The Problem in Policy

Representations of Asia Literacy in Australian Education for the Asian Century

Datos Bibliográficos

ID12349661
AutoresPeta Salter (0000-0003-4643-734X, James Cook University, autor de correspondencia)
Año2013
Volumen37
Número1
Páginas3-23
Fecha de publicación2013-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaAsian Studies Review (JOURNAL)
Identificadores de la revistaISSN: 1035-7823 • E-ISSN: 1467-8403
EditorialRoutledge (PUBLISHER • GB)
DOI10.1080/10357823.2012.760530
OpenAlexW1971665186
IdiomaEN
Citas recibidas9
Referencias citadas22

This paper examines the strategic arguments articulated in calls for the teaching and learning of Asia in schools. “Asia literacy” is currently framed as a necessary “solution” for Australian education, but acceptance of this “solution” into the mainstream educational policy agenda has been problematised as a neoliberal and neocolonial construct. Subsequent policy debate indicates the dominance of an economic rationale that is seemingly impossible to resist. This paper suggests that critical policy approaches can be used to identify alternatives to these dominant frameworks, which imagine Asia literacy in alternate ways. Re-imagining the “solution” offers three alternatives: working within an economic agenda; restructuring Asia literacy away from a distinct policy agenda; and treating policy gaps as spaces in which teachers can generate locally relevant possibilities

Construct (python library · Dominance (genetics · Economic growth · Economics · Literacy · Mainstream · Pedagogy · Political economy · Political science · Restructuring · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law