ABSTRACT
In today's globalised world, the imbalanced knowledge flows between peripheral and metropolitan societies are reflected in Australian students’ understanding about China. Having the internet, particularly social media, at their fingertips, means that students’ perception of China can be biased, confusing and misleading. To understand the social and cultural meaning of Chinese language education, Zhang cannot bypass the imbalanced global knowledge flow impacting on students’ perceptions of China. Using Tian (天) metaphorically to describe this sociocultural and political impact from the globalised world, she turns her observation lenses on students’ knowing (知, zhī) of China. Many different “Chinas” are brought into the classroom. Through the reconceptualised knowledge flow framework, the imbalanced knowing or not knowing of China out-there destabilises China in the Australian context as an uncertain, fluid and hybrid assemblage with significant consequences. It is a swirling China that exists in Australia. Meanwhile, Zhang's knowing of China is confronted and challenged. Should she teach or not teach some political topics, such as, Chairman Mao and Chinese communism? Where does Taiwan fit in her teaching of China? The in-here China indicates that China is in a state of uncertainty and fluidity. It is a hybrid assemblage.
