As had been discussed in the introductory article in this series of articles that will be looking at China literacy in Australia and the level of China literacy that exist among members of the general Australian populace (and in particular the level of China literacy that exist among students who had undertaken study at educational institutions that had been located across all three levels of the Australian education system, whether the educational institution in question was located at the primary, secondary, or tertiary level of the Australian education system), the various relationships that Australia has had with the People’s Republic of China (whether the relationship that had existed between Australia and the People’s Republic of China had been diplomatic, economic, business-to-business, or people-to-people in nature) has often been considered to be among the most important relationships that Australia has with Asia and its constituent nation-states and territories, but in recent years, these relationships had become the most politically controversial relationships that Australia has with Asia and its constituent nation-states and territories. In the introductory article in this series of articles that will be looking at China literacy in Australia and the level of China literacy that exist among the members of the general Australian populace (and in particular the level of China literacy that exist among students who had undertaken study at educational institutions that had been located across all three levels of the Australian education system, whether the educational institution in question was located at the primary, secondary, or tertiary level of the Australian education system), an argument could be made that one of the key variables that can have ramifications for the various relationships that exist between Australia and the People’s Republic of China is the history of the various relationships that had existed between what is now the Commonwealth of Australia and what is now the People’s Republic of China.

However, while the history of the various relationships that had existed between what is now the Commonwealth of Australia and what is now the People’s Republic of China is but one variable that can have ramifications for the level of China literacy that exist among members of the general Australian populace, and in particular among members of the general Australian populace, and in particular among students who had undertaken study at educational institutions that had been located across all three levels of the Australian education system (whether the educational institution in question was located at the primary, secondary, or tertiary level of the Australian education system), and that the level, depth, and quality of the teaching, as well as the study, of China and the Chinese (Mandarin) language at educational institutions that had been located at these levels of the Australian education system can influence the image of the People’s Republic of China that is held by members of the general Australian populace. And while there had been a number of variables that can influence the level of China literacy (and in turn the image of the People’s Republic of China) that exist among members of the general Australian populace, and in particular the level of China literacy that exist (as well as the image of the People’s Republic of China) among students who had been undertaking study at educational institutions that had been located across all three levels of the Australian education system, as another variable that can influence both the level of China literacy that exist, as well as the image of the People’s Republic of China that exist, among members of the general Australian populace (and in particular students who are undertaking study at educational institutions that had been located across all three levels of the Australian education system) is the history of the various relationships that had existed between what is now the Commonwealth of Australia and what is now the People’s Republic of China. As will be discussed throughout the course of this series of articles that will be looking at China literacy in Australia and the level of China literacy that exist among the general Australian populace (and in particular the level of China literacy that exist among students who had been undertaking study at educational institutions that had been located across all three levels of the Australian education system), the three key variables that can influence the level of China literacy that exist among the general Australian populace (that will be discussed in upcoming articles in this series of articles that will be looking at variables that can have ramifications for the level of China literacy that exist among members of the general Australian populace) are the educational institutions that are located across all three levels of the Australian education system (whether the educational institution in question was located at the primary, secondary, or tertiary level of the Australian education system); the level, depth, and quality of the coverage of key news and current affairs events that had been emanating from the People’s Republic of China in large sections of the Australian media ecosystem (whether the media outlet in question is part of the so-called “mainstream media” or is part of the so-called “alternative media”); as well as the level, depth, and quality of the coverage of the state of affairs of the various relationships that had existed between Australia and the People’s Republic of China (whether the relationship that had existed between Australia and the People’s Republic of China that is in question was diplomatic, economic, business-to-business, or people-to-people in nature) in large sections of the Australian media ecosystem (again, whether the media outlet in question is part of the so-called “mainstream media” or is part of the so-called “alternative media”).

And while an argument could be made that both educational institutions that had been located across all three levels of the Australian education system (whether the educational institution in question had been located at the primary, secondary, or tertiary level of the Australian education system), as well as the various media outlets that makes up the Australian media ecosystem (whether the media outlet in question is part of the so-called “mainstream media” or is part of the so-called “alternative media”) plays an important role in the development of China literacy in Australia and the level of China literacy that exist among members of the general Australian populace (and in particular the level of China literacy that exist among students who had been undertaking study at educational institutions that had been located across all three levels of the Australian education system), it could be argued that the history of the various relationships that had existed between what is now the Commonwealth of Australia and what is now the People’s Republic of China has played an important role when it comes to the development of China literacy that exist among members of the general Australian populace. As will be discussed in this second article in this series of articles that will be looking at China literacy in Australia and the level of China literacy that exist among the members of the general Australian populace, and in particular the level of China literacy that exist among students who had been undertaking study at educational institutions that had been located across all three levels of the Australian education system, the history of the various relationships that had existed between what is now the Commonwealth of Australia and what is now the People’s Republic of China (whether the relationship that had existed between what is now the Commonwealth of Australia and what is now the People’s Republic of China had been diplomatic, economic, business-to-business, or people-to-people in nature) had played an important role when it came to the development of China literacy that exist among the general Australian populace, and in particular the level of China literacy that exist among students who had undertaken study at educational institutions that had been located across all three levels of the Australian education system. And while it could be argued that while the history of the various relationships that had existed between what is now the Commonwealth of Australia and what is now the People’s Republic of China has had negative ramifications for the level of China literacy that had existed among members of the general Australian populace, an argument could be made that the recent deterioration in the state of affairs in regards to the various relationships that had existed between Australia and the People’s Republic of China, as well as recent policy changes from governments that had been located across all three levels of the Australian political system (and in particular from governments that had been located at the federal level of the Australian political system that had placed a strong emphasis on both the teaching, as well as the study, of subjects that are part of the STEM (Science, Technology, Engineering and Mathematics) fields of study at the expense of subjects that are in the HASS (the Humanities, the Arts and Social Sciences) fields of study can have negative ramifications for the level of China literacy that exist among members of the general Australian populace, and in particular the level of China literacy that exist among students who had been undertaking study at educational institutions that had been located across all three levels of the Australian education system.

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