This doctoral study examines how “Asia literacy” policy in Australia is conceptualised and enacted, focusing on the epistemological and ontological assumptions underpinning efforts to “know Asia.” Using a policy trajectory approach, it analyses how meanings of Asia and imperatives to engage with Asia are constructed, transformed, and contested across national policy texts and local school practices. Drawing on poststructural, postcolonial, and intercultural theory, the thesis highlights tensions between unitary and plural constructions of Asia, conflicts in teachers’ approaches to knowledge and pedagogy, and the active role of educators in reshaping policy. It argues for a reconceptualisation of Asia literacy as an open-ended, dialogic process of “knowing Asia,” contributing to intercultural education by challenging instrumental, neo-colonial framings and emphasising critical reflection and negotiation in educational engagement with Asia.