The importance of student perspectives in evaluating Asia literacy in Australia

Abstract

Since its incorporation into the national curriculum as one of three cross-curriculum priorities in 2013, reflecting an intention to blend teaching about Asia into all subjects, Asia literacy has been the focus of hundreds of studies aiming to understand its effectiveness and impacts. However, despite the classroom being the key place where Asia literacy is negotiated between students, teachers, and the curriculum, a review of 800 studies on Asia literacy by scholars Christine Halse and Rebecca Cairns’ published between 1993-2018 found that most research has focused on Asia literacy’s place in curricula rather than its actual execution in schools. Furthermore, while some research has analysed how teachers implement Asia literacy, and more recently a smaller body of studies has focused on student learning about Asia, there has been a persistent absence of research focused on how students actually engage with Asia literacy.