ABSTRACT In Australia, Asia-related history has been part of secondary school history curriculum since the 1960s and Asia engagement has been an education policy imperative for decades. At the national level, different governments have attached competing rationales to the study of Asian histories and cultures. However, little is known about the extent to which these policy discourses influence state-based history curriculum. This article examines the Asia education policy/history curriculum nexus by analysing the relationship between the broader socio-historical policy contexts in which senior secondary curricula were created and the ways Asia-related histories are positioned within the Victorian Certificate of Education (VCE). Framed as a history of the present it considers how these contexts constitute the discursive conditions of possibility for the representation of Asia. It argues that although VCE History was influenced by national Asia education policy discourses in the mid-1990s in particular, more recently Asia-related history has not expanded or diversified, even though Asia and Australia’s engagement with Asia has been prioritised in the Australian Curriculum. It is important to investigate these inconsistencies to better understand the complexities that shape curriculum and the study of Asia-related history, and to trace the historical development of Australia–Asia relations through education policy.

中文翻译：

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澳大利亚亚洲教育政策话语与历史课程不稳定关系的追溯

摘要 在澳大利亚，自 1960 年代以来，与亚洲相关的历史一直是中学历史课程的一部分，几十年来，亚洲参与一直是一项必不可少的教育政策。在国家层面，不同的政府对亚洲历史和文化的研究有不同的理由。然而，人们对这些政策话语对基于国家的历史课程的影响程度知之甚少。本文通过分析创建高中课程的更广泛的社会历史政策背景与亚洲相关历史在维多利亚教育证书 (VCE) 中的定位方式之间的关系，研究了亚洲教育政策/历史课程之间的关系。以当下的历史为框架，它考虑了这些背景如何构成了亚洲代表性的可能性的话语条件。它认为，尽管 VCE 历史特别受到 1990 年代中期亚洲国家教育政策话语的影响，但最近与亚洲相关的历史并没有扩展或多样化，尽管亚洲和澳大利亚与亚洲的接触已在澳大利亚课程中被优先考虑。重要的是要调查这些不一致之处，以更好地了解塑造课程和亚洲相关历史研究的复杂性，并通过教育政策追踪澳大利亚-亚洲关系的历史发展。尽管亚洲和澳大利亚与亚洲的接触在澳大利亚课程中被优先考虑，但最近与亚洲相关的历史并没有扩大或多样化。重要的是要调查这些不一致之处，以更好地了解塑造课程和亚洲相关历史研究的复杂性，并通过教育政策追踪澳大利亚-亚洲关系的历史发展。尽管亚洲和澳大利亚与亚洲的接触在澳大利亚课程中被优先考虑，但最近与亚洲相关的历史并没有扩大或多样化。重要的是要调查这些不一致之处，以更好地了解塑造课程和亚洲相关历史研究的复杂性，并通过教育政策追踪澳大利亚-亚洲关系的历史发展。