Universities in Australia are not up to speed with the demands of the educational environment globally. The go slow is mostly seen in relationship with Asian students. It has been said that Australian universities cannot engage students whose culture, language and history eludes their understanding. This is evident in the few courses that are offered in respect to anything to do with cultures of the people in the east.
Asian languages are taught less in the universities of Australia than they were in the late 60s. This is also evident in the other subjects such as Economics, Geography, Arts, Politics and History. There is a drop in the study of these subjects in relation to the major Asian cultures like Chinese, Korean, Indonesian, Hindu and Korean leave alone the Arab culture, history and language.
As this goes on in the Australian educational scene, the Asians are doing something completely different. Whether the Australian universities are initiating a go slow in adoption of subjects with an eastern orientation in their syllabus on purpose or not is a debate for another day and time, but it sees that these universities attract only those students that are well or (read rich), but are not qualified enough to get admissions in the universities in their countries of origin. The same can also be said for the Vocational Education space, like hospitality, trades, beauty education etc. according to Service Skills Australia.
In Asia, there is a growth in the economy with many of the countries there being major players in the global arena. The need therefore for quality education can therefore coma naturally. In this light, the governments in the Asian countries are coming up with framework and policy to make sure that this is realized at home. More of these governments are funding the universities and getting everything they can to empower the universities there for competence in offering world class education to its populace.
Australia will soon be outstripped of the rankings …
The human being has a lot of mysteries that are buried deep inside within us, this make it had to know people for who they really are as most of the time their identities are normally misrepresented. At times these identities can only be expressed during reading and writing. In writing, there is a representation of persons and their world views.
Self-discovery is in all way very positive, however, to many is a very daunting and painful task. Writers may find themselves, through critical self-exploitation, changing, altering and even adjusting these identities to fit the environment and other dictates of the world.
Definitions of identity evoke an image of a bounded, rational, and unitary self, capable of agency and autonomy. The classroom on the other hand is where teachers and students investigate identities by interacting with literature from a global and multicultural dimension. While the students in question may be anyone from the preschooler tot to the graduate intellectual giant, each student is able to stretch their comprehension of their own cultures and the cultures of others through their intercourse with quality and diverse literature.
As teachers it is important to use multicultural literature in the curriculum simply because it allows the learner to draw on cultures that are different from what they have been accustomed while at the same time examining their own linguistic and cultural heritages and back grounds. The key here is to select stories and literature material that students can identify with and invite them to think and talk about their own experiences. It is also important to negotiate with our students on how the topics of writing are selected. By doing this, students are encouraged to be critical learners in their understanding of social issues as well as themes which are presented in the reading and writing. This will prompt the student to be expressive in their own language and view thus enabling their identities to come out.
Examining students’ initial reading and writing responses …