Teaching Asia: English Pedagogy and Asia Literacy within the Australian Curriculum

Abstract

The study was prompted by the introduction of three cross-curriculum priorities within the new Australian Curriculum, and the growing emphasis for students to become ‘Asia literate’. It aimed to examine the attitudes that New South Wales English teachers currently hold towards addressing the cross-curriculum priority ‘Asia and Australia’s engagement with Asia’ within 7–10 classrooms. Sociocultural theory and qualitative research were utilised as a means of exploring and accounting for the ways in which these attitudes have been shaped, and the implications this has on curriculum enactment. The study examines the influences that have shaped teacher attitudes towards addressing the cross-curriculum priority, the perceived evidence of political and economic motivations behind the inclusion of the priority, how English teachers define ‘Asia’ and the consistency of such definitions with those put forth by The Australian Curriculum, Assessment and Reporting Authority (ACARA), and whether English teachers feel prepared to address this cross-curriculum priority in a way that enriches student learning and literacy. The research findings reflect that although English teachers believe that there is value in addressing the cross-curriculum priority, many feel ill-equipped or under-resourced to address it in a way that promotes deep learning and understanding for students.