Search

In this article, we delve into the characterisation of international students as "Confucian Heritage" learners. To appreciate the implications of such iterative interpellation, we develop a genealogy of Sinology, which is here approached as the discursive effect of a colonial epistemic division of the world into free and democratic West and civilised and yet authoritarian East. In mapping the deployment of such heuristic in the management of international affairs during and after historical colonialism, we moreover demonstrate how the derivative characterisation of international students as "rote", "dependent", and inherently "prone to plagiarism" learners has been used to explain racism without race -- that is, the epistemic exclusion of international students as a matter caused by factors other than race: lack of socially relevant cultural skills and communication barriers.

In this article, we delve into the characterisation of international students as "Confucian Heritage" learners. To appreciate the implications of such iterative interpellation, we develop a genealogy of Sinology, which is here approached as the discursive effect of a colonial epistemic division of the world into free and democratic West and civilised and yet authoritarian East. In mapping the deployment of such heuristic in the management of international affairs during and after historical colonialism, we moreover demonstrate how the derivative characterisation of international students as "rote", "dependent", and inherently "prone to plagiarism" learners has been used to explain racism without race - that is, the epistemic exclusion of international students as a matter caused by factors other than race: lack of socially relevant cultural skills and communication barriers. [ABSTRACT FROM AUTHOR]