Now more than ever we live in one world ...
This text provides authentic examples of studies of Asia and internationalised curriculum – how it looks in practice in a school or classroom. The case studies show schools at different stages in the development of whole-school approaches to integrating studies of Asia in curriculum policy.
- Index
- Introduction
Introduction
Now more than ever we live in one world …
We face issues that can only be addressed internationally: sustainable futures, the changing world economy and security of people and environments.
Australia, like many countries, requires citizens who are globally engaged, comfortable with diversity and with the skills to operate effectively across cultures with different world views and belief systems. In particular we need to ensure that young Australians are prepared to engage with peoples from the Asian region. This is the part of the world to which we are most geographically connected. Our future is inextricably linked to the strength of the relationships and understandings that we forge with Asian countries. And this diverse region's rapid development demands increasingly sophisticated and informed responses from Australians …
Over the past several decades in particular, increasing globalisation, world patterns of travel, communication, trade and cultural exchange have repositioned Australia towards the Asian region in areas as diverse as our bilateral and multilateral strategic security and economic alliances, education, migration, tourism, the arts, environment, scientific research, trade and commercial activity, health, aid, religion, law, media, sports and youth exchange.
This is how the National Statement for Engaging Young Australians with Asia in Australian Schools (2006: pages 4–5) discusses the imperatives of developing young people who are good international neighbours and responsible global citizens.
The Statement also invites us to recognise the extraordinary cultural diversity within our own population and the contribution made to that diversity by peoples of Asian descent, and to reflect on the significance of contemporary economic circumstances (such as the fact that China is our largest trading partner and that careers for young Australians – not in the future, but now – are being forged in international settings).
This Statement fills out most effectively one of the National Goals for Schooling in the Twenty First Century endorsed by State, Territory and Commonwealth Ministers of Education in 1999:
All students [should] understand and acknowledge the value of cultural and linguistic diversity, and possess the knowledge, skills and understanding to contribute to, and benefit from, such diversity in the Australian community and internationally. [Goal 3.5]
