Experiential teaching and learning for Asia literacy through civics and citizenship education

SIA LITERACY HAS important implications for the development of civics and citizenship education (CCE) in Australian schools (ACARA, 2012; Commonwealth of Australia, 2012). In the new Australian Curriculum, CCE is recognised as a significant and distinct learning area within the Humanities and Social Sciences, and as an essential focus in Australian education (ACARA, 2012; MCEETYA, 2008). The aim of civics and citizenship education is to empower young people to be active participants in local, national, regional and global communities. Clearly, there are synergies with studies of Asia. In broad terms, civics involves knowledge, understanding and skills related to governance and the organisation of civil society. It encompasses the study of democracy, its origins, development, structures and processes. Civics prepares students to think critically about how a democratic society functions for the public good, as well as studies of other systems of government a cross the world. The focus of citizenship education is on developing attitudes, beliefs, values and skills for participation and engagement in civic life. Following Marshall (1950), this notion of citizenship is informed by concepts such as rights and responsibilities, participation and representation, as well as social values and community involvement. We address the notion of practising citizenship in multi dimensional ways (McLaughlin, 2006) and explore how citizenship education and Asia literacy can mutually reinforce each other through ‘critical citizenship’ teaching and learning, aiming for transformative approaches to education (Dejaeghere & Tudball, 2007; Henderson, 2010; Tudball & Henderson, 2013). We see civics and citizenship as a curriculum area requiring whole school approaches, experiential pedagogy and strong connections with Asia literacy