Spaces for variations in the asia literacy ‘policy gap’

Abstract

This chapter interrogates theoretical complexities of the construal of Asia and Asia literacy in education policy in the Australian context. It explores the values and objectives at play in the representation of the ‘problem’ that requires an Asia learning ‘solution’. To a certain extent, the positioning of Asia learning in policy is ‘creative’ (Bacchi, Analysing policy: what’s the problem represented to be? Pearson Australia, Frenchs Forest, 2009, p 211) of neoliberal and neocolonial constructs of the problem in the first place. Asia learning is simultaneously positioned as both ‘problem’, in a perceived lack of Asian knowledge needed to ensure economic futures for Australia in the Asian century, and ‘solution’ as an imperative to increase this knowledge. Central to this ‘solution’ is the cross-curriculum priority in the Australian Curriculum. This chapter interrogates the trajectory of such policy from ‘text’ to ‘in context’ in the classroom and the way in which school actors both respond to and create space to reimagine narrative possibilities of the ‘solution’. These reimagined narratives can represent encouraging departures from governing neoliberal approaches; however, residual imperial notions of ‘Asia’ and ‘Asian culture’ enduringly haunt them. The latter highlights the importance of teacher’s intellectual engagement in theoretical work regarding how they will ‘know’ Asia, as a necessary precursor to ‘doing’, though ‘doing’ is often what dominates discussion of classroom enactment. This chapter concludes by exploring the possibilities for teachers to navigate the multiple and dialectical spaces for variation in the Asia literacy ‘policy gap’.