To ratify possibilities for worldly linguistic connectivities and critical theorising there is a need to forgo the exclusionary preoccupation with English and Western critical theories. The debates informing the international circulation of Bourdieu's (1977, 1993, 1999, 2004) ideas provide methodological lessons for moving from critical sociology of education to "educational research for critique." This study reports on the use of Chinese metaphors to critically theorise evidence of Australian education. It provides an analysis of the translation of Chinese metaphors, their use as theoretical tools and the preempting of the antagonistic reception of Chinese metaphors by Western Anglophone educators. A worldly education of linguistic connectivities and critical theorising is shown to engage in the reflexivity necessary for making Chinese research student' bi- or multilingual competence a presence in Australian teacher-researcher education. At the, same time they are articulating claims for reconfiguring its internationalisation.