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Deimperialising Asia-related history: an Australian case study
History curriculum in Australia has moved beyond its traditional British imperial roots and currently takes a world history approach. Postmodern and postcolonial approaches have challenged the dominant Western metanarrative projected on and by curriculum and the inclusion of Asia-related histories has contributed to the diversification of the narratives represented. Nonetheless, as the analysis presented in this paper demonstrates, the traditional points of reference for framing Asia – imperialism, colonialism, cold war structures, and the nation-state – continue to play a significant role in the way Asia is positioned. This paper reports on a study that investigated the representation of Asia in Victorian senior secondary history curriculum documents of the Victorian Certificate of Education (VCE) over the last three decades. Chen’s Asia as method and deimperialisation are employed to critically examine how Asia is imagined by curriculum. The paper examines the potential of deimperialisation as an intervention for disrupting dominant curricular constructions of Asia. It argues that in order to reconceptualise Asia as relational, dynamic, and an active participant in historical processes, history curriculum needs to provide opportunity for reflection on the ongoing effects of imperialism on subjectivity formation and engage with contemporary historiographical developments.
History
Journal
Curriculum InquiryVolume
50Issue
2Pagination
126 - 148Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
0362-6784eISSN
1467-873XLanguage
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2020, The Ontario Institute for Studies in EducationUsage metrics
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