This book is a distinctive collection on transcultural encounters in knowledge production and consumption, which are situated at the heart of pursuit for cognitive justice. It uniquely represents transcultural dialogues between academics of Australia, China and Malaysia, located on the borders of different knowledge systems. The uniqueness of this volume lies in the convergence of transcultural perspectives, which bring together diverse disciplines as cultural studies, education, media, translation theory and practice, arts, musicology, political science and literature. Each chapter explores the possibility of decolonising the knowledge production space as well as research methodologies. The chapters engage with ‘Chinese’ and ‘western’ thought on transcultural subjects and collectively articulate a new politics of difference, de-centring the dominant epistemologies and research paradigms in the global academia. Refracted through transcultural theories and practices, adapted to diverse traditions, histories and regional affiliations, and directed toward an international transcultural audience, the volume demonstrates expansive possibilities in knowledge production and contributes to the understanding of and between research scholarship which deals with collective societal and cultural challenges within the globalised world we live in. It would be of interest to researchers engaged with current critical debates in general and global scholars in transcultural and intercultural studies in specific.

This volume explores convergence and divergence in the governance of higher education systems from a global and comparative perspective.

Antipodean China is a collection of essays drawn from a series of encounters between Australian and Chinese writers, which took place in China and Australia over a ten-year period from 2011. The encounters could be defensive, especially given the need to depend on translators, but as the writers spoke about the places important to them, their influences and their work, resemblances emerged, and the different perspectives contributed to a sense of common understanding, about literature and about the role of the writer in society. In some cases the communication is even more direct, as when the Tibetan author A Lai speaks knowingly about Alexis Wright's novel Carpentaria, and the two winners of the Nobel Prize for Literature, Mo Yan and J.M. Coetzee, discuss what the Nobel meant for each of them. The collection also includes writing by some of the best Chinese and Australian writers: novelists Brian Castro, Gail Jones, Julia Leigh, Yu Hua, Sheng Keyi and Liu Zhenyun, poets Kate Fagan, Ouyang Yu, Xi Chuan and Zheng Xiaoqiong, and translators Eric Abrahamsen, Li Yao and John Minford. In the current situation of hostility and suspicion between the two countries, this collection presents what may be seen, in retrospect, as an idyllic moment of communication and trust.

This book examines the governance of Asian student and academic mobility, which has transformed the higher education landscape. While campuses are experiencing an unprecedented level of diversity, knowledge creation remains explicitly Eurocentric and dominated by the Global North. The authors advocate for a new educational paradigm that takes into account the transcultural flow of knowledge on campus as a public good, capitalises on Asian students and academics’ multilingual competencies, and offers them equal access to creating quality-orientated education. The book argues that international higher education must be grounded in both a plurality of knowledges and the ethics of cognitive justice, and that the governing policies should facilitate the higher education sector to build a platform of internationalising affect and effect on campus.

Globalization is a multifaceted phenomenon, and one of its major components is the internationalization of education. The increasing pace and complexity of global knowledge flows, and the accelerating exchange of educational ideas, practices and policies, are important drivers of globalization. Higher Education is a key site for these flows and exchanges. This book casts a critical eye on the internationalization of higher education. It peels back taken-for-granted practices and beliefs, explores the gaps and silences in current pedagogy and practices, and addresses the ambiguities, tensions and contradictions in internationalization. In this volume, scholars from a range of disciplines and regions critically examine the co modification of higher education, teaching and support for international students, international partnerships for aid and trade, and the impacts on academics’ work.

This book provides answers to the following questions: How could visual art support us in reflecting about interculturality critically? When we look at, engage with and experience art, what is it that we can learn, unlearn and relearn about interculturality? The book adds to the multifaceted and multidisciplinary field of intercultural communication education by urging those working on the notion of interculturality (researchers, scholars and students) to give art a place in exploring its complexities. No knowledge background about art (theory) is needed to work through the chapters. The book helps us reflect on ourselves and on our engagement with the world and with others, and learn to ask questions about these elements. The authors draw on anthropology, linguistics, philosophy and sociology to enrich their discussions of critical interculturality.

This book develops interdisciplinary and comparative approaches to analyzing the cross-cultural travels of traditional Chinese fiction. It ties this genre to issues such as translation, world literature, digital humanities, book culture, and images of China. Each chapter offers a case study of the historical and cultural conditions under which traditional Chinese fiction has traveled to the English-speaking world, proposing a critical lens that can be used to explain these cross-cultural encounters. The book seeks to identify connections between traditional Chinese fiction and other cultures that create new meanings and add to the significance of reading, teaching, and studying these classical novels and stories in the English-speaking world. Scholars, students, and general readers who are interested in traditional Chinese fiction, translation studies, and comparative and world literature will find this book useful.