J Qi
Datos Biográficos
| ID | 34445 |
|---|---|
| NOMBRE | J Qi |
| NOMBRES | J |
| APELLIDO | Qi |
| FIRMA | QI J |
| AFILIACIONES | RMIT University |
| ORCID | 0000-0003-3511-0712 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Navigating Supervisory Conversations About Gen AI
Generative artificial intelligence (gen AI) technologies have disrupted the longstanding norms and practices of education and research in universities, fueling widespread discussions across the humanities, arts and social sciences (HASS) disciplines including in the community of doctoral education. This qualitative study examines how communication about gen AI use takes place in HASS research supervision meetings, and the ways that doctoral super…
“Nobody talks to me in school”
Despite the cultural and linguistic diversity in the Australian population, Australia’s teaching profession remains largely monocultural and monolingual, and the lived experiences of the small number of culturally, linguistically and/or racially diverse (CLRD) teachers working in Australian schools remain under-researched. This article presents the findings of a pilot study, which included a qualitative survey and interviews with teachers who ide…
Translanguaging knowledge mobilised for theorising
To challenge the entrenched monolingual and Anglophone oriented postgraduate research education and academic discourse, this paper reports a case study of eight Chinese bilingual postgraduate researchers studying at Australian universities and 59 postgraduate theses written in English. Theoretically driven by the arguments on translanguaging, we first argue for the potential and power of translanguaging theorising which features the entire lingui…
Translanguaging theorising
Schools as inclusive workplaces
This paper draws together academic and policy literature around the value of a culturally, linguistically and racially diverse (CLRD) teacher workforce in Australia. While Australia’s population is becoming more diverse, the teaching population is significantly less so, with far fewer teachers born overseas and/or speaking a language other than English at home. This paper seeks to address some reasons for this lack of diversity, and the lived exp…
Indigenous Doctoral Education Policies in the Global South
While decolonising education policy has attracted much rhetoric, consistent if slow policy change in doctoral education has been evident in the Global South. In former settler/invader colonies, a commitment to social justice necessarily involves addressing the ongoing wrongs of colonisation, with a special focus on changing the conditions of doctoral education for Indigenous peoples. This paper traces policy developments for Māori doctoral studen…
First Nations and transcultural counter-imaginaries in doctoral education
Forgetting culturally diverse equity groups in Australian doctoral policy
Population parity figures keep governments and universities accountable in ensuring that equity groups have access to higher education. However, what happens once population parity is reached? This paper explores Australian doctoral education policy on culturally and linguistically diverse (transcultural) domestic candidates. Using Foucauldian discourse analysis, we suggest that an overwhelming focus on counting avoids addressing vital epistemolo…
Community linguascapes and epistemic linguascapes
The privileging of academic English in research bypasses important issues regarding multilingualism in doctoral education. In Australia, the current monolingual research paradigm limits the scope and nature of the research evidence that informs policymaking, neglecting the experiences, contributions and needs of the First Nations and migrant communities. This paper reviews the existing rationales for engaging with issues of multilingualism in doc…
Australia's policy discourse of culturally and linguistically diverse teachers
Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD t…
A networked-hutong siwei for developing Australia’s pedagogical strategy for International Research Education
Although 30% of international students who study in Australia are from China, there is a well-documented intellectual silence of Chinese students, the in-class silence of Chinese students in coursework degrees in particular. In response to the national policy and to provide insights into the international research education of Australia, this article reports on a study that examines the intellectual silence of research students from China enrolle…
‘Histories of knowledges’ for research education
The world faces complex and entangled environmental, health and social problems that can only be effectively grappled with if the research sector harnesses the knowledges and understandings of diverse cultures. Research education is a key site where more democratic and equitable processes of knowledge creation can take place. Drawing on de Sousa Santos’ argument for epistemic justice, this article discusses research education as embedded in globa…
Community languages teachers’ funds of knowledge
Community languages (CL) schools have grown rapidly to accommodate an increasing number of learners globally. However, teacher development for CL schools remains under-researched, and a deficit view of the CL teachers continues to dominate. Contextualised in Victoria Australia, and theoretically driven by the concept of funds of knowledge, this study explores how CL teachers’ everyday life and work practices might constitute sources of knowledge …
Association between the location of social medical insurance and social integration among China’s elderly rural migrants
ERM with host city SMI have a higher social integration level than those with hometowns SMI. That is, host city SMI positively affects social integration. Policymakers should focus on the access of host city SMI for ERM. Removing the threshold of host city SMI coverage for ERM can promote social integration
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education
Transcultural doctoral education has become a space to create opportunities for candidates to construct transcultural knowledge from the Global South. Rancière’s ideas about the ignorant schoolmaster and the role of dissensus have created cosmopolitan pedagogies in doctoral education. However, the role of history in transcultural doctoral education remains unexplored and draws principally on Western theorists. This article explores Chinese and Fi…
Doctor of Public Health-Crisis Management and Covid-19 Prevention and Control
In the fields of public health policy and public health care, advanced educational programs are an important strategy in dealing with public health crises. The COVID-19 pandemic has exposed the global need for skilled public health leaders and managers to address complex public health challenges, which requires the strengthening of public health education at the highest levels. This paper is a qualitative case study of a special educational progr…
From Digital Shock to Miniaturised Mobility
As Asia's largest host country of international students, China's digitial placemaking is impacting on international students’ experience whilst studying and living in the country. This rqualitative study addresses the issue of international students’ transition to the digital environment in China. It draws on the theoretical perspectives of international students’ digital journeys and miniaturised mobilities to inform thematic analysis of artefa…
China’s international higher education policies 2010–2019
Transcultural and First Nations doctoral education and epistemological border-crossing
Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa’s borderlands theory and de Sousa Santo’s theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates’ epistemological border-crossing. We explore how our…
Time mapping
In this article, we introduce a time mapping methodology to chart the impact of transcultural and First Nations’ histories, geographies and cultural knowledges on doctoral education. Drawing upon a ‘Southern’, postcolonial-decolonial theoretical framing and extending textual life history methodologies, we argue that time mapping is a visual methodology that has the power to disrupt managerial, auditing discourses that have come to dominate presen…
An ecological assessment of pasturelands in the Balkhash area of Kazakhstan with remote sensing and models
The 187 million hectares of pasturelands in Kazakhstan play a key role in the nation's economy, as livestock production accounted for 54% of total agricultural production in 2010. However, more than half of these lands have been degraded as a result of unregulated grazing practices. Therefore, effective long term ecological monitoring of pasturelands in Kazakhstan is imperative to ensure sustainable pastureland management. As a case study in this…
Time mapping
In this article, we introduce a time mapping methodology to chart the impact of transcultural and First Nations’ histories, geographies and cultural knowledges on doctoral education. Drawing upon a ‘Southern’, postcolonial-decolonial theoretical framing and extending textual life history methodologies, we argue that time mapping is a visual methodology that has the power to disrupt managerial, auditing discourses that have come to dominate presen…
Forgetting culturally diverse equity groups in Australian doctoral policy
Population parity figures keep governments and universities accountable in ensuring that equity groups have access to higher education. However, what happens once population parity is reached? This paper explores Australian doctoral education policy on culturally and linguistically diverse (transcultural) domestic candidates. Using Foucauldian discourse analysis, we suggest that an overwhelming focus on counting avoids addressing vital epistemolo…
Community linguascapes and epistemic linguascapes
The privileging of academic English in research bypasses important issues regarding multilingualism in doctoral education. In Australia, the current monolingual research paradigm limits the scope and nature of the research evidence that informs policymaking, neglecting the experiences, contributions and needs of the First Nations and migrant communities. This paper reviews the existing rationales for engaging with issues of multilingualism in doc…
Australia's policy discourse of culturally and linguistically diverse teachers
Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD t…
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education
Transcultural doctoral education has become a space to create opportunities for candidates to construct transcultural knowledge from the Global South. Rancière’s ideas about the ignorant schoolmaster and the role of dissensus have created cosmopolitan pedagogies in doctoral education. However, the role of history in transcultural doctoral education remains unexplored and draws principally on Western theorists. This article explores Chinese and Fi…
An ecological assessment of pasturelands in the Balkhash area of Kazakhstan with remote sensing and models
The 187 million hectares of pasturelands in Kazakhstan play a key role in the nation's economy, as livestock production accounted for 54% of total agricultural production in 2010. However, more than half of these lands have been degraded as a result of unregulated grazing practices. Therefore, effective long term ecological monitoring of pasturelands in Kazakhstan is imperative to ensure sustainable pastureland management. As a case study in this…
Transcultural and First Nations doctoral education and epistemological border-crossing
Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa’s borderlands theory and de Sousa Santo’s theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates’ epistemological border-crossing. We explore how our…
Time mapping
In this article, we introduce a time mapping methodology to chart the impact of transcultural and First Nations’ histories, geographies and cultural knowledges on doctoral education. Drawing upon a ‘Southern’, postcolonial-decolonial theoretical framing and extending textual life history methodologies, we argue that time mapping is a visual methodology that has the power to disrupt managerial, auditing discourses that have come to dominate presen…
Doctor of Public Health-Crisis Management and Covid-19 Prevention and Control
In the fields of public health policy and public health care, advanced educational programs are an important strategy in dealing with public health crises. The COVID-19 pandemic has exposed the global need for skilled public health leaders and managers to address complex public health challenges, which requires the strengthening of public health education at the highest levels. This paper is a qualitative case study of a special educational progr…
From Digital Shock to Miniaturised Mobility
As Asia's largest host country of international students, China's digitial placemaking is impacting on international students’ experience whilst studying and living in the country. This rqualitative study addresses the issue of international students’ transition to the digital environment in China. It draws on the theoretical perspectives of international students’ digital journeys and miniaturised mobilities to inform thematic analysis of artefa…
China’s international higher education policies 2010–2019
A networked-hutong siwei for developing Australia’s pedagogical strategy for International Research Education
Although 30% of international students who study in Australia are from China, there is a well-documented intellectual silence of Chinese students, the in-class silence of Chinese students in coursework degrees in particular. In response to the national policy and to provide insights into the international research education of Australia, this article reports on a study that examines the intellectual silence of research students from China enrolle…
‘Histories of knowledges’ for research education
The world faces complex and entangled environmental, health and social problems that can only be effectively grappled with if the research sector harnesses the knowledges and understandings of diverse cultures. Research education is a key site where more democratic and equitable processes of knowledge creation can take place. Drawing on de Sousa Santos’ argument for epistemic justice, this article discusses research education as embedded in globa…
Community languages teachers’ funds of knowledge
Community languages (CL) schools have grown rapidly to accommodate an increasing number of learners globally. However, teacher development for CL schools remains under-researched, and a deficit view of the CL teachers continues to dominate. Contextualised in Victoria Australia, and theoretically driven by the concept of funds of knowledge, this study explores how CL teachers’ everyday life and work practices might constitute sources of knowledge …
Association between the location of social medical insurance and social integration among China’s elderly rural migrants
ERM with host city SMI have a higher social integration level than those with hometowns SMI. That is, host city SMI positively affects social integration. Policymakers should focus on the access of host city SMI for ERM. Removing the threshold of host city SMI coverage for ERM can promote social integration
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education
Transcultural doctoral education has become a space to create opportunities for candidates to construct transcultural knowledge from the Global South. Rancière’s ideas about the ignorant schoolmaster and the role of dissensus have created cosmopolitan pedagogies in doctoral education. However, the role of history in transcultural doctoral education remains unexplored and draws principally on Western theorists. This article explores Chinese and Fi…
Translanguaging theorising
Schools as inclusive workplaces
This paper draws together academic and policy literature around the value of a culturally, linguistically and racially diverse (CLRD) teacher workforce in Australia. While Australia’s population is becoming more diverse, the teaching population is significantly less so, with far fewer teachers born overseas and/or speaking a language other than English at home. This paper seeks to address some reasons for this lack of diversity, and the lived exp…
Indigenous Doctoral Education Policies in the Global South
While decolonising education policy has attracted much rhetoric, consistent if slow policy change in doctoral education has been evident in the Global South. In former settler/invader colonies, a commitment to social justice necessarily involves addressing the ongoing wrongs of colonisation, with a special focus on changing the conditions of doctoral education for Indigenous peoples. This paper traces policy developments for Māori doctoral studen…
First Nations and transcultural counter-imaginaries in doctoral education
Forgetting culturally diverse equity groups in Australian doctoral policy
Population parity figures keep governments and universities accountable in ensuring that equity groups have access to higher education. However, what happens once population parity is reached? This paper explores Australian doctoral education policy on culturally and linguistically diverse (transcultural) domestic candidates. Using Foucauldian discourse analysis, we suggest that an overwhelming focus on counting avoids addressing vital epistemolo…
Community linguascapes and epistemic linguascapes
The privileging of academic English in research bypasses important issues regarding multilingualism in doctoral education. In Australia, the current monolingual research paradigm limits the scope and nature of the research evidence that informs policymaking, neglecting the experiences, contributions and needs of the First Nations and migrant communities. This paper reviews the existing rationales for engaging with issues of multilingualism in doc…
Australia's policy discourse of culturally and linguistically diverse teachers
Recruitment of more culturally and linguistically diverse (CALD) teachers is considered a strategy to address the current national teacher shortage and increasing community diversity in Australia. However, the success of this strategy is cast into uncertainty when considering the historical underrepresentation of CALD school leaders and teachers in Australia. We approach this issue through policy analysis and examine two questions: How are CALD t…
Navigating Supervisory Conversations About Gen AI
Generative artificial intelligence (gen AI) technologies have disrupted the longstanding norms and practices of education and research in universities, fueling widespread discussions across the humanities, arts and social sciences (HASS) disciplines including in the community of doctoral education. This qualitative study examines how communication about gen AI use takes place in HASS research supervision meetings, and the ways that doctoral super…
“Nobody talks to me in school”
Despite the cultural and linguistic diversity in the Australian population, Australia’s teaching profession remains largely monocultural and monolingual, and the lived experiences of the small number of culturally, linguistically and/or racially diverse (CLRD) teachers working in Australian schools remain under-researched. This article presents the findings of a pilot study, which included a qualitative survey and interviews with teachers who ide…
Translanguaging knowledge mobilised for theorising
To challenge the entrenched monolingual and Anglophone oriented postgraduate research education and academic discourse, this paper reports a case study of eight Chinese bilingual postgraduate researchers studying at Australian universities and 59 postgraduate theses written in English. Theoretically driven by the arguments on translanguaging, we first argue for the potential and power of translanguaging theorising which features the entire lingui…
Sociology (14 obras) · Political science (12 obras) · Pedagogy (9 obras) · Psychology (7 obras) · Global Education and Multiculturalism (6 obras) · Multilingual Education and Policy (6 obras) · Epistemology (5 obras) · Qualitative research (5 obras) · Second Language Learning and Teaching (5 obras) · Social science (5 obras)