Since its introduction in the mid-20th century, Australian "Chinese studies" have been influenced by factors such as British colonial heritage, European traditions, US China relations, and the White Australia policy, which have continued to impact China Australia relations and Chinese studies.

How to Start Chinese Studies in Sydney

As the oldest university in Australia, the University of Sydney established chairs for Oriental and Chinese studies in 1918 and 1948, respectively. Influenced by the practice of higher education in the UK, it became a model for later Australian higher education institutions. There are a total of 43 universities in Australia, including 36 public universities, 4 private universities, and 3 international private universities. Since the late 19th century, Australian universities have gradually shifted their focus from teaching to research. The University of Sydney is the first university in Australia to offer Oriental studies, and its early Oriental professors received education in the UK with a wide range of research fields. The Department of Oriental Studies was established in 1918, with the first two professors being Japanese studies professors from England. The first head of the Department of Chinese Studies was established in 1948, but the first head resigned due to insufficient resources. The Department of Oriental Studies was suspended for a long time due to World War II, until Professor Davis was appointed as the new director in 1955, revitalizing the Department of Oriental Studies. Professor Davis is committed to inheriting the high standard education of Cambridge University and developing the Department of Oriental Studies at the University of Sydney into an authoritative academic department for studying Chinese and Japanese languages, literature, and history. Davis believes that university Chinese courses require extensive teaching of classical Chinese to cultivate scholars with broad interests and extensive knowledge. He founded the Australian Oriental Society in 1956 and served as its president for many years. Davis initially focused on teaching classical literature during his tenure, and it was not until the mid-1960s that contemporary Chinese was included in the curriculum. The first teacher he recruited, Liu Weiping, was responsible for writing undergraduate language and literature textbooks, as well as teaching classical grammar and literature.

Chinese Studies in 2 Other States and Regions

Introduced the development of Chinese studies at the Australian National University (ANU) and other states and regions. In 1950, Fei Zizhi was hired as a lecturer in Far Eastern history and later became a professor of Far Eastern history, serving as a major commentator on Australian Chinese affairs. Dr. Wang Gongwu became a Professor of Far Eastern History at ANU in 1968 and later became the President of the University of Hong Kong, providing strong support to young researchers in the field of social sciences. The Chinese language teaching at the University College of Canberra (later merged into ANU) began with Dr. Ma Yueran and was later succeeded by Dr. Liu Cunren, a traditional sinologist proficient in Chinese literature and various dialects. The University of Melbourne has launched an undergraduate program in Chinese studies with funding from the Ken Mayer Foundation, and Professor Harry Simon has become the founding professor of Oriental studies, focusing on linguistic research. These scholars engaged in language research and served as interpreters during the war and post-war period, and continued their academic careers in East Asian languages, literature, and history, making important contributions to the inheritance of Chinese culture and cultural exchanges between China and Australia.

3 Traditional Sinology

The education of Chinese studies in Australian universities occupies an important position in the tradition of Sinology, and its founder insists that academic research should not be influenced by politics, in order to maintain traditional Sinology research. Since its establishment of courses in Chinese and Oriental studies, the University of Sydney has trained numerous outstanding sinologists, earning international reputation for teaching and research in Australian Sinology. These scholars advocate continuing to conduct Chinese studies using traditional Sinology models, emphasizing the value of traditional education and the true mission of universities. Sinology initially aimed to study and understand another culture and ethnicity, and in the 20th century expanded from the study of Chinese characters to the entire discipline. Australia's geographical location and historical background make its condemnation of Orientalism not entirely applicable. Australian culture originates from European immigrants, and the focus of China Australia relations is on trade and immigration, rather than defense issues. Australian universities advocate appreciation and respect for different cultures, rather than promoting hatred or contempt towards other cultures. Scholars such as Lickerman reject the existence of Orientalism in Sinology and advocate studying China as a civilization with holistic characteristics. They advocate the importance of traditional Sinology or generalist methods, emphasizing the study of the entire Chinese civilization from a broad cultural or historical background, which is different from Western disciplines/professional methods that focus on specific research fields. Since the 1980s, Sinologists have faced ongoing challenges in defending traditional interdisciplinary education, including higher education reform and the rise of contemporary Chinese studies in the United States. The political environment and motivation have an impact on the construction of new knowledge fields in Chinese studies, and the concept and practice of regional studies are also common in Australia.

4 Regional Studies and New Sinology

In the 1980s, Chinese studies became a part of Australia's Asian knowledge, closely related to economic and geopolitical interests. During the Hawke and Keating administrations, Australia saw itself as a part of Asia and promoted trade and economic relations with neighboring countries. However, after the Liberal/National coalition came to power in 1996, funding for Asian projects decreased, while trade and civil relations with China exploded. Chinese research is facing a crisis and needs to reassess guidance and funding methods. Influenced by regional studies and understanding contemporary Chinese needs, new debates have emerged in Chinese studies, forming the concept of "New Sinology". At the end of the 20th century, scholars called for a solution to the division between Sinology and other disciplines. Fei Sifen emphasized that the Australian National University brings together scholars from different fields of Chinese studies, balancing teaching and research in both classical and modern disciplines. Bai Jieming and Minfu advocated for the New Sinology, emphasizing the academic foundation of classical and modern Chinese studies, and encouraging a universal attitude towards various methods and disciplines. Students should learn both classical Chinese and modern Chinese, as well as their corresponding cultures, to comprehensively construct a knowledge system of China. Chinese scholars have also proposed a similar concept of "Sinology". There are subtle but important differences between Sinology and New Sinology. This article mainly focuses on Australian Chinese studies and discusses New Sinology. Kevin Rudd described the generalist and humanistic goals of New Sinology, emphasizing the necessity of comprehensive analysis of China. New Sinology attempts to integrate regional studies, disciplinary studies, and traditional Sinology, but its successful introduction and maintenance in universities depend on the support of government agencies and university administrators.

Promotion of Chinese learning in communities and schools

Australian Chinese Studies has expanded its influence through professional organizations such as the Chinese Studies Association of Australia (CSAA) and the Asian Humanities Society (formerly known as the Oriental Society of Australia). These institutions publish academic journals, hold conferences, provide policy recommendations, and influence government policies. In 2016, 40 universities launched 22 China research projects, and some universities established research centers focusing on contemporary China and China Australia relations research. 12 Confucius Institutes offer Chinese courses, but the proportion is relatively low. Since the 1970s, the Australian government has focused on teaching Chinese and other Asian languages in schools, and several scholars have published policy documents urging the government to increase funding and promotion. In 1994, the Keating government established the Asian Education Foundation through the National Asian Language and Research Strategy, but it was abolished in 2002. The growth of the Chinese community has prompted universities to introduce differentiated language courses. In the past decade, foreign language teaching in schools has been sluggish due to various reasons, including an excessive emphasis on economic goals, policies to improve English standards, and tensions between Asian and European languages, as well as indigenous languages. The 2017 Foreign Policy White Paper did not mention the importance of foreign languages, and the government failed to effectively promote foreign languages. There are differences in Chinese language teaching policies and practices among schools in different states and territories, with most states having Chinese language teacher associations. In order to maintain their Chinese language proficiency, the Chinese community has established after-school classes and organized competitions such as the Australian Poetry Recitation Competition. The Chinese government promotes the Chinese language through various means, such as the Chinese Proficiency Test and the "Chinese Bridge" competition.

6 Future Chinese Studies

Over the past two to three decades, China has been a research focus for Australia as its main trading partner. However, with the deterioration of economic and diplomatic relations between the two countries, the importance of Chinese studies has been questioned. In 2018, the 200th anniversary of Chinese immigrants settling in Australia was not only an opportunity to celebrate the contributions of Chinese people, but also a chance to reflect on the deterioration of bilateral relations and historical racial policies. Australian Chinese scholars are concerned about new national security legislation and are worried that international disputes may lead to discrimination against the Chinese community. Although the Chinese community has made significant contributions to the development of Australia, the accusations against the Chinese government overlook the diversity of the Chinese community. The economic dependence of Australian universities on overseas students has become prominent, influenced by the deterioration of political relations with China. The COVID-19 epidemic has had a global impact. Some universities are trying to recruit students and remain optimistic, while others are cutting spending and layoffs. It is time to rethink the future of higher education in Australia and the way it serves the country and society. Chinese studies should be an elective course for the next generation of comprehensive education and require more support. Universities should not rely solely on economic benefits, education should exist for humanity itself. Professor Anne McLaren from the University of Melbourne believes that Australia needs new measures to strengthen its professional knowledge related to China, as it faces a severe shortage of experts in Chinese studies. Australia needs to encourage more domestic students to specialize in advanced and graduate courses with a focus on China, and strengthen the enrollment of honorary degrees and graduate students in fields related to China. Australian scholars are concerned that their research on Asia may not be sufficiently in-depth and extensive. In this' Asian century ', understanding Asia is crucial for Australia. It remains to be seen whether Western universities can address the challenge of the gap between what we know and what we need to know, as pointed out by Chinese scholar Scott Kennedy. Australian students require a more balanced and comprehensive education, as well as a profound understanding of Chinese social culture. The basic principles of curriculum design in Chinese studies should not only focus on China's economic and political strength, but also pay attention to the culture of different historical philosophies. Chinese studies in Australia should serve as long-term career development support, transcending the pursuit of wealth and power, and focusing on truth and universal love.