Abstract:
Pre-recorded presentation link: https://www.youtube.com/watch?v=CYBV8bfuDq4 As a result of global flows between East and West, many Australian classrooms have gradually become multicultural and globalised after successive waves of immigrant children having enrolled in local schools. As a teacher and autoethnographic researcher, I have observed how students’ subjective interpretations of China and Chinese culture are based on their diverse linguistic, cultural, socio-economic backgrounds. In recognition of this inter-reference between Chinese and other diverse world cultures in the process of knowledge flow between teachers and students, I call it “China as method”. Namely, teaching the Chinese language and culture becomes a method that makes different cultures to be seen, heard and discussed in classrooms. From this research, China as a method unsettles the imbalanced knowledge flow between peripheral (Eastern or Asian) and metropole (Euro-American or Australian) societies and between China and other Asian cultures in today’s globalised world. It helps young learners see cultural others, not only differentiating cultural stereotypes but understanding and respecting cultural differences and minimising or eliminating racism in Australia. Subsequently, fostering intercultural understanding and assisting the global education from the perspective of a second language program. In this paper, I argue (1) China as Method gives space for young learners to see cultural others. (2) The teaching purpose of ‘developing an attitude to multicultural society without China’ is applicable to any other language teaching in contemporary second language classrooms, such as Japan as Method or Indonesia as Method. This ideological shift of teaching focus ignites the debate on how a second language program should be conducted in terms of global education and fostering intercultural understanding in today’s globalised world?