"The Asian Literacy Dilemma brings forward a novel approach to the long-standing global debates of Asia-related teaching and learning. By bringing into focus 'Asia' as a curriculum area, the book provides original commentary on the rationale and feasibility of 'Asia literacy', and its role and significance within and for 21st century education. The book's unique contribution lies in a comprehensive problematisation of 'Asia' as planned, enacted and experienced curriculum, bringing together policy, teacher practice and student experiences to present an extensive discussion. By contextualising the problematics of Asia-related curriculum within contemporary national and transnational curriculum challenges, Cairns and Weinmann take account of conflicting discourses of nation-building, ethnocentrism, transnationalism, geo-economics, and the purposes of twenty-first-century education. Its use of interview data with teachers and students recentres key actors that are often sidelined in official policy curriculum discourse. The book also introduces the concept of curricularisation to describe the process through which objects and discourses of curriculum are produced and reproduced. In doing so, the book presents a comprehensive discussion of the impossibilitiesand possibilities of Asia curriculum in the Australian context, providing an innovative longitudinal and integrated understanding of the status quo of Asia curriculum. Highlighting the urgent need to reinvigorate the re-emerging centrality of curriculum in recent education debates around policy, teacher standards, assessment and learning outcomes, this book is an important reference for education policy experts and academics in the fields of curriculum studies, teacher education, and Asian studies"--
Bringing into focus Asia as a curriculum area, this book provides original commentary on the rationale and feasibility of Asia literacy, and its role and significance within and for 21st century education. An important reference for education policy experts and academics in curriculum studies, teacher education, and Asian studies.
Recenzijas
A definite contribution to transnational curriculum inquiry. - Daniel Johnson Mardones, Universidad de Chile
"Australia has a long standing interest in engaging Asia to the extent of incorporating Asia Literacy in its national curriculum. Yet, what is ostensibly a well-intended curriculum has suffered from a chequered history of curriculum inertia. This book delves deep into the problematics and politics of the curricularisation of Asia Literacy, and Asia learning with fresh perspectives richly informed by curriculum and cultural theory in innovative ways. Written in a highly systematic and yet critical manner, Michiko Weinmann and Rebecca Cairnss book clearly stands out as a key text that contributes to, and cuts across, Curriculum Studies, Asian-Australian Studies and Education Studies." - Aaron Koh, Faculty of Education, The Chinese University of Hong Kong
List of tables
About the authors
Series editors note
Acknowledgements
List of acronyms and abbreviations
Foreword
Introduction
1 The Asia curriculum entanglement
2 Tracing the emergence of Asia as a curriculum discourse
3 Curricularising Asia education policy
4 The Asia curriculum paradox: Teachers and students reflect
5 The Asia cross-curriculum priority in review
6 Towards a re-curricularisation of Asia
Afterword
Index
Rebecca Cairns is a Lecturer in Humanities Education at Deakin University, Geelong, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.
Michiko Weinmann is an Associate Professor in Languages Education at Deakin University, Melbourne, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.
