Rebecca Cairns is a Lecturer in Humanities Education at Deakin University, Geelong, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.Michiko Weinmann is an Associate Professor in Languages Education at Deakin University, Melbourne, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.

“A definite contribution to transnational curriculum inquiry.” - Daniel Johnson Mardones, Universidad de Chile"Australia has a long standing interest in engaging Asia to the extent of incorporating ‘Asia Literacy’ in its national curriculum. Yet, what is ostensibly a well-intended curriculum has suffered from a chequered history of curriculum inertia. This book delves deep into the problematics and politics of the ‘curricularisation’ of ‘Asia Literacy’, and Asia learning with fresh perspectives richly informed by curriculum and cultural theory in innovative ways. Written in a highly systematic and yet critical manner, Michiko Weinmann and Rebecca Cairns’s book clearly stands out as a key text that contributes to, and cuts across, Curriculum Studies, Asian-Australian Studies and Education Studies." - Aaron Koh, Faculty of Education, The Chinese University of Hong Kong

• List of tables About the authors Series editor’s note Acknowledgements List of acronyms and abbreviations Foreword Introduction 1 The Asia curriculum entanglement 2 Tracing the emergence of Asia as a curriculum discourse 3 Curricularising Asia education policy 4 The Asia curriculum paradox: Teachers and students reflect 5 The Asia cross-curriculum priority in review 6 Towards a re-curricularisation of Asia Afterword Index

Rebecca Cairns is a Lecturer in Humanities Education at Deakin University, Geelong, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.Michiko Weinmann is an Associate Professor in Languages Education at Deakin University, Melbourne, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.

“A definite contribution to transnational curriculum inquiry.” - Daniel Johnson Mardones, Universidad de Chile"Australia has a long standing interest in engaging Asia to the extent of incorporating ‘Asia Literacy’ in its national curriculum. Yet, what is ostensibly a well-intended curriculum has suffered from a chequered history of curriculum inertia. This book delves deep into the problematics and politics of the ‘curricularisation’ of ‘Asia Literacy’, and Asia learning with fresh perspectives richly informed by curriculum and cultural theory in innovative ways. Written in a highly systematic and yet critical manner, Michiko Weinmann and Rebecca Cairns’s book clearly stands out as a key text that contributes to, and cuts across, Curriculum Studies, Asian-Australian Studies and Education Studies." - Aaron Koh, Faculty of Education, The Chinese University of Hong Kong

• List of tables About the authors Series editor’s note Acknowledgements List of acronyms and abbreviations Foreword Introduction 1 The Asia curriculum entanglement 2 Tracing the emergence of Asia as a curriculum discourse 3 Curricularising Asia education policy 4 The Asia curriculum paradox: Teachers and students reflect 5 The Asia cross-curriculum priority in review 6 Towards a re-curricularisation of Asia Afterword Index

Rebecca Cairns is a Lecturer in Humanities Education at Deakin University, Geelong, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.Michiko Weinmann is an Associate Professor in Languages Education at Deakin University, Melbourne, and Co-convenor of the Transforming Curriculum, Assessment and Pedagogy research program and the Australia-China Relations and Higher Education research network at Deakin University.

“A definite contribution to transnational curriculum inquiry.” - Daniel Johnson Mardones, Universidad de Chile"Australia has a long standing interest in engaging Asia to the extent of incorporating ‘Asia Literacy’ in its national curriculum. Yet, what is ostensibly a well-intended curriculum has suffered from a chequered history of curriculum inertia. This book delves deep into the problematics and politics of the ‘curricularisation’ of ‘Asia Literacy’, and Asia learning with fresh perspectives richly informed by curriculum and cultural theory in innovative ways. Written in a highly systematic and yet critical manner, Michiko Weinmann and Rebecca Cairns’s book clearly stands out as a key text that contributes to, and cuts across, Curriculum Studies, Asian-Australian Studies and Education Studies." - Aaron Koh, Faculty of Education, The Chinese University of Hong Kong

• List of tables About the authors Series editor’s note Acknowledgements List of acronyms and abbreviations Foreword Introduction 1 The Asia curriculum entanglement 2 Tracing the emergence of Asia as a curriculum discourse 3 Curricularising Asia education policy 4 The Asia curriculum paradox: Teachers and students reflect 5 The Asia cross-curriculum priority in review 6 Towards a re-curricularisation of Asia Afterword Index