, Queensland, Australia

    Marcus Harmes

  4. University of Southern Queensland, Toowoomba, Queensland, Australia

    Patrick Alan Danaher

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Singh, M. (2018). Post-Monolingual Research Methodology: Building Multilingual Postgraduate Researchers’ Capabilities for Theorizing. In: Erwee, R., Harmes, M., Harmes, M., Danaher, P. (eds) Postgraduate Education in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-0468-1_21-1

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  • DOI: https://doi.org/10.1007/978-981-10-0468-1_21-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0468-1

  • Online ISBN: 978-981-10-0468-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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