Salter, Peta (2017) Book Review of 'Asia Literate Schooling in the Asian Century', edited by C. Halse, London, UK, Routledge, 2015. ISBN 978-0-415-72853-8. Asia Pacific Journal of Education, 37 (4). pp. 629-633.

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Abstract

[Extract] The seeming “rise of Asia” and the advent of the “Asian century” has resulted in significant shifts to the gaze Western-orientated countries cast to Asia. Countries such as Australia, New Zealand, and Canada are increasingly challenging their colonial origins to ponder the possibilities of realigning themselves along new geo-political, cultural, and geographical orientations. This realignment takes many forms. In Australia it is referred to as “Asia literacy”, a term of debated origins but one that has nevertheless proved itself to be enduring, though inherently problematic, policy speak. Promoted primarily as an education solution to various economic, strategic, and cultural problems, it has failed to gain traction and widespread acceptance despite over 50 years of promotion by government bodies, policies, and interest groups. A major recurring criticism of the promoted solution is its inherent articulation within dominant instrumentalist discourse and colonial constructs (Salter, 2015; Singh, 1996; Takayama, 2016; Williamson-Fien, 1996).

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