Toward Post-Oriental Curriculum Discourse: Reading Transboundary Learning Culture as a Critical Exemplar for New Asian Educational Research

This special issue presents transboundary learning culture as a significant influence on the academic achievements of East Asian students. It elucidates various empirical/qualitative studies and field research through five prominent postcolonial figures’ theoretical constructs, which undergird the premise of transboundary learning and act as key criteria for leading postcolonial curricular studies and educational research in Asia. They are the seminal works of Edward Said (1978) , Michel Foucault (1977 , 1980 ), Gayatri Spivak (1988) , Jacque Derrida (1967 , 1978 ), and Homi Bhabha (1994) . In conclusion, this paper explores how transboundary learning culture can be read and utilized as a catalyst for academics ushering in a new era of postcolonial research in Asian educational studies.