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Global Partnerships in Educational Research: Exploring Multilingual Pedagogies for Reading Comprehension Improvement in Primary School Non-Readers

Global Partnerships in Educational Research: Exploring Multilingual Pedagogies for Reading Comprehension Improvement in Primary School Non-Readers
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Author(s): Tom F. H. Smits (University of Antwerp, Belgium & Stellenbosch University, South Africa)and Tsitsi Mavambe (Stellenbosch University, South Africa)
Copyright: 2026
Pages: 24
Source title: International Student Narratives in Globalized Higher Education
Source Author(s)/Editor(s): Irham Irham (Universiti Sains Malaysia, Malaysia), Miftahul Huda (Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia & University of Antwerp, Belgium)and Lalu Nurul Yaqin (Universiti Brunei Darussalam, Brunei)
DOI: 10.4018/979-8-3373-4212-2.ch010

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Abstract

This paper explores the complexities and transformative potential of supervising international PhD students through a joint educational research project. Grounded in multilingual pedagogy, the research project presented in the paper investigates reading comprehension among South African primary school non-readers, addressing the systemic mismatch between learners' linguistic realities and a predominantly English-medium education system. Subsequently reflecting on the intercultural supervision process, the authors highlight methodological insights and emotional dimensions, especially enabling the second author to emphasize her evolving identity as a ‘knowledge producer'. Drawing from personal experience, this chapter underscores the value of international collaboration. It challenges romanticized narratives of global education and research, exposing the structural and emotional challenges faced by international researchers. Ultimately, the chapter reframes international PhD work as a mutually enriching process of co-creation, resilience, and academic innovation.

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