p174 example of how knowledge practices offered a clearer explanation than mere \'cultural practices\'.

Chen, Maton and Bennett (2011), for example, explored why Chinese students
studying at a university in Australia struggle with certain forms of
teaching. This major study analysed the educational dispositions these
students bring with them 25 representing a \'knowledge code\': an emphasis
on states of knowledge and expectations of clear, explicit procedures
for achieving success. In contrast, the courses they were studying in
Australia represented a \'knower code\': teachers downplayed explicit
instruction and emphasised that students already possessed legitimate
ideas and should create their own knowledge based on their personal
experiences. The Chinese students did not understand these ru les of
thegame—they did not see personal experience as legitimate knowledge and
felt that they were not being taught properly. In other words, there
was a \'code clash\' between the expectations and dispositions of these
students (knowledge code) and the educational practices they encountered
(knower code). The students did not recognise the basis of achievement.
The result in this case was that the students felt abandoned, lost,
inferior, helpless, guilty and depressed. Previous studies had
attributed success or failure as something to do with being Chinese,
obscuring knowledge practices. This study illustrates that the
experiences students bring with them should be related to the form taken
by knowledge practices, thereby revealing how knowledge helps shape
educational experiences and achievement.

PhD Module 5 Globalisation