Towards Transformation of Knowledge and Subjectivity in Curriculum Inquiry: Insights From Chen Kuan‐Hsing’s “Asia as Method”

Chen's book, Asia as Method (Duke University Press, 2010), and his theorization on topics of de‐imperialization, de‐colonization, de‐cold war, as well as on foregrounding epistemologies and frames of reference situated in the diverse contexts in Asia have contributed to empowering scholars and researchers situated not only in Taiwan, but also in many parts of the world. His critical cultural studies project in linking up scholars both inside and outside of Asia and in putting forward counter‐discourses to the binary "the West and the rest" knowledge structures and knowledge production practices has important implications for critical curriculum and education work. My essay review will focus on the implications of his notion of "Asia as Method" and his "strategy of critical syncretism" in exploring and designing critical curriculum and education inquiry that seeks to transform deep‐rooted colonial, imperialist, and cold war subjectivities. These subjectivities are part of the cultural and psychic aftermath of various imperialist, colonial, and cold war histories, the impact of which is still with us today.