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This paper takes an interdisciplinary approach to the history and politics of the development of Indonesian language studies within Australia. It examines the effect on Indonesian language education of government policies such as the National Asian Languages and Studies in Australian Schools (NALSAS) strategy, and responses developed by Indonesian language educators at the tertiary level. It suggests that, in order to achieve a more complete understanding of such issues as changes in the popularity of Indonesian language studies at the tertiary level, or the development of language education per se, it is necessary to broaden the frame of reference to include not only national policies but also politics. The impact of ideological, social, political, national and international frameworks also needs to be considered. Stakeholders may be able to effect improvements if the academic sector and government bodies identify and consciously pursue common goals, notably through a critique of the status of language teachers and continuous, collaborative consultation between the stakeholders on planning and problem solving. [ABSTRACT FROM PUBLISHER]

The article discusses the Rudd Report's policy prescription for a national strategy for Asia literacy in the Australian education system. It states that the report can be seen as a political and a practical solution to the longstanding inertia in the Australian government and education systems on Asian languages and studies. Moreover, the Report's policy process offers insights for other nations in terms of how an experiment in linking the study of Asian languages and cultures to the knowledge economy developed in one nation in response to regional and global forces. In addition, the Hawke-Keating period on the restructuring of the Australian economy, the geopolitical fluidity, the economic stability and the regionalism have been discussed.

The article discusses the implications for language policy and planning (LPP) in the rise and fall of Indonesian in Australian Schools. The section explores on the language planning and policy theory and practice, specifically language-in-education policy theory and practice, to examine Indonesian in the Australian education system. It examines why Indonesian study has declined so steeply, while enrollments in other languages have remained relatively stable. It provides a brief overview of the field of LPP, of LPP in Australia, and of the study of Indonesian in Australia.