Books in the Cultural Studies and Transdisciplinarity in Education series

This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. Using an institutional ethnography, the book examines one well-established Sino-Australian program based at a Chinese university. The book explores the ways that participant students used the Chinese words, tropes and their meanings to describe their English learning experiences with both local Chinese and foreign English teachers. This book introduces an innovative theoretical framework, ¿representation theory with a multilingual perspective¿, to analyse how Chinese students' everyday experiences are constructed and mediated through language, discourse and identity. This framework also highlights graphic examples of how concepts are created in both Chinese and English, and thus serves as a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, two-fold: to show how a novel theoretical lens can help us to developmore nuanced understandings of Chinese students, and to propose a new methodological and theoretical framework through which one can challenge the monolingual subjectivity and parochial views of both Chinese and Western conceptions.

This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. The book explores the ways that participant students used the Chinese words, tropes and their meanings to describe their English learning experiences with both local Chinese and foreign English teachers.

This book addresses the complex time relations that occur in some types of jazz and classical music, as well as in the novel, plays and poetry. Whereas most poly-rhythmic relations are felt unconsciously, this book reveals the complex patterning that underpins the structures of feeling and of experience.

This book draws on posthumanist critique and post qualitative approaches to research to examine the pedagogies offered by imaginaries of the future.

This book focuses on the rapidly changing sociology of music as manifested in Chinese society and Chinese education.

This book is an interdisciplinary text exploring the learning and educative potentials of cities and their spaces, including urban and suburban contexts, at all stages of life. Drawing on the insights of researchers from diverse fields, such as education, architecture, history, visual sociology, applied linguistics and sensory studies, this collection of papers develops and demonstrates the connection between experience, in all its dimensions, and informal learning in the city. The chapters discuss various sensory domains of experience, considering visual, embodied, and even sexual dimensions in relation to what and how learning operates, and the contributors reflect on their learning and inquiring experiences in the city, with special reference to topics such as narrativity, 'race' and ethnicity, equity, urban literacy, re-generation, participation, representation and oral histories.