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Deploying the post-colonial predicaments of researching on/with ‘Asia’ in education: a standpoint from a rich peripheral country.
- Source :
- Discourse: Studies in the Cultural Politics of Education; Feb2016, Vol. 37 Issue 1, p70-88, 19p
- Publication Year :
- 2016
-
Abstract
- Against the current infatuation with Asia in Australian education, this article rearticulates the notion of ‘Asia literacy’ to explore new ways of researching on/with/through Asia. Drawing on the post-colonial critique of Western social science knowledge, I first demonstrate the problematic nature of Australian knowledge production on and with Asia in social science and education. And yet, I also highlight the contribution that Australian scholars have made to decolonizing knowledge work, with particular attention to their critique of internationalization of cultural studies in the 1990s. In so doing, I identify the particular epistemic standpoint of Australian scholarship, which has emerged out of its ambivalent location in the global politics of academic knowledge production. Then, I identify three types of engagement by Asian researchers with Western knowledge. Situating Australian education scholarship among them, I explore what ‘Asia literate’ education research might look like from the vantage point of Australia. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 01596306
- Volume :
- 37
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Discourse: Studies in the Cultural Politics of Education
- Publication Type :
- Academic Journal
- Accession number :
- 112192174
- Full Text :
- https://doi.org/10.1080/01596306.2014.927114