Literatures from Asia
Introduction
This unit is delivered by Flinders University, South Australia.
Literatures from Asia aims to improve participant understanding of the contributions
made by the peoples of Asia to the world by:
- increasing their knowledge and understanding of texts and language
relating to studies of Asia through
- identifying and exploring contributions
of texts and language from Asian civilisations to world heritage, traditions
and contemporary world culture
- developing a familiarity with texts (including
classic literature, contemporary literature, popular literature, mass media
and everyday texts) from and
about particular
- civilisations and traditions associated with the societies,
ways of life and cultures of Asia
- analysing how writers' and translators'
sociocultural backgrounds, knowledge and opinions influence the ways texts
and language are constructed.
- analysing the ways in which readers/listeners/viewers
sociocultural backgrounds, knowledge and opinions influence the meaning they
obtain from texts and
spoken language.
- applying their knowledge and understanding of studies of Asia
to the teaching and learning of English through such strategies as
- developing
and using criteria for the selection and use of resources and texts to
support studies of Asia in the English curriculum particularly
in relation
to
context (social, cultural, global)
- 'voice' (including whether it is
original or in translation) stereotypes/assumptions/values (of both
author/translator and reader/viewer) context of subject matter/perspective
of author/translator researching a specific genre, writer or theme originating
in an Asian country/culture/tradition.
Unit
Structure
Literatures from Asia aims to introduce the teacher to some of the major
traditions and forms of literature in Asia. Rather than attempt a superficial
survey of
Asian literature, the selection of texts is based on a genre approach and
includes representative texts from selected countries in the region.
The
concept of
genre and attendant focus topics function as access points for the teacher
to engage
with some of the more significant aspects of the literature with the view
of developing/modifying some of these topics for classroom teaching. Western
definitions
of genre may not always be appropriate in Asian contexts; the notion of genre
should always be problematised rather than taken as an absolute category.
The challenge is to read the literature in a dynamic fashion, focusing on
the play
between points of similarity and difference between Western and Asian traditions.
At the end of this unit, teachers will be able to develop and apply their
knowledge and understanding of studies in Asia to the teaching and learning
of English
through strategies including communicating the concept of cultural difference
through workshopping techniques, and the selection, development, and utilisation
of an archive of resources to support the teaching of Asian literature in
the English curriculum.
Both English units will provide teachers with knowledge and skills to implement
studies of Asia in the English curriculum. The content and learning materials
outlined are:
- rigorous and challenging;
- appropriate for primary and secondary teachers;
- predicated on the need
to adopt a variety of teaching and learning approaches in the classroom;
and
- inclusive of both Asian Studies discipline content knowledge, and material
that focuses on school curriculum needs and pedagogy in the English
learning area.
The content guidelines in both units are informed by the definition of Asia
and the learning emphases outlined in Studies of Asia: A Statement for Australia's
Schools. They also are designed for national applicability, and hence are
not
tied to any one state/territory or jurisdiction's curriculum requirements.
Aims and Outcomes
As a result of completing Literatures from Asia primary and secondary teachers
will be able to:
1. increase their knowledge and understanding of texts and language relating
to studies of Asia through:
- identifying and exploring contributions of texts and language from
Asian civilisations to world heritage, traditions and contemporary world
culture
- developing a familiarity with texts (including classic literature,
contemporary literature, popular literature, mass media and everyday texts)
from
and about particular civilisations and traditions associated with the societies,
ways
of life and cultures of Asia
- analysing the ways in which writers' and
translators' sociocultural backgrounds, knowledge and opinions influence
the ways texts and language are constructed
- analysing the ways in which
readers/listeners/viewers sociocultural backgrounds, knowledge and opinions
influence the meaning they obtain from texts
and spoken language.
2. Develop and apply their knowledge and understanding of studies of Asia
to the teaching and learning of English through strategies including developing
and using criteria for the selection and use of resources and texts to
support studies of Asia in the English curriculum particularly in relation
to:
- context (including social, cultural, global)
- 'voice' (including whether
it is original or in translation)
- stereotypes/assumptions/values (of both
author/translator and reader/viewer)
- context of subject matter/perspective
of author/translator
- researching a specific genre, writer or theme originating
in an Asian country/culture/tradition.
Assessment
A range of assessment strategies are appropriate for both English units,
including:
- assignments (individual and collaborative)
- case studies
- written or oral reports/presentations
- literature reviews
- journals
- unit writing (outlines of teaching units, resourced with detailed
rationales, etc)
- comparative analyses
- creative work (writing, media, performance etc) informed
by theoretical analysis
- resource documentation (including electronic and
media resources).
In undertaking such activities, participants are required to demonstrate:
- satisfactory completion of the task; and
- meeting of accreditation requirements
where these apply.
The various assessment activity modes can be designed to different levels
of sophistication to suit participant needs and to reflect the levels
at which study may be undertaken. For example, assignments may constitute
the dominant
mode
for assessment at Certificate level, whereas a comparative analysis
of
case studies may be more appropriate at Graduate Diploma and Masters
Level of Study.