ABSTRACT
This chapter offers many significant insights about the challenging possibilities for transcultural knowledge co-production. It presents findings from Australia-China knowledge co-production made possible via the Research Oriented, School-Engaged Teacher-Researcher Education (ROSETE) curriculum at the University of Western Sydney. It also interrogates key insights from Chen's work, contributing to the debates over his questionable claims for Asia-centric methods. The author argues that the inconsistencies in Chen's account, as opposed to the earlier arguments developed, provides a more important focus for the generative critiques that inform the ROSETE curriculum, which began to take form in 2005. He briefly explains how to situate the work of Kuan-Hsing Chen, a US-educated academic, 'trained in Western postmodernist critical theory'. The chapter reflects part of the longitudinal study of the ROSETE curriculum, which was initiated in 2005. The author illustrates how the processes of conceptualizing, contextualizing, challenging and connecting have been used to generate two Australia-China concepts central to the ROSETE curriculum.
