Deimperialising Asia-Related History: An Australian Case Study

Autor/in	Cairns, Rebecca
Titel	Deimperialising Asia-Related History: An Australian Case Study
Quelle	In: Curriculum Inquiry, 50 (2020) 2, S.126-148 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2020.1747936
Schlagwörter	Case Studies; Foreign Countries; History Instruction; Secondary School Students; Asian History; Foreign Policy; Postcolonialism; Curriculum Development; Postmodernism; Western Civilization; Educational Change; Intervention; Historiography; Units of Study; Discourse Analysis; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; History lessons; Geschichtsunterricht; Sekundarschüler; Außenpolitik; Post colonialism; Postkolonialismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Postmoderne; Bildungsreform; Geschichtsschreibung; Lerneinheit; Diskursanalyse; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01