AS EDUCATORS, AND SPECIFICALLY AS EDUCATORS WITH A SPECIAL INTEREST IN ASIA, one of our major tasks
is to represent the world to our students. In lieu of taking them around the globe, we explore with them the facts, figures, images,
texts, sounds, and so on that stand in place of the real world.
Given this fact, it is not insignificant that one of the most important recent debates amongst critical thinkers has focused on a so-called ‘crisis of representation.’ This debate focuses on the production of texts, and how this process often relates more to the context of production rather than what is being represented. This questioning has, to some extent, eroded our once unassailable confidence in texts.