What makes Asia literacy a ‘wicked policy problem’?

Research output: Chapter in Book/Report/Conference proceedingChapters

4 Citations (Scopus)

Abstract

Global intercultural connections, transnational flows of people and the growing geo-political and economic influence of the countries of Asia have made building an Asia-literate citizenry a policy agenda for schooling in countries around the world. In Australia since the 1970s, there has been a stronger presence of languages and studies of Asia in schooling policy, culminating in the first national Australian Curriculum, launched in 2013. This curriculum consists of academic subjects, including the optional study of Asian languages, and the mandatory study of specific procedural knowledges considered necessary for young peoples’ futures, including ‘Asia and Australia’s engagement with Asia’ and the complementary general capability of ‘Intercultural Understanding’. Copyright © 2015 Christine Halse.
Original languageEnglish
Title of host publicationAsia literate schooling in the Asian century
EditorsChristine HALSE
Place of PublicationLondon ; New York
PublisherRoutledge
Pages13-28
ISBN (Electronic)9781317806615, 9781317806608
ISBN (Print)9780415738538, 9781315815121, 9781138492806
DOIs
Publication statusPublished - 2015

Citation

Halse, C. (2015). What makes Asia literacy a ‘wicked policy problem’?. In C. Halse (Ed.), Asia literate schooling in the Asian century (pp. 13-28). London ; New York: Routledge.

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