Abstract:
The Asia engagement agenda in Australian schools was established as a government priority and integrated into the national curriculum as a cross-curriculum focus on ‘Asia and Australia’s engagement with Asia’. Schools are encouraged to develop Asia literate students for a globalised world, as defined by the Australian Curriculum, Assessment and Reporting Authority (ACARA). However, the implementation and resourcing of this priority vary across states, territories and individual schools.
This research investigates Asia engagement practices in Queensland schools, emphasising the unique characteristics of this context. Queensland's approach is influenced by specific policies, resource allocations and educational frameworks that may differ from those in other Australian states and territories. The study highlights examples such as a distinctive international program with both face-to-face and online collaboration, sister school relationships for teacher and student exchanges and a high school preparation program.
Adopting Archer’s (1995, 2007, 2020) realist social theory, the research examines the interplay between structure (e.g., context, systems, and policies) and agency (e.g., how individuals navigate these structures by aligning their concerns, values and goals).
Using a case study methodology, data were collected through interviews, observations and document analysis involving school leaders and teachers from two Queensland schools. This approach provided a nuanced understanding of how Asia engagement practices are implemented and experienced.
The analysis revealed insights into how agency and structure interact, capturing how staff can be either empowered or constrained based on their alignment with structural conditions. Some educators effectively leveraged structural properties to enhance their Asia engagement programs, while others encountered limitations and challenges due to structural constraints. Factors influencing program delivery included the Australian Curriculum, international student policies, the International Baccalaureate framework, governance and leadership structures, staff expertise, school priorities and funding.
By emphasising the role of agency within the structural context, this research advances understanding of the Asia engagement agenda in Australian schools. It highlights the importance of considering both individual actions and structural conditions, offering valuable insights for educators, policymakers, and researchers. Furthermore, applying Archer’s realist social theory provides a framework that can be extended beyond education to other fields, such as organisational management, policy development and social programs, contributing to a broader understanding of how agency and structure influence outcomes in various contexts.
This research investigates Asia engagement practices in Queensland schools, emphasising the unique characteristics of this context. Queensland's approach is influenced by specific policies, resource allocations and educational frameworks that may differ from those in other Australian states and territories. The study highlights examples such as a distinctive international program with both face-to-face and online collaboration, sister school relationships for teacher and student exchanges and a high school preparation program.
Adopting Archer’s (1995, 2007, 2020) realist social theory, the research examines the interplay between structure (e.g., context, systems, and policies) and agency (e.g., how individuals navigate these structures by aligning their concerns, values and goals).
Using a case study methodology, data were collected through interviews, observations and document analysis involving school leaders and teachers from two Queensland schools. This approach provided a nuanced understanding of how Asia engagement practices are implemented and experienced.
The analysis revealed insights into how agency and structure interact, capturing how staff can be either empowered or constrained based on their alignment with structural conditions. Some educators effectively leveraged structural properties to enhance their Asia engagement programs, while others encountered limitations and challenges due to structural constraints. Factors influencing program delivery included the Australian Curriculum, international student policies, the International Baccalaureate framework, governance and leadership structures, staff expertise, school priorities and funding.
By emphasising the role of agency within the structural context, this research advances understanding of the Asia engagement agenda in Australian schools. It highlights the importance of considering both individual actions and structural conditions, offering valuable insights for educators, policymakers, and researchers. Furthermore, applying Archer’s realist social theory provides a framework that can be extended beyond education to other fields, such as organisational management, policy development and social programs, contributing to a broader understanding of how agency and structure influence outcomes in various contexts.