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The feasibility of implementing cross-curricular studies of Asia
The prioritising and mandating of cross-curricular studies of Asia in the Australian curriculum reflects public policy promoting the benefits of a citizenry able to engage in intercultural relationships with people living in and with links to Asian countries. However, widespread school-based implementation of this substantial mandate requires the addressing of several impediments. Firstly, teachers perceive themselves to be unprepared to respond to the mandate to incorporate teaching of Asia-related studies; and secondly, cross-curricular pedagogies are under-theorised, with a proliferation of forms, nomenclature and interpretations evident. Far from being singular, easily understood and widely accepted, cross-curricula approaches can be mapped as a continuum of possible pedagogies; from teachers remaining within their disciplinary areas to fully integrated, whole school, inquiry based approaches that cut across subject silos. Clarity about these pedagogies and their contextual affordances and teacher confidence in engaging students in studies of Asia are required for the profession to respond positively. This chapter explores theoretical literature on cross-curricular teaching approaches; analyses teacher perceptions of their preparedness and capacities for teaching studies of Asia; and investigates an exemplary teacher’s implementation of studies of Asia in light of theorisations of cross curricularity.
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Title of book
Asia Literate Schooling in the Asian CenturySeries
Schools and Schooling in AsiaChapter number
9Pagination
133 - 150Publisher
RoutledgePlace of publication
London, Eng.ISBN-13
9780415738538Language
engPublication classification
B1 Book chapter; B Book chapterCopyright notice
2015, Christine HalseExtent
13Editor/Contributor(s)
C HalseUsage metrics
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