I consciously started this journey of the negotiation of Asia Literacy in my own practice through reflecting on my shortcomings in how I used Mao’s Last Dancer (Cunxin, 2003). However, a side effect of this study has been the change in my own practice of Asia Literacy. It is by no means mentioned as an exemplar for others to follow and I readily admit my own lack of knowledge and expertise in Asia Literacy. Yet by the end of this research I found that I did have the confidence to attempt different sorts of texts that looked at Asian societies from a non-Western perspective. Aravind Adiga’s (2014) The White Tiger set in India and Andrea Hirata’s (2014) Laskar Pelangi, Indonesia’s best-selling novel, were two texts that I used with older students as they prepared for their examinations in the courses leading to university entry. It was a challenge to use texts that I had never studied, written by authors I didn’t know, set in places I had never visited and in cultures of which I had little or no experience. Although there was an absence of external assistance or a regulatory
prerogative in my professional environment I found myself immersed in the literature of Asia. While not seen as "priority number one" for many English teachers, I would
recommend it as a journey our whole profession should prioritise so the students we teach can begin to understand and negotiate their position in the world.
148 List of Figures:
Figure 1: Structure of the Australian Curriculum 7
Figure 2: Asia Literacy in English Content Descriptors Year 7-10 8 Figure 3: Asia Literacy in English Content Descriptors Year 11-12 8 Figure 4: Asia Literacy in English Content Elaborations Year 7-10 10 Figure 5: Asia Literacy related statements in Year 11-12 English syllabi 11 Figure 6: Asia Literacy content in English examinations 2016-2018 12 Figure 7: Australian Professional Standard for Teachers 2.4 15 Figure 8: Students studying an Asian Second Language 22
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