ABSTRACT
This chapter positions and contextualises The Asia literacy dilemma: A curriculum perspective within the Asia literacy research that has accompanied five decades of Asia education policy in Australia. It outlines the book's key intent of disrupting and moving beyond current curricular imaginations of Asia and Asia learning by taking an analytical approach with curriculum inquiry as the central lens. This chapter also discusses the theoretical orientation of the book. With Chen Kuang-Hsing's Asia as method and the notion of deimperialisation at the centre, it sets out an alternative conceptual framework to recognise Asia as a conception beyond contested geographies and Western-centric imaginations. Introducing the concept of curricularisation to describe the process through which objects and discourses of curriculum are produced and reproduced, this chapter presents the five key questions that guide the structure and argument in the chapters that follow.
