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Music composition, particularly within the Chinese Yan Huang style, holds significance for its artistic merit and potential to enhance literacy development and foster cultural appreciation. This study delves into the literacy composition techniques employed by composer Bao Yuankai within the Chinese Yan Huang style, focusing on the piece "Going to Jiangzhou." The primary objective is to analyze the literacy composition techniques in the Chinese Yan Huang style of composer Bao Yuankai. Through a multidimensional approach integrating insights from music education, cultural studies, and literacy development, the study examines instrumentation, melody, harmony, and cultural symbolism in Yuankai's compositions. Three key informants, including music scholars, professional musicians, and music educators, provide diverse perspectives on Yuankai's works. Qualitative data analysis methods are employed to analyze insights gathered from interviews and observations. Findings reveal Yuankai's adept use of traditional Chinese elements alongside modern composition techniques, resulting in compositions that resonate with audiences worldwide. Suggestions include incorporating culturally relevant content into music education curricula to enhance student's literacy skills and cultural awareness.

The article examines the experiences of Chinese PhD students doing research in China Studies as well as the experiences of their supervisors who supervise their research in Australian universities. By conducting semi-structured interviews with both PhD students and their supervisors, we aim to understand the expectations, concerns and challenges of both students and supervisors involved in the PhD journey. We found that the main concerns and challenges of students lie in the tight timeframe of scholarship, their 'ideological dissonance' and their relations with supervisors. The supervisors hope their Chinese students could improve academic writing skills, critical thinking skills and social skills in order to well accommodate the research culture in Australia and successfully complete their PhD research. Our findings could help Australian universities to better understand the cultural and educational challenges of Chinese PhD students and to further build up the quality for research training to attract more international research students from China and elsewhere.

Preservice teachers are soon-to-be graduates expected to deliver the Cross-Curricular Priority 'Asia and Australia's Engagement with Asia'. Teachers of all learning areas are expected to teach about Asia, irrespective of their knowledge or capabilities in Asian contexts. The curriculum review has revised expectations for 'Asia literacy' in graduates. The changes de-emphasise cultural knowledge, and instead, promote relationship-building and intercultural understanding. This research identified 31 preservice teachers' perceptions of their Asia literacy and preparedness to teach the related curriculum initiative. Grainger and Christie's (2016) linguistic model was used to define and measure Asia literacy. Thematic analysis identified (1) how participants conceptualised 'meeting' expectations for Asia literacy, and (2) how the tertiary provider might better respond to their learning needs. Like previous research (see Australian Government, 2023; Halse & Cairns, 2018), we found that most respondents felt unqualified to teach about Asia. Participants expressed the desire for more content knowledge, authentic opportunities (such as in-country experience or language capability), and pedagogical skills. We argue that the national improvement of Asia literacy in preservice teachers is tied to its assessment. There is a need to consistently define, delimit and assess Asia literacy within a framework of cultural literacy. These theoretical considerations underlie future, systemic efforts to track and evaluate a long-term government initiative.

The literature in open education has thoroughly examined the implications of labor and staffing for initiatives around open educational resources (OER). However, less attention has been paid to the reliance on librarian labor for open pedagogy support. This article describes a collaboration between librarians and faculty to support an open pedagogy assignment in which students co-created an open textbook describing the history, politics, and culture of several East Asian cities. Special attention is paid to the scope and level of the support from the Libraries, which included faculty consultations, several instruction sessions, managing the publishing platform, and developing processes to ensure students' rights as authors. The collaboration provides context for a discussion about our current work of developing an open pedagogy service model. Lessons learned can inform similar collaborations at other institutions.

The paper presents an evaluation of History and Korean Studies WIL internships at Monash University Library, focusing on past students' views of the program in relation to their future career, and past host-supervisors' perceptions of its benefits. Data collection for the qualitative research was conducted through semi-structured interviews with past students and host-supervisors. The results revealed that both past students and host-supervisors expected the internships to facilitate students to gain hands-on experiences and develop 'soft-skills.' There was a gap where past host-supervisors consistently mentioned teamwork in their expectations, yet none of the past students had teamwork as one of their expectations. Both past students and host-supervisors view the program as beneficial for students, therefore, they suggested that the programs continue to be offered. Upon being asked what the benefits of internships were for themselves however, the host-supervisors put forward benefits that were more related to the library.

Purpose: The study aims to develop an application that will serve as an alternative learning tool for learning Asian Studies. The delivery of lessons into a virtual reality game depends on the pace of students. The developed application comprises several more features that enable users to get valuable information from an immersive environment. Method: The researchers used Rapid Application Development (RAD) in developing the application. It follows phases such as requirement planning, user design, construction, and cutover. Two sets of questionnaires were developed, one for the teachers and another for the students. Then, testing and evaluation were conducted through purposive sampling to select the respondents. Results: The application was overall rated as 3.56 which is verbally interpreted as very good. The result was based on the system evaluation using ISO 9126 in terms of functionality, usability, content, reliability, and performance. Conclusion: The developed application meets the objectives to provide an alternative learning tool for learning Asian Studies. The application is well commended and accepted by the end-users to provide an interactive and immersive environment for students to learn at their own pace. Recommendations: Further enhancement of the audio, gameplay, and graphics of the tool. Schools should take into consideration the adoption of the Asian Studies Virtual Reality as a good alternative tool for their teachers and students to teach and learn Asian Studies. The use of more 3D objects relevant to the given information to enhance the game experience may be considered. A databank for the quiz questions that will be loaded into the game should also be considered. Research Implications: The integration of modern technology in education has been a vital part of the learning process, especially when technological resources are available. Development and adaptation of this application will promote an alternative way of independent learning among students and will give them a better understanding of Asian Studies at their own pace.

There is an identifiable gap between Australian government policy aspiration and curriculum guidance found in the content of the renewed Australian Curriculum (2018) that has been designed to support the cross-curriculum priority (CCP) of "Asia and Australia's engagement with Asia." We have employed an inductive, interpretative research methodology to analyse the curriculum guidance as data to examine how the Australian government's policies that are predicated on strengthening its partnerships with Asia are being supported by the Australian Curriculum and its State and Territory derivatives. We found that Australian Curriculum content that has been included to support the CCP "Asia and Australia's engagement with Asia" is minimal, unevenly distributed across the key learning areas, and that the inclusion of content is different between the overall Australian Curriculum and its State and Territory derivatives across key ideas, learning areas, and explanatory materials. Identifying a gap, we critically discuss two aspects of our findings: content real estate and its location, and the skills and knowledge assumed of teachers.

For the last five decades, the development of "Asia-literate" students has been a key objective in Australian education policy. The contentions surrounding this educational goal have been well documented by academic literatures, policy documents and media commentary. This paper seeks to redress the absence of student voices in these debates by examining students' experiences with Asia-related curriculum in the context of Languages and History teaching and learning in secondary schools in Victoria, Australia. Engaging the lens of curriculum inquiry, we use select thematic episodes from qualitative interview data to interrogate students' understanding and evaluation of planned and experienced Asia-related curriculum. Their stories highlight the incongruences of Asia learning as framed by (and within) formal sites of learning, and students' lived experiences in other spaces. We argue that in order to effect a shift in the current expressions of Asia-related curriculum policy towards a more student-centred articulation, students' roles in shaping curricular knowledge warrant more attention and scrutiny. As our analysis suggests, a deeper understanding of students' experiences of curriculum-as-lived may be the catalyst for a long-overdue reorientation towards a curricular landscape of multiplicity, where new and authentic possibilities for Asia learning could be envisaged.

This case examined five students' experiences of participating in a film-mediated community-based discourse about local Asian Canadian communities, where students viewed and created documentary films in a fourth-year English course that focused on diasporic foodways. Phenomenographic perspectives guided an analysis of the students' experiences; data sources included semi-structured interviews, recordings and notes of classroom lessons, students' films, and course notes. Findings illustrated different ways the students learned as they engaged with course materials, films, guest speakers, and interviewing local community members: They (1) developed increasingly complex understandings of local Asian Canadian culture and issues; (2) experienced transformative learning as they reframed understandings of select experiences, place, and people; and (3) were motivated to participate in social action to promote greater inclusion and give voice to the historically silenced. Findings also extend place-based perspectives by challenging a monolithic treatment of 'history', urging for greater reflexivity of one's relationship to community members.

In 2019, Incheon Metropolitan City Office of Education (IMCOE), South Korea launched a new curriculum called, "East Asian citizenship education" (EACE) by criticising the over-broadness and abstractness of global citizenship education (GCE). Yet, a question arises, how is it different from (Western) GCE? In this study, pedagogical perspectives of EACE and GCE are addressed based on a critical review of conceptual tensions between universality and particularity, which responds to "cultural incommensurability" from critical-post critical perspectives of GCE, while intercultural reality is acknowledged. It is argued that cultural incommensurability is used to tackle epistemology-driven engagement (Western GCE) and facilitate diverse ontological engagement in GCE which includes (non-Western) cultural values. With this metaphysical justification, a framework for EACE is developed and justified by reflecting East Asian cultural characteristics. As a result, the four domains are articulated: "critical participation," "communal engagement," "relational development," and "ethical accountability." Through a training programme for 20 primary school teachers, their engagement in, concerns of and achievements for EACE are discussed, which demonstrates potential for its pedagogical legitimacy. A significant argument from the study is that "culturally responsive" GCE can be feasible when justifying the ontological foundations of GCE with non-Western cultural features.

In recent times, the Australian Curriculum has shifted towards valuing Asia literacy. 'Asia and Australia's engagement with Asia' is a cross curriculum priority that signifies how the Australian Curriculum now places an importance on Asia literacy. This article positions Asia literacy discourses within the Australian context, which reveals historical and contemporary anti-Asian racism. Furthermore, the conservative hostiles against Asia literacy have paralleled this contextual backdrop and communicated several arguments that uphold Euro-centric hegemony in the Australian curriculum.

Research on post-colonial curricula in non-Western countries continues to expand, with contributions from many scholars around the world. Many of these authors argue that post-colonial theories and the implications of those theories can help elucidate how colonial hegemony and ideology have affected the dominant discourse regarding curriculum studies discourse in non-Western nations. Despite the efforts that have been made, the field of curriculum studies in South Korea lacks context-relevant post-colonial perspectives and practical approaches to developing new post-colonial knowledge based on its own language, culture, history, and epistemologies. This article explores the life's work of one Korean post-colonial curriculum scholar. Based on a document analysis and an in-depth interview process, the following discussion conceptualizes three themes related to post-colonial curriculum studies: (1) production of indigenous qualitative research texts, (2) identification of new curriculum phenomenon from the local, and (3) creation of new concepts and languages for international curriculum research. This analysis can inform how curriculum scholars in South Korea and other non-Western regions approach post-colonial curriculum research in a specific nation.

Three decades ago, Stephen Kemmis (1990) argued that curricula provide insights into how nations and states interpret themselves and how they want to be interpreted. He also noted that 'debates about curriculum reveal fundamental concerns, uncertainties and tensions which preoccupy nations and states as they struggle to adapt to changing circumstances' (Kemmis, 1990, p. 32). This empirical paper draws from the literature to review the inclusion of the Cross-Curriculum Priorities (CCP) as one of three basic dimensions of the Australian Curriculum. In doing so, this paper argues that the CCPs can be viewed as indicative of the curriculum challenges Kemmis canvassed and it raises questions about how particular approaches to curriculum can be integrated into subject-based curricula. In particular, the discussion focuses on the CCP of Asia and Australia's Engagement with Asia as a contested form of knowledge in the current curriculum, together with some of the challenges and opportunities Geography teachers face in planning to implement this CCP.

In the aftermath of the Indian government's decision to change the status of Jammu and Kashmir on 5 August 2019, activism for the right to self-determination in Kashmir came under tremendous pressure. An intense crackdown in Kashmir, including a complete communication blackout and internet blockade, meant the only Kashmiri and dissenting voices left were located in diasporic spaces. As two Kashmiri scholar-activists involved in advocacy work on Kashmir, we examine the challenges of decolonial activism and transnational solidarity building, especially in Western academic spaces. For both of us, Kashmir has been a home and is a place where our scholarly ethos is entwined with intimate knowledge. While the diasporic/exilic location presents its own challenges of representation, the urgency imposed by the settler colonial logics that create existential questions for Kashmiris forces reconsiderations both of political alliance building as well as scholarly frameworks. In this article, we explore the emergent contours of a pedagogy of solidarity that centers Indigenous perspectives in relation to Kashmiri diasporic activism. We examine how our solidarity work takes shape in the neoliberal academy, grassroots progressive spaces, and transnational media.

In recent years, government policies that target the rapid internationalization of Japanese higher education have provided new career opportunities especially for scholars with experience of studying and teaching abroad. This autoethnographic paper draws on such "migrant" faculty's engagement in formal curriculum development to illustrate their active negotiations within the micro-level processes of internationalization of a Japanese University. More specifically, the analysis focuses first on the enactment of agencies to negotiate diverse understandings of "culture" and "discipline" in the process of building a "Japanese Studies" curriculum. The paper then draws on those negotiations to show how those agencies were transformative; namely how they impacted on and challenged the framing and the practice of the official framework of "Japanese Studies" at University X. This study aims, therefore, to shed light on the ways individual migrant faculty members of diverse backgrounds, may constructively contribute to internationalization processes of higher education when such faculty's active interactions are carefully looked at and sought for, beyond established and often imagined cultural, disciplinary, and institutional boundaries.

The author designed a midterm podcast assignment to give her students in "Modern East Asian Civilizations," an entry-level survey course, the opportunity to articulate their own understanding of East Asian artifacts, the ways in which objects are seen and imbued with meaning, and what those meanings imply.

A content analysis of 62 job postings for East Asian studies librarians in the United States and Canada during 2008-2019 demonstrates that major job responsibilities have expanded to include collection development and management, reference and research assistance, instruction, liaison work, and outreach; relationship building and collaboration are emerging roles; skills and abilities have been progressively occupying a larger proportion than knowledge and experience in the required qualifications; top frequently required abilities and skills are generic and behavioral; and professional experiences are often preferred rather than required. The results of this research are of practical relevance to subject specialists in other areas.

Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the 'global', the 'cultural' and sometimes the 'racial', thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students' anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.

The 2014 national curriculum of Australia is a significant initiative that the Australian government has taken in proposing a curriculum that stresses Australia's engagement with Asia. In practice, this means that Asian cultures, beliefs, environments and the connections between Australia and Asia are embedded in the learning processes of Australian schools. This article provides an analysis of Australia's engagement with Asia, which is a cross-curriculum priority in the Australian curriculum. In particular, using the example of China, the article examines the strengths, weaknesses, opportunities and threats (SWOT) analysis involved in Australia's engagement with Asia from an educational perspective, especially during the global pandemic with the spread of COVID-19 affecting the world so significantly. The intent of this analysis is to map out the educational factors involved and consider what might happen to Australian students and schools as a result of their engagement with the educational cultures, beliefs and practices of China. This is connected to the two countries' economic engagements and people-to-people ties. By considering some of the current discourses that shape the Australia-China relationships, possibilities are opening up to rethink educational positions.

Asia is the world's largest continent, both in terms of land mass and human population; yet, many of the schools in the United States still embrace a Eurocentric curriculum, and resultantly, U.S. citizens remain largely ignorant about topics pertaining to Asian nations including their geography, histories, politics, economics, religions, and cultures. The ignorance is particularly troubling considering the ever-increasing prominence that Asian nations play in global affairs. A crucial first step in broadening students' knowledge about Asian topics would be to improve the preparation of pre-service teachers, due to the influence that teachers have in determining students' educational experiences. Therefore, this case study sought to inquire about the shared experiences that a group of Social Science Education (SSE) seniors had, at a large public university located in the southeastern region of the United States, with regards to how they felt their program prepared them to teach accurately and confidently about topics and issues related to Asia. It was discovered that although the pre-service teachers within the SSE program expressed great confidence in the pedagogical skills they acquired through their teacher education program, they felt their lack of subject knowledge made them ill prepared to teach about Asian related content.

International relations is often confusing for students. IR theories are introduced as parsimonious and elegant and then systematically challenged as students learn more about detailed events. There are rules, there are norms, and states follow them until they don't. East Asia increases these challenges because it often undermines IR theory. Simulations can provide a key means of grounding students studying international relations because they apply IR theory to real-world examples--something especially important in a large lecture course. While simulations are effective tools, they often rely on strong institutional arrangements around which the rules of simulations are based. This presents a challenge for studying foreign relations in regions like East Asia, which have weaker multilateral institutions and thus no obvious template for a simulation. To overcome the challenges of weak institutionalization and subject-matter difficulty, we present two alternative models of simulations tested in a large lecture course on transpacific relations. The consensus model simulates what an international summit looks like in a weakly institutionalized environment maximizing the realism of the experience for students. The cooperation model captures the motivations of states to seek international cooperation despite the complications faced in international relations, maximizing the spirit of urgency that animates weakly institutionalized environments. We provide detailed instructions and materials to adapt these models to similar courses.

In recent years, the discipline of Asian Studies has struggled to adapt to a changing world and has seen a decline in student interest. A discourse about this issue has emerged that attributes this "crisis" in Asian Studies to various supposed faults in its forms of knowledge production, and that looks with hope to Asia for new forms of knowledge about the region. This paper takes issue with this discourse by employing an autoethnographic narrative to examine the ways in which mobility has affected the discipline of Asian Studies. It traces a path, followed by this author and many others, from an affective fascination with a foreign society to the professional production of knowledge. It then examines how this professional knowledge production has transformed under the influence of different forms of mobility (state-sponsored, private, and global digital), transformations that have led to the current "crisis" in Asian Studies.

An adaptation of the traditional literary concept of close reading was developed for use in a largely multilingual classroom in which both first language (L1) and second language (L2) students were struggling to comprehend theoretical, lexically dense texts in English. This simplified method of reading a text iteratively and critically is proving helpful in encouraging student compliance with reading assignments as well as progress in academic writing capabilities. This method was developed through collaboration between a professor (Poole) in the Department of East Asian Studies at the University of Toronto and the university's ELL specialist. In this method, large lectures are supplemented by small-group discussions with teaching assistants (TAs), who also engage in reflective professional development workshops to build their own skills in teaching close reading. Materials generated for both students and faculty through this initiative are being disseminated in other departments, and TAs have noted an overall improvement in students' fulfillment of reading assignments as well as their ability to generate written arguments.

Scholars trained and credentialed in disciplines have a vast array of response options when challenged to engage with others from other disciplinary backgrounds. By considering the ways in which disciplines are like cultures and putting acculturation theory squarely into the domain of interdisciplinary studies, this article takes a new look at these variations. My aim is to undertake a systematic exploration of adjustment processes of the individual disciplinary scholar involved in interdisciplinary work. I discern two fundamental adjustment responses that characterize interdisciplinary engagement: disciplinary maintenance and participation in another discipline. The context for this research is international business (IB) studies, a discipline in which scholars come regularly into contact with research from diverse disciplinary backgrounds. I use a study of scholars from two adjacent subject areas--East Asian studies and economic geography--to explore the many ways scholars make themselves familiar with IB specific repertoire. Consistent with the well-established acculturation modes, my exploration suggests that interdisciplinarity of those in these fields can take on the form of assimilation, integration, separation, and marginalization. I find that scholars' academic background has differential effects on the outcomes of interdisciplinary engagement.

The aim of the Delphi Survey was to elucidate Bruneian Education experts' responses to five questions regarding their knowledge and understanding of the charateristics of citizenship education viz. Environment, Coexistence, Culture, Social Justice and Equity, Democracy, Sustainable Development, Interdependence, Foreign Language, Social Welfare, Human Rights, ASEAN History and Culture, and Common Social Problems of ASEAN (Association of Southeast Asian Nations ) Countries. A Delphi Survey questionnaire was given to the education experts at two different times. The education experts were primary and secondary teachers, University lecturers and other education experts. There were 386 participants in the first round survey, and 101 participants in the second round survey. The results shows that in the first part of the survey, most of the education experts' thought about their achievements of the characteristics for knowledge and understanding, skills and understanding, and values and attitudes at local, national, regional, global level and universal levels, at present, and in ten years later, are stable during the two rounds of the Delphi survey. For the second part of the survey, regarding their knowledge and understanding of the twelve characteristics of citizenship education, it was shown that there were consensus on their knowledge and understanding on different culture, social justice and equity, democracy, interdependence, foreign language, social welfare, ASEAN history and culture, and common social problems of ASEAN countries.

Drawing on a recent collaborative and interdisciplinary study of East Asian Images of Japan, this article discusses contemporary Chinese portrayals of Japan, their political context, and their significance for Sino-Japanese relations. It questions some widely-held assumptions concerning the extent of "thought control" in an authoritarian state, the nature of popular protest, and the relationship between official propaganda and popular lived experience. While the main focus is on portrayals of Japan in mainland China, for comparative purposes some reference is made to Hong Kong and Taiwan. The latter part of the article also features a brief discussion of images of China in Japan, especially relating to the Second World War. This reflects particularly on the role of museums as vehicles for "peace education," focusing on two key institutions in Kyushu. China's "bases for patriotic education" and Japan's "peace museums" ostensibly embody radically different institutional missions. However while Japan's memorials to the war evince greater diversity, in harping on national victimhood and obscuring the reasons for war key sites of "peace education" arguably deliver a message that is just as nationalistic as that conveyed by their Chinese counterparts. The article concludes by arguing that, notwithstanding its "totalitarian" facade, China's social and political fragility in fact limits the scope for the authorities there to moderate anti-Japanese public discourse. In democratic Japan, by contrast, a more honest and open engagement with the national past is--or should be--far more achievable. For both moral and political reasons, scholars and educationalists in Japan therefore urgently need to consider their role in improving Sino-Japanese relations, not least through more forceful engagement in public debate over the socialization of the young.

This article explores how Australian English teachers can thoughtfully and critically address the cross-curriculum priority 'Asia and Australia's engagement with Asia' in secondary classrooms. It builds on our prior research, which highlighted factors that shape teacher attitudes towards addressing this cross-curriculum priority, the perceived evidence of political and economic motivations behind the inclusion of the priority, and the ways English teachers define and conceptualise Asia. We offer case studies of two New South Wales English teachers as they strive to reconcile curriculum requirements with classroom practices and to address the cross-curriculum priority in a way that promotes deep learning and critical engagement for students. This article draws on culturally sustaining pedagogy, highlights the importance of text selection and offers recommendations for high-quality and award-winning films, plays, memoirs, poems and novels that can be readily integrated into the secondary English curriculum.

Aiming to understand how scholars of East Asian Studies use East Asian sources (mainly in Chinese, Japanese, and Korean) in their research, this citation study analyzed bibliographies of 213 PhD dissertations from 32 (East) Asian Studies programs in the United States and Canada from 2013 to 2015. The study examined the number and percentage of East Asian sources cited in each bibliography, as well as format and publication year of each East Asian source cited. The results have important and practical implications for collection development and management.

Asia today is the center of tremendous growth. With the continued rise of China and the influential roles of Japan and South Korea in international affairs, it is no wonder that the 21st century has been dubbed the Asian century. Outside of these influential political actors, one also see the growing political significance of Southeast Asia in world affairs, led by the city-state of Singapore and by Indonesia, the world's most populous Muslim state. While there is much to be hopeful for across the region, potential conflicts are also latent, from disputed islands off the eastern shores of the Asian continent to the unresolved strategic challenge on the Korean Peninsula. Asia, truly, is a central region of international affairs today, politically and militarily. California State University, San Bernardino offers three major courses related to Asian cultures and one elective, "East Asian Politics" (PSCI 305). The course is one of the elective political science courses within the subfield of comparative politics. It has been taught three times at CSUSB, with approximately 35 students per course. Approached from a multidisciplinary perspective, including history, geography, and politics, the seminar offers an introductory overview of East Asian politics, focusing on significant countries in the region, analyzing domestic and foreign politics, and examining the policies and actions of nation-states within the region. Countries of study include Japan, Indonesia, China, Taiwan, Singapore, North Korea, South Korea, Malaysia, Thailand, the Philippines, and Vietnam. This article provides an overview of the course.

The OER movement originated and integrated into ODE developments. Mega Universities (MUs) are among the most important of ODE providers worldwide should be to be the primary organizations for providing access to OER. So far, however, in-depth studies on OER developments in the Asian MUs were very limited. This study focuses on the developments, motives, openness, and sustainability of OER at the six MUs official websites in Asia. Data were collected for six months using the documentation techniques and analyzed using web content or textual analyze. Results of the study shown, that: (1) OER developments on the Asian MUs' were an ongoing process, multiyear program, and developed into three characteristics: special projects or initiatives; uploading the existing learning resources collections on the Website; and by taken out-links to the centers of OER websites worldwide. Contents of OER are very rich, diverse in categories, forms, and organized integrally into "One Stop Window". The OER materials have developed by university as well as by joined with various parties of internal and external universities; (2) OER developments are based on three motives: the altruistic motivation of sharing, ego-boost motivation, and combination of both; (3) The OER openness for use or reuse by others can be classified into five categories: openness in the public domain; openness under provision by any license; openness under guarantee by government Laws, policies, missions or visions; openness under guarantee by universities policies, missions or visions; and openness because it was developed as a special initiative of the universities; and (4) Sustainability models that have been used by MUs to makes OER become viable, and stable for the long-term are institutional, governmental, workflow, user-centered, wiki, and social software models.

Background: In PISA 2009, seven East Asian countries rank high among the 65 participating countries, but some of the differences among the seven countries are small to be of substantive meaning. Aims: This paper is an attempt to fine tune the comparisons for better understanding of the situation in East Asian. Sample: Data of the seven East Asian countries were pulled from the PISA 2009 report and re-analyzed. Method: Pair-wise comparisons were made by way of effect size on Reading, Mathematics, and Science. Results: The overall patterns of differences show that Shanghai-China is definitely ahead of all the others. Korea, Hong Kong-China, and Singapore are similar in performance and form a cluster. Japan, Chinese Taipei, and Macao-China are similar and form another cluster at the lower end of achievement. Conclusion: Instead of ranking the seven countries with seven different ranks, it is more meaningful to cluster them into three groups to avoid spurious precision. In other words, league tables should not differentiate where there are no meaningful differences. (Contains 4 tables.)

This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this study explains the development and characteristics of English language education policies in Asian countries. These countries belong to the expanding circle according to Kachru's model, and in the expanding circle, English plays a very important role as a tool for interaction among nonnative speakers. This section surveys and compares the developmental characteristics of English language education in Asian countries. The third section emphasizes the important role of English education and the future of English language education in Asian countries. Also this section focuses on the characteristics of English as an International language, and emphasizes the role of English as a tool for inter-cultural communication in the world. The purpose of English language education in the Asian context is to cultivate young people who are well equipped with English capabilities and their own professional abilities. (Contains 1 figure and 1 footnote.)

This article discusses the implications of the idea of Asia as method, a discursive strategy in Asian studies popularised by Kuan-Hsing Chen, in the context of Korean education. Chen has pointed to the one-way flow of knowledge into Asia from the West and has urged using 'Asia as method' in the production of post-colonial and anti-imperialist knowledge. The research interests of this article are twofold. First, I analyse 'Asia as method' as a strategy to de-universalise the West, particularly given the historical complexity in East Asia. I trace the historical context of the word 'Asia', beginning with the traditional Sino-centric period and continuing to the Japanese colonial occupation. Second, I explore the possibility of using 'Asia as method' in the sense that Chen proposes, particularly in the context of Korean education. This article examines the 'East Asian style of education' as a platform for discussion of the potential for constructing 'Asia as method' in educational studies. In conclusion, I argue that for Asia as method to be viable as a strategy for change, Asia itself must be conceived as an ongoing construction based on the inter-referencing of multiple histories and cultural imaginaries.

'Asia literacy' can be loosely defined as having 'some understanding of Asia and its languages in order to engage with it and communicate with its people' (Erebus Consulting Partners, 2002). The Australian Curriculum has prioritised children's development of Asia literacy, specifically through articulating the cross-curriculum priority defined as 'Asia and Australia's engagement with Asia'. In terms of the English curriculum, this priority is realised through an emphasis on the representation of Asian voices and characters in literature that is studied in the classroom. However, previous research undertaken in schools to explore the use of multicultural literature by teachers has demonstrated an uncritical approach to literature, with teachers tending to set up binary opposites of 'Australian' and 'the Other' (Leong & Woods, 2017; Mendoza & Reese, 2001; Rodriguez & Kim, 2018). This paper will present the complexities of practice with literature centred around countries from Asia as represented through research with five Tasmanian teachers -- one early childhood teacher, three primary school teachers, and one secondary English teacher. It will examine the factors that influence teachers to use literature from Asian countries, their selection of literature, and their classroom practice with literature. Finally, it will make some recommendations for a stronger future whereby Asian peoples, voices and stories are integrated more inclusively and critically in teachers' everyday practice.

Teacher lack of knowledge outside British and American literature is a major obstacle in teaching World Literature. This article offers the experiences of three teachers teaching the Bhagavad Gita and suggests ways to overcome lack of teacher knowledge when reading cross-culturally.

This article revisits and reinterprets my previous paper. It is a snapshot of the lifelong learning system building in selected Asian countries, reflected in the mirror of the Asian Financial Crisis in the 1997s and the aftermath of that event. I reconsidered the arguments (1) the economic recession had delivered a global dimension of lifelong learning to the reshaping of the local education system beyond local attributes; (2) and that the divergent tradition of adult education in this context was to meet the global market standards. Additionally, (3) I tried to further the discussion about the relationship between global forces and the lifelong learning system in the context of a knowledge economy, but with a number of different approaches. I argued that the lifelong learning system under the global forces of capitalism, as per the Asian experience in the 2000s, can be a "part" of a knowledge economy itself, not a tool of it, and in this sense, a knowledge economy sets the conditions of a lifelong learning system as an embryo of its attributes.

During the US Occupation of Japan (1945-1952), a victorious America attempted to reform Japanese education by replacing Japan's tradition system of values with one that promoted American democratic values. The United States had considered the source of Japan's militarism to lie in the selfless loyalty and love of country that many older Japanese had valued. They wanted to replace these older values with new ones that would ensure a more pacifist outlook. Thus, in the name of democratization and pacification, Japan lost some important aspects of its cultural heritage. But why did the United States want to eliminate these natural sentiments from the Japanese psyche? And what was the cost of these changes? This paper focuses on the first four months of the Occupation when Japan's first postwar education minister, Maeda Tamon, attempted to change education in the direction of a new democratic Japan. Maeda, Japan's preeminent liberal at the time, took the position of minister of education on August 18, 1945, before the Allied Occupation officially began. In his first two months, he quickly initiated a number of educational reforms without interference from American officials. He wanted these reforms not only to meet American expectations but also to preserve what he believed to be the unique aspect of Japanese culture--the emperor system. However, Maeda's understanding of the word "democracy" differed dramatically from what America wanted, and this difference incited the US to intervene with a different set of educational reforms. This paper examines Maeda's efforts, and the US reaction to them. (Contains 94 endnotes.)

The Curriculum Research & Development Group (CRDG) is a research unit of the College of Education at the University of Hawai'i. Part of its mission is to develop curriculum materials for students in grades K-12. The social studies section of CRDG has been developing curriculum materials on Asia since the early 1990s. As part of a project entitled Curriculum on Asian and Pacific History, CRDG planned to develop a set of four interrelated but stand-alone books on China, Japan, Southeast Asia, and the Pacific. All of these instructional materials were designed to be used as flexibly as possible: to supplement the truncated information in world history texts; to be used as a primary text in an area studies course; and to use in related student activities such as Model United Nations or World Quest. As a result of its work on the China and Japan books, CRDG decided to follow up by developing a text on East Asia. The first step in developing instructional materials, regardless of their subject or format, is to develop a solid organizational framework. This article discusses the process of developing the organizational framework for a thematically based text focused on China, including Hong Kong and Taiwan; Japan; and South and North Korea. (Contains a Bibliography and 7 endnotes.)

This article describes the application of Bakhtin's (1981, 1986a,b) theorisation of language as dialogue to the study of young students' struggle with discourses of ethnicity within the context of a Studies of Asia curriculum project (Hamston 2003). Bakhtin's rich conceptualisation of the productive and ethical nature of dialogue has operated at all levels in this study as a theoretical, pedagogical, methodological and analytic research construct. It is hoped that the description of the research provided here contributes to the field of discourse-based research in several key ways. First and foremost, the model of dialogic pedagogy central to the research was informed by Bakhtin's (1981, 1986a,b) belief in the moral responsibility of language and thus resonated with the need in complex and changing global and local conditions for education as "good work" (Carlson 1997a,b, 2002, Gardner et al. 1999, Luke & Carpenter 2003, Willinsky, 1998). As researcher/teacher in this study, I situated at the centre of the research the kinds of questions that relate to what Weis and Fine (2003) define as issues of power, privilege, standpoint, knowledge and difference. Secondly, the dialogic nature of the data collected over time allowed for a nuanced and complex portrait of the key research participants' "ideological becoming" (Bakhtin 1981) and brought to the fore the different social "voices" that they chose to speak through. Finally, the location of discourses in the students' spoken and embodied language through a fine-grained linguistic analysis resonated with Bakhtin's (1986a) call for a profound understanding of language. (Contains 3 endnotes.)

What would prompt a primary school teacher in late career and from the Australian cultural mainstream to become interested in the societies and cultures of Asia and then to expand that interest into a personal and professional life focus? Through a life history approach, this paper recounts a teacher's journey from childhood, to becoming and working as a teacher, to initial inclusion in her late career of Asia-related aspects in her teaching and learning program, to extensive professional development in studies of Asia, culminating in a formal postgraduate study pathway. The teacher's story illustrates the complexity, the changing nature and uniqueness of individual teacher identity, thereby reinforcing Goodson's (1992a) view of a teacher as "an active agent making his or her own history". The story also demonstrates the value of the life history approach in showing how personal and professional influences interact to determine how teachers think, what they value, and what they choose to do at any given time--including why they actively engage with particular professional learning programs.

This paper aims to provide a general overview of the cohort of teachers who undertook a major professional development program Including Studies of Asia in Curriculum in South Australia in 2000. As the program was the principal vehicle for introducing South Australian teachers to Studies of Asia, ensuring its ongoing relevance was critical. The only source of data about the program itself was an earlier national evaluation based on the 1995 deliveries of the primary version in most states and territories. What was needed, therefore, was an up-to-date picture, based specifically on the contexts and needs of South Australian teachers. Accordingly, participants were invited to complete a "Participant Profile". This study examines participants' responses, including their motivations in undertaking the program. Based on the responses, the course was able to be adapted for subsequent delivery, and advanced training courses were developed in line with the needs of the target group. (Contains 6 tables.)