Abstract:
The educational interest in developing Asia literacy has been a key policy agenda for schooling in Australia for decades. Various key educational policies have conceptualized the notion of ‘Asia literacy’ as the promotion of “…foundational and deep knowledge, skills and understandings about the histories, geographies, societies, cultures, literature and languages of the diverse countries that make up our region..” (Asia Education Foundation, nd). Asia literacy is often positioned as part of the broader goals of global citizenship education.
The ‘Asia and Australia’s Engagement with Asia’ is one of three cross-curriculum priorities to be integrated throughout the Australian Curriculum, reflecting the policy commitment to enhance Australia’s extensive engagement with Asia in social, cultural, political and economic spheres. Yet, education for Asia literacy in Australia is complex and political. The notion of Asia literacy is evolving, actively shaped by the geopolitics of its time and reflected through diverse definitions, varying levels of support and funding, and differing statuses within education. Consequently, education of Asia literacy is embroiled in ambiguity, unresolved debates, and varying levels of effectiveness to achieve the global citizenship purpose of developing Asia literacy.
This paper draws on my research on the practice of Asia literacy, illustrated by two case studies from two primary schools in NSW, and my reflection as an Asian scholar working in Australia. Through the lens of my positionality as a teacher, teacher educator, and researcher with roots in Asia, I explore the complexity of the notion of 'Asia literacy' and its implications for global citizenship. I hope to engage participants in envisioning possible futures for the shared educational interest in understanding Asia, to enhance the development of global citizenship education.
The ‘Asia and Australia’s Engagement with Asia’ is one of three cross-curriculum priorities to be integrated throughout the Australian Curriculum, reflecting the policy commitment to enhance Australia’s extensive engagement with Asia in social, cultural, political and economic spheres. Yet, education for Asia literacy in Australia is complex and political. The notion of Asia literacy is evolving, actively shaped by the geopolitics of its time and reflected through diverse definitions, varying levels of support and funding, and differing statuses within education. Consequently, education of Asia literacy is embroiled in ambiguity, unresolved debates, and varying levels of effectiveness to achieve the global citizenship purpose of developing Asia literacy.
This paper draws on my research on the practice of Asia literacy, illustrated by two case studies from two primary schools in NSW, and my reflection as an Asian scholar working in Australia. Through the lens of my positionality as a teacher, teacher educator, and researcher with roots in Asia, I explore the complexity of the notion of 'Asia literacy' and its implications for global citizenship. I hope to engage participants in envisioning possible futures for the shared educational interest in understanding Asia, to enhance the development of global citizenship education.