ABSTRACT
This chapter addresses the question of how educators might prioritise, negotiate, and reward students’ uses of their repertoires of languages-and-knowledge to extend their capabilities for post-monolingual research methodologies. It focuses on post-monolingual research methodologies (PMRM), drawing on evidence from a longitudinal programme of research with higher degree researchers (HDRs) from Bharat, Viet Nam, and Zhongguo. Typically, doctoral education focuses on HDRs interpreting, analysing, and critiquing existing theories available in English. Doctoral research depends on how the education policy practices of English-medium universities are used to shape what HDRs do with their repertoire of languages-and-knowledge and thus the enablement and disablement of PMRM. By exceeding what is required in the use of academic English for research publication purposes, HDRs make problematic the division of intellectual labour regarding who is and who is not a theorist or critical thinker. Increasing human mobility is producing highly educated migrant labour pressing for the decolonisation of encounters with divergent intellectual cultures.
