Chunyan Zhang is an educator with many years of frontline teaching experience in the field of China study, second language teaching, early childhood and primary education. Her research interests include global knowledge flow, China as method, identity, self-care, curriculum design, global citizenship education, critical pedagogy for Chinese language education, and employing STS theories in educational research.

How is China imagined and presented in Chinese language education in Australia? For Dr Chunyan Zhang, this was the key problematic and question driving her research in this extremely well written, thorough, and scholarly book. As a multi-method text, especially pleasing for me is the fact that it’s grounded in narrative and autoethnographic inquiry. And as an antidote to much of the theory- and evidence-light examples of autoethnography in circulation in our current times, it’s extremely well researched. In summary, Zhang’s impressive work will, I’m sure, prove to make a valuable addition to intercultural scholarship. It constitutes a seminal text, promising to raise intercultural awareness and competence - not only in her native China and in Australia, but globally.Professor Alec Grant, PhD, Philosophical Autoethnographer and editor of Writing Philosophical Autoethnography (2014, Routledge), University of Bolton, UKThe strengths of this book are evident across its research methods, analytical perspectives, and structural organization… Through a multicultural lens, the book offers valuable insights into students’ identities and cultural influences, encouraging transformative learning that engages students with China and the broader global context…[Zhang’s] application of the theory of new individualism introduces a unique perspective, highlighting the challenges individuals face in a rapidly changing society...The book also offers a critical examination of Australian educational policies, showcasing the achievements of Chinese language education and the challenges that educators must navigate. Its clear structure and compelling narrative engage readers intellectually and emotionally, promoting a comprehensive understanding of Chinese education in Australia… Zhang successfully inspires deep emotional responses and prompts readers to reflect on the nuances of Chinese education in Australia. The book contributes a distinctive Australian perspective to the broader and often contradictory global discourse on Chinese education.Professor Andy Gao, PhD, a language teacher educator, author and editor whose research interests include international students’ educational experiences, language learner agency, language and literacy education, language education policy and language teacher education. University of New South Wales, Australia.In this impressive new volume Chunyan Zhang probes many of the dilemmas, achievements and challenges involved with the national objective to teach Chinese as a fully embedded component of the education of young Australians… Underlying Dr Zhang’s research, fruit of eight years of fieldwork, is a multi-methods orientation anchored in a rigorous auto-ethnography and narrative inquiry, and as result the volume is richly textured, and its findings will interest educators and policymakers alike. The book is highly accessible because the writing is fluent and logical, the findings engage the reader because we recognise them as grounded in real and verifiable experience. The result is a resource that teachers, education administrators and policy officials can all access and from which they can derive insights, understandings and lessons, and also stimulating thoughts about challenges… I think we have an urgent need for debate and experimentation about curriculum content, method and review, about what to teach about China and the ‘Chinese world’ to Australians, including the multiple and long Australian Chinese experiences. When the time for that debate, experimentation, and, I trust, improvement happens, I am confident curriculum planners, teachers, and researchers will want to refer to this book as a valuable resource and guide.Professor Emeritus Joseph Lo Bianco, Language and Literacy Education, The University of Melbourne.

• 1. Introduction: Teaching Chinese language and culture in the age of globalisation 2. Approaching complexity and multiplicity in Chinese language education 3. Tian (天, heaven): China becomes a hybrid assemblage 4. Di (地, earth): Making China real at the school 5. Ren (人, human): The emotional costs of performing China 6. Conclusion: from “What is China?” to “China as a Method”

Chunyan Zhang is an educator with many years of frontline teaching experience in the field of China study, second language teaching, early childhood and primary education. Her research interests include global knowledge flow, China as method, identity, self-care, curriculum design, global citizenship education, critical pedagogy for Chinese language education, and employing STS theories in educational research.

How is China imagined and presented in Chinese language education in Australia? For Dr Chunyan Zhang, this was the key problematic and question driving her research in this extremely well written, thorough, and scholarly book. As a multi-method text, especially pleasing for me is the fact that it’s grounded in narrative and autoethnographic inquiry. And as an antidote to much of the theory- and evidence-light examples of autoethnography in circulation in our current times, it’s extremely well researched. In summary, Zhang’s impressive work will, I’m sure, prove to make a valuable addition to intercultural scholarship. It constitutes a seminal text, promising to raise intercultural awareness and competence - not only in her native China and in Australia, but globally.Professor Alec Grant, PhD, Philosophical Autoethnographer and editor of Writing Philosophical Autoethnography (2014, Routledge), University of Bolton, UKThe strengths of this book are evident across its research methods, analytical perspectives, and structural organization… Through a multicultural lens, the book offers valuable insights into students’ identities and cultural influences, encouraging transformative learning that engages students with China and the broader global context…[Zhang’s] application of the theory of new individualism introduces a unique perspective, highlighting the challenges individuals face in a rapidly changing society...The book also offers a critical examination of Australian educational policies, showcasing the achievements of Chinese language education and the challenges that educators must navigate. Its clear structure and compelling narrative engage readers intellectually and emotionally, promoting a comprehensive understanding of Chinese education in Australia… Zhang successfully inspires deep emotional responses and prompts readers to reflect on the nuances of Chinese education in Australia. The book contributes a distinctive Australian perspective to the broader and often contradictory global discourse on Chinese education.Professor Andy Gao, PhD, a language teacher educator, author and editor whose research interests include international students’ educational experiences, language learner agency, language and literacy education, language education policy and language teacher education. University of New South Wales, Australia.In this impressive new volume Chunyan Zhang probes many of the dilemmas, achievements and challenges involved with the national objective to teach Chinese as a fully embedded component of the education of young Australians… Underlying Dr Zhang’s research, fruit of eight years of fieldwork, is a multi-methods orientation anchored in a rigorous auto-ethnography and narrative inquiry, and as result the volume is richly textured, and its findings will interest educators and policymakers alike. The book is highly accessible because the writing is fluent and logical, the findings engage the reader because we recognise them as grounded in real and verifiable experience. The result is a resource that teachers, education administrators and policy officials can all access and from which they can derive insights, understandings and lessons, and also stimulating thoughts about challenges… I think we have an urgent need for debate and experimentation about curriculum content, method and review, about what to teach about China and the ‘Chinese world’ to Australians, including the multiple and long Australian Chinese experiences. When the time for that debate, experimentation, and, I trust, improvement happens, I am confident curriculum planners, teachers, and researchers will want to refer to this book as a valuable resource and guide.Professor Emeritus Joseph Lo Bianco, Language and Literacy Education, The University of Melbourne.

• 1. Introduction: Teaching Chinese language and culture in the age of globalisation 2. Approaching complexity and multiplicity in Chinese language education 3. Tian (天, heaven): China becomes a hybrid assemblage 4. Di (地, earth): Making China real at the school 5. Ren (人, human): The emotional costs of performing China 6. Conclusion: from “What is China?” to “China as a Method”

Chunyan Zhang is an educator with many years of frontline teaching experience in the field of China study, second language teaching, early childhood and primary education. Her research interests include global knowledge flow, China as method, identity, self-care, curriculum design, global citizenship education, critical pedagogy for Chinese language education, and employing STS theories in educational research.

How is China imagined and presented in Chinese language education in Australia? For Dr Chunyan Zhang, this was the key problematic and question driving her research in this extremely well written, thorough, and scholarly book. As a multi-method text, especially pleasing for me is the fact that it’s grounded in narrative and autoethnographic inquiry. And as an antidote to much of the theory- and evidence-light examples of autoethnography in circulation in our current times, it’s extremely well researched. In summary, Zhang’s impressive work will, I’m sure, prove to make a valuable addition to intercultural scholarship. It constitutes a seminal text, promising to raise intercultural awareness and competence - not only in her native China and in Australia, but globally.Professor Alec Grant, PhD, Philosophical Autoethnographer and editor of Writing Philosophical Autoethnography (2014, Routledge), University of Bolton, UKThe strengths of this book are evident across its research methods, analytical perspectives, and structural organization… Through a multicultural lens, the book offers valuable insights into students’ identities and cultural influences, encouraging transformative learning that engages students with China and the broader global context…[Zhang’s] application of the theory of new individualism introduces a unique perspective, highlighting the challenges individuals face in a rapidly changing society...The book also offers a critical examination of Australian educational policies, showcasing the achievements of Chinese language education and the challenges that educators must navigate. Its clear structure and compelling narrative engage readers intellectually and emotionally, promoting a comprehensive understanding of Chinese education in Australia… Zhang successfully inspires deep emotional responses and prompts readers to reflect on the nuances of Chinese education in Australia. The book contributes a distinctive Australian perspective to the broader and often contradictory global discourse on Chinese education.Professor Andy Gao, PhD, a language teacher educator, author and editor whose research interests include international students’ educational experiences, language learner agency, language and literacy education, language education policy and language teacher education. University of New South Wales, Australia.In this impressive new volume Chunyan Zhang probes many of the dilemmas, achievements and challenges involved with the national objective to teach Chinese as a fully embedded component of the education of young Australians… Underlying Dr Zhang’s research, fruit of eight years of fieldwork, is a multi-methods orientation anchored in a rigorous auto-ethnography and narrative inquiry, and as result the volume is richly textured, and its findings will interest educators and policymakers alike. The book is highly accessible because the writing is fluent and logical, the findings engage the reader because we recognise them as grounded in real and verifiable experience. The result is a resource that teachers, education administrators and policy officials can all access and from which they can derive insights, understandings and lessons, and also stimulating thoughts about challenges… I think we have an urgent need for debate and experimentation about curriculum content, method and review, about what to teach about China and the ‘Chinese world’ to Australians, including the multiple and long Australian Chinese experiences. When the time for that debate, experimentation, and, I trust, improvement happens, I am confident curriculum planners, teachers, and researchers will want to refer to this book as a valuable resource and guide.Professor Emeritus Joseph Lo Bianco, Language and Literacy Education, The University of Melbourne.

• 1. Introduction: Teaching Chinese language and culture in the age of globalisation 2. Approaching complexity and multiplicity in Chinese language education 3. Tian (天, heaven): China becomes a hybrid assemblage 4. Di (地, earth): Making China real at the school 5. Ren (人, human): The emotional costs of performing China 6. Conclusion: from “What is China?” to “China as a Method”