From an old world view to a new: West meets East

From an old world view to a new: West meets East

Have we entered the 21st century still holding 19th century mental maps? Is an education focused on western learning and traditions adequate for the 21st Century? Asia Education Foundation

Asia Education Foundation 1992-2007 The AEF is a Foundation of the Asialink Centre at The University of Melbourne Receives annual funding from the Australian Government. Works in partnership with all State & Territory education systems.

Engaging Young Australians with Asia Study about the peoples and cultures of Asia Study about the impact and influence of Asian Australians on Australia Reorientation of Australian curriculum to better address the needs of communities and individuals

in the 21st Century Key Activities Teacher professional learning Curriculum resources Support for school programmes

National Statement for Engaging Young Australians with Asia in Australian Schools Being good neighbours and responsible citizens Harmonious Australia Creative Australia Prosperous Australia

Now more than ever we live in one world. We face issues that can only be addressed internationally: sustainable futures, the changing world economy. Engaging Young Australians with Asia, Asia Education Foundation, 2005 Young people can only make sense of their world and be active and informed

local and global citizens when they develop a sound understanding of the wider global context in which they are operating. The Asian region and Australias engagement with Asia are central to that context. Engaging Young Australians with Asia: A Statement for Australian Schools, 2005 The Need for a Rethink New Times New Challenges New Knowledge, Skills and

Understandings New Times am I in the New World, the Old World or the Next World?

Robin Best In China We Trust 2006 Part of an Asialink touring exhibition A Secret History of Blue and White The 21st Century: Asia cannot be ignored Sheer size

60% of the worlds population 30% of the earths land worlds two most populous nations: China and India Geo-politics worlds largest Muslim nation: Indonesia world pressure points: North-South Korea, China-Taiwan, India-Pakistan

Rapid economic growth worlds second largest economy: Japan, and the two fastest growing economies: China and India 2010: China, United States, India and Japan - worlds top 4 economies interconnected world: population and

development pressure on environment, health, resources.. New Economic World Order China and India to rise by 2020

Resources: in 2005, China and India together consumed:

35% of world steel 24% of aluminum 55% of cement 51% of coal 40% iron ore

51% of cotton 12% oil These are all set to rise Both are nuclear powers Asias contribution to world civilisation: cultural, intellectual and creative enrichment

greatest diversity of belief systems in any world region: Islam, Buddhism, Hinduism, Christianity some of the greatest contributions to world heritage of all time How well prepared are we to respond to different worldviews: rule of law,

belief systems, cultural practices, and changing geopolitical alliances and economic power bases? New Challenges From an old world view to a

new: West meets East Landscape: Body tattoo, 1999, Huang Yan, China Activity 1 With a colleague, take a few minutes to

brainstorm what a new world view might include/involve. We [in Australia] have grown up in a society which has historically acted as if the only really important ideas, cultures, beliefs and norms are those with their origins in western Europe and latterly North America.

Studies of Asia: A Statement for Australian Schools, Asia Education Foundation, 2000 Asia is now the region of the world whose current emergence is one of historys greatest catalysts for worldwide change. Australians require new skills, knowledge and

understanding related to the Asian region and Australias engagement with Asia in order to meet the challenges and opportunities of living and working in the 21st century. National Statement for Engaging Young Australians with Asia in Australian

Schools The promise of globalization is a shared destiny of nations working together to minimize conflict and poverty, restore eco systems, reduce emissions, ban arms trafficking and thrash out an evolving agenda of ethics and fairness to which all can be a party, especially the strong. Its deeper meaning is a belated awareness that we are all connected

Richard Neville, The Sydney Morning Herald, May 2002 Harmonious Australia two factors to consider as solutions - one being education and the other being interaction. If they are the solutions, where are they? Waleed Aly Source:

www.internationaled.org/ asiaintheschools.htm Vision for the coming decade Every child, from elementary through to high school, will encounter intellectually challenging material about Asia and Asian American topics integrated into diverse subject areas at appropriate grades Every teacher will have a wealth of opportunities to

build knowledge about Asia through formal studies, pre and in service programs, and through travel and exchange programs. Asia in the Schools, Preparing Young Americans for Todays Interconnected World, June 2001 Source: www.casaasia.org New Knowledge,

Skills and Understandings The Futures Child So what knowledge, skills and understanding will my children need as they move into adulthood in 2020? Activity 2 What are the essential skills, knowledge

and understandings that young people need to prosper in the 21st Century? Learning in a Global Age: Knowledge and Skills for a Flat world Globalisation and education Information and ideas now traverse the world with unprecedented speed and frequency

In the flat world, where everything is interconnected, higher skills and the ability to be adaptable and innovative and to communicate across cultures will be essential to individual and national success Learning in a Global Age: Knowledge and Skills for a Flat world, Asia Society, 2007. Equipping our children for the 21st century in Australia, in their region

and globally. New knowledge and new skills required 25% of schools do not teach about Asia at all; 25% do so only in superficial ways. Review of Studies of Asia in Australian Schools, Erebus Consulting Partners, January 2002

Where have we been? Childrens knowledge and perceptions of Asia stereotypic: poverty, paddy fields and pandas (1992) School textbooks on Asia largely ignored the 20th century and were orientalist (1993) 90% of textbooks on Japan were about origami (1995) Same 3 topics taught repeatedly about Japan, kindergarten to Year 10: day in the life of a Japanese

child, food and origami (1995) Teachers saw Asia as traditional, exotic, conservative, imposing authority and requiring compliance with Australia as significantly different (1996) Inclusion of anything to do with Asia was surveyed as less than 5% of course content in teacher education. (2001) Teacher knowledge still the greatest barrier Review of Studies of Asia in Australian Schools,

Erebus Consulting Partners, January 2002 Infusion in Learning Areas Technology LOTE Health/PE Arts SOSE Science

Mathematics English 0 20 40 60

Percent of Schools 80 100 Year levels Year 10

Year 9 Year 8 Year 7 Year 6 Year 5 Year 4 Year 3 Year 2 Year 1

K/R/P 0 10 20 30

40 50 Percent of Schools 60 70

80 Contemporary Asia Traditional Asia Diverse Asia Asia in the world Asia and Australia

Studies of Asia must also be about the proper study of humankind: about what is valued, what is excellent, what is beautiful, what is moving, what is lasting and what are matters of belief. To insist that the above can be addressed solely through European or Western knowledge, which is still the assumption on which our education is based

is not only a disfigurement and deformity but is ignorant. Fitzgerald, S. Education and the Australian Mind The Buntine Oration, 1991 By end of schooling young people would optimally know, understand and be able to:

Understand Asia Develop informed attitudes and values

Know about contemporary and traditional Asia Connect Australia and Asia

Communicate 91% of the parents surveyed believed that an ability to communicate across cultures was an important skill for all Australians.

A Change model EXTERNAL FACTORS WHOLE-SCHOOL I MPLEMENTATI ON SYSTEM LEGITIMATION (EYAA, Curriculum

Frameworks) EXTERNAL SUPPORT (AEF and SOAA Advisers, etc) Principal understands advantages

of SOAA adoption Leadership uses SOAA rationale in school decision-making School adopts SOAA change model School uses model for staff development and teacher learning about SOAA School supports implementation and student achievement in SOAA

SOAA in School Policy Resource Accumulation Teaching/ learning units Performances/festivals Student outcomes An Asia engaged young Australian

In order to prepare students to live, work and learn in their world, studies of Asia and Australia are being included in course content across the curriculum with a balance between in-depth, sustained studies and broader, more general studies that explore themes, topics or issues. Curriculum change across Australia

Futures, thinking, identity, communication, personal futures, social responsibility, world futures and interdependence From traditional subject silos to interdisciplinary approaches Move towards nationally consistent curriculum The Myth of English Language Dominance Everyone does not speak English. Indeed:

English as a first language is in decline. Approximately two-thirds of the worlds population will not be able to speak English by 2050 The Internet is now multilingual. For commerce, most people prefer to use a website published in the own language. That is why a third of the World Wide Web is not in English and that proportion is growing

Ass Prof Tony Liddicoat, Canberra, October 2006 In-Country Study Programmes www.asiaeducation.edu.au/gokorea/index1.html AEF Website www.asiaeducation.edu.au/

Asia Education Foundation

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