Education with(out) distinction: beyond graduate attributes for Chinese international students

Abstract

The recent explosion of Chinese students in Australian universities presents serious challenges for staff in higher education as we try to meet the conflicting demands of our positions. On one hand, we must offer diverse international students opportunity to compete equitably with their Australian counterparts and to receive an appropriate ‘Western’ education; on the other, we must work within the university's education policies which, ironically, have become increasingly homogenising. We here suggest that Confucian philosophy can offer us two-fold insight: first, into the ‘educability’ of international students and, second, into our roles as education providers. In this paper we present the philosophy, curriculum and outcomes of a 3rd-year Asian Studies course targeted exclusively to speakers of Chinese, in order to evaluate the importance of providing these students with fair and rigorous opportunities that are directly relevant to their educational aspirations. This course was specifically designed to meet the university's mandated ‘graduate attributes’ by developing students' command of written critique following ‘Western’ conventions of logical argument and without plagiarism. It is based on a theoretically transcultural ‘pedagogy of connection’ and, significantly, it is conducted bilingually in English and Chinese. Through a qualitative, constructivist analysis of this course, we argue the importance of dismantling the dominant, invisible, monolingual framing of Australian higher education in the strategic practice of course design, delivery and assessment so that prescribed Anglo-Celtic institutional goals can be realised equitably for international students.