Children’s Literature Shapes Attitudes To Asia

Children’s Literature Shapes Attitudes To Asia

The relationship between Australia and Asia has been the focus of heated shapes debate, and often misunderstandings. How important is the role of books in shaping this relationship?

Queensland University of Technology is currently conducting research to answer this question. It examines the role of children’s literature in shaping young readers’ attitudes towards Australia’s past and present relations with Asia.

Tony Abbott’s government has criticize for its handling diplomatic relations with. Asia’s near neighbours and for abandoning the Asian Century approach to foreign policies of his predecessor.

The Asian-Australian Children’s Literature and Publishing Project aims to show the many ways that. Australian children’s literature dealt with Asia since 1972, when multiculturalism made federal policy. This includes many works with Asian-Australian characters, settings, cultures, and experiences. There also hundreds of Australian children’s books that have been translate into Asian languages.

Literature For Children And Intercultural Understanding

The publishing history of Australian children’s literature dates back to the 19th century. Gough Whitlam’s multiculturalism in Australia in 1970s saw the end of the traditional. Views on cultural differences that dominated early publishing. This was follow by a positive view of cultural exchange and celebration.

Further shifts in literature reflect Australia’s changing, sometimes controversial, policies on immigration, asylum seekers and refugees. Children’s literature can help to improve intercultural understanding. It offers young readers an empathy perspective on human suffering and presents different storytellers that reflect cultural experience and history.

International scholarly organizations such as the Australasian Children’s Literature Association for Research or the International Research Society. In Children’s Literature are bringing Australian literature to the forefront of international literature discussions. These cultural exchanges are use to inform research and teaching in schools and universities about children’s literature.

AustLit is another way to disseminate information about Australian literature. AustLit, which is led by the University of Queensland and is research-driven. Is a non-profit collaboration between researchers from Australian universities, the National Library of Australia, and a group of other researchers. Queensland University of Technology has developed the AustLit research project, Asian-Australian Children’s Literature and Publishing.

Attitudes Shapes Towards Asia

The AACLAP Project is a strategic response in growing interest in Asian-Australian relations, and the push for Asia literacy within Australian schools.

The Australian national curriculum has three priorities that cross-curriculum. One is to include “Asia” and Australia’s engagement in Asia. This will help young Australians learn about the region, its languages and cultures. This national curriculum makes it clear that children must have access to a complete collection of texts written by Asian-Australian children.

This is particularly true in English and History, where students expect read current world literature, including texts about Asia, and to develop an improve intercultural understanding.

AACLAP aims to show the diversity of intercultural relationships through a comprehensive bibliographic database of children’s literature published over a 43-year span from 1970, when official multiculturalism began in Australia, to 2013 (2013). This dataset currently includes 1,400 records. These include autobiographical works as well as fiction, criticisms, poetry, drama short stories, film, Manga, and picture books.

Asia is a vast region with many languages, histories and ethnicities. AACLAP focuses primarily on texts about South and East Asia (including a selection of the Middle East), that were publish in Australia or written and/or illustrate Australians, including authors of Asian heritage such as Shaun Tan, Alice Pung, Gabrielle Wang, and Chris Cheng.

It also includes Australian works translated into at least one Asian languages, with an emphasis on Chinese and Japanese as well as Thai, Vietnamese, Indonesian, Malay, Thai and Korean.

Future of Asian-Australian Children’s Literature Shapes

Some surprises have been revealed by the dataset. Only a few Asian-Australian writers shapes have written about Asia in fiction for children/young adults. There are also very few books where the main character or first person is Asian.

Surprisingly, very few Australian works have Asian content. These translations are mostly made up of well-known Australian authors (such Pamela Allen or Mem Fox), and works that use iconic imagery from Australia like the bush and the Anzac legend.

Despite anime and manga growing in popularity worldwide, very few works of this nature are published in Australia. Madeleine Rosca and Queenie Chan have created original English-language manga. Emily Rodda’s Deltora Quest was adapted into anime and manga by Emily Rodda. It will be interesting to see where the future takes these issues.

English Curriculum Literature Hooked Classics

English Curriculum Literature Hooked Classics

This week National Curriculum Review publish. The reviewers called for greater emphasis on Western literature in the English classroom. We were former teachers of primary English and high school English and we wondered what Ken Wiltshire and Kevin Donnelly thought about the books our students read in English classrooms.

What Is Western Literature Exactly?

It is not surprising that the call for Western literature to be emphasize is so common, as Donnelly has argued in the past. No amount of political correctness about the importance and value of Asian and indigenous texts can change the fact that English as a subject is centre on the Western tradition’s enduring literary works.

What is the literary canon according Donnelly? The Bible is the main focus, alongside Dickens and Shakespeare. Students are already familiar with a wide range of Western canonical texts and contemporary texts from Australia and around the world. The NSW Curriculum, for example, suggests that texts by authors such as Dickens and Eliot, Hemingway or Kipling be use in years 7-10.

Victorian Year 12 students expect to interact with Western canon giants like Shakespeare and Bronte when they study for the VCE. Barry Spurr, a Poetics and Poetry Professor at The University of Sydney was select to review literature in English curriculum. Some of his suggestions made it to the final report. Greater emphasis placed on the introduction and handling of literature from Western literary canons, particularly poetry.

Spurr Believes That

Over-emphasis placed on 21st and 20th-century texts results in a unbalanced curriculum and certainly not one that is rigorous with respect to the discipline as a whole. He continues to state that.

The study should cover Middle English lyrics, Chaucer’s works, and current literature. It must also include ancient texts from the Bible and classical world that have been an invaluable influence over the development of English literature through the centuries.

This is the position that the reviewers support on page 159. They claim that. For Western literature appreciation, it is crucial to have a solid knowledge of the Bible. Donnelly previously argued that the Bible is essential in schools. This raises the question of whether the review is free from ideology.

Choosing High-Quality Literature

The Australian Curriculum currently does not have any prescribed literature. The curriculum authority (ACARA), offers advice on how to select literary texts. Schools and teachers are the best in deciding which texts to use in their learning and teaching programs. Submission by the Australian Association for the Teaching of English to the review was positive about the current situation.

Schools have the professional freedom of implementing the curriculum with texts they deem appropriate for their student population. Primary English Teaching Association Australia submitted a submission that also supports the flexibility of the curriculum for teachers to choose context-appropriate literature.

The curriculum becomes more prescriptive if it is call for to place greater emphasis on the Western literary canon. This is contrary to government rhetoric regarding school autonomy. This prescriptive approach to text selection has the focus of so-call culture Wars and was previously confine to secondary schooling.

This review is unique and most troubling. It suggests that historical literature study should start in the Foundation year. Students will benefit from memorizing and reciting the texts to aid in their ingesting. The rich vocabulary of simple Medieval lyrics, and the imaginative conceptions of traditional fairy tales, myths, and legends. It is not clear whether six-year-olds should recite and memorize Medieval poetry.

It Time For More Literature, And Less Imagination

Although the English curriculum may not perfect, it contain some innovative and ground breaking features that have lost in the frantic fights over skills, phonics and ideological warfare. One of these features is the intertwining three content strands – Language Literature Literacy.

Submissions to the review by the Australian Literacy Educators Association praised the curriculum and stated: Literature is central to the English curriculum. This ensures that learners are immersed into rich language and that students are inspired to write.

The Reviewers However Claim That

In the primary years and middle years, children should not be encourage to create their own literature. Instead, they should learn how to read literary texts (fiction and non-fiction) and use them as examples of good writing. It begs the question if the NAPLAN Writing Task will be continue to be sat for Year 3 and 5. The composition of persuasive and narrative texts is an example of children creating their own literature.

Spurr’s Analysis Reveals That

It is important to keep the notion of students as creators of English literature under control. Alison Robertson of the South Australian English Teachers Association described this position as crazy because text comprehension and composition go hand in hand. Teachers must be treated with professionalism and respect in order to learn from their students and select the appropriate literature to include in their English programs. This is already support by the curriculum.

Flourish Social Australian Literature Chronically Underfund

Flourish Social Australian Literature Chronically Underfund

Literary culture has a profound social impact. It is fundamental to the recovery and growth of Australia after the pandemic. It is also severely underfunded and urgently in need of new support. Particularly concerned is the low level in investment in literature by federal and state funding agencies, compared to other forms of art.

The Economic Social Benefits

Literature is an important part of Australia’s creative and cultural industries. It contributed $63.5 million to the Australian economy between 2016-17. The creative arts are employed by 645,000 Australians, and that number was increasing even before the pandemic. Literature is a key component of the economy. Writers are the primary producers, which means that they have many complex functions.

Books are an invisible foundation of strong resources that support the economy. They are a source of creative content in film, television, theatre, and opera. In addition, they have a fundamental impact on the education sector, libraries, events, and our forms cultural conversation. Libraries, universities, schools and festivals are the most prominent areas of economic benefit, employment, and publishing.

Literature’s economic benefits often overlook the indirect benefits such as tourism and cross-cultural understanding. Books are a prestigious, implicit reference to a country or culture. They attract visitors, students, and may even establish an atmosphere of ideas that is more than the direct mechanism of cultural exchange.

Cross-Cultural Social Understanding

Cross-cultural understanding and exchange are vital to the literary industry and of immense benefit when recommending Australia. Writers incomes average $12,900 and COVID-19 has eliminated any other sources of income. Writing in Australia has been difficult since the beginning. This is why many of us have “day jobs” and writers are clearly disproportionately disadvantage. While the arts are essential for the economic health of Australia, our institutions and infrastructure do not support writers.

The Australia Council’s total literature funding has dropped by 44% in the last six years, from $9 million in 2013-14 down to $5.1million in 2018-19. This decrease is largely due to the abolition or Books Alive, Get Reading and Book Council programs.

Additional government-directed funding is needed, such as the Visual Arts and Craft Strategy funding ($6.6 million in 2018-19), regional touring through Playing Australia ($7.4million 2018-19), and the Major Festivals Initiative ($1.5million 2018-19).

The Creation Of A National Identity

Despite being chronically underfunded in Australia, the literary culture is a valuable, long-lasting, and invaluable asset. Social literacy is essential for social well-being. It’s a sense that one has a connection to their history, community, and self. These connections can be generated through narrative, reflection, and conversation.

Literature can create pride, community, and solidarity. One library in a small town can provide amazing opportunities for learning and self-knowledge. How do we calculate such value?

Growing up in rural and remote areas, I know how important libraries and book culture were to my sense of belonging with the country. Reading is a sign of mental health, particularly among young people.

Reflexive literacy is also necessary for “national identity”. Social understanding and agency are derive from reading and writing. A nation that neglects its literary cultural risks losing its creative thinking skills in other areas, including industry and innovative manufacturing. In areas such as Aboriginal literacy or aged care mental support, local reading and writing programs have achieved remarkable success.

Australians are more interested in reading, writing and attending festivals than ever before. The second most popular way Australians interact with culture and arts is through reading.

Festivals for writers are growing in popularity and attendance is increasing. Libraries are still vital to the survival of our urban and regional communities. It’s not an exaggeration to say that literature has shaped our national identity.

Australian Literature Social At Universities

Paul Fletcher, Arts Minister, has created a Creative Economy Taskforce to improve our understanding of this vital economy. However, I’d like to point out the dearth of literary expertise in the taskforce. A publisher or an Indigenous writer of high profile would be a great addition to our collective voice.

Additional appointments of Australian academics, like the current director of the Association for the Study of Australian Literature would enhance the literature claims.

Education will play a key role in the implementation of creative arts initiatives. The academy has shown a terrible lack of support for Australian literature poker pelangi.

The current plan to revitalize the job sector through the creative arts offers the opportunity to direct funds from the education budget to establish a Chair of Australian Literature at each university or in the Group of Eight.

One Chair is currently available at the University of Western Australia, and one privately endowed at the University of Melbourne. Postgraduate scholarships may also be available in the area Australian literary studies.

This move, which would require a relatively small budget, would support Australian writing, reading and research. It would also be highly celebrate in education and libraries.