Curating a connected community in virtual space: Solomon Islands Research Mentoring Tok Stori

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI:10.55146/ajie.v52i1.330

Kabini Sanga, Martyn Reynolds, Ambrose Malefoasi, Irene Paulsen

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引用次数: 0

Abstract

This article examines the relationship between academic mentoring and tok stori, a Melanesian orality, in a digital environment. This relationship is significant where dispersal is an unintended consequence of the way development aid intersects with academic opportunities for scholars from less developed countries, and, consequently, country-focused academic communities remain undeveloped as education becomes individualised. This situation occurs despite the fact that the self is social and education is a common good in many contexts, such as Solomon Islands in Melanesia. Using the contributions of participants in the Solomon Islands Research Mentoring Tok Stori (SIRMT), we discuss the various kinds of support and outcomes that become possible when deliberate attempts are made to create a connected community through mentoring in virtual space. Among the findings are the significance of mentorship to personal and academic growth, the potential of deliberate community building through virtual means in Solomon Islands and virtual tok stori as a catalyst to developments the physical world.

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策划虚拟空间中的连接社区:所罗门群岛研究指导Tok story

本文探讨了数字环境下，学术指导与美拉尼西亚口述故事之间的关系。这种关系是重要的，因为发展援助与欠发达国家学者的学术机会相交的方式产生了意想不到的分散，因此，随着教育变得个性化，以国家为中心的学术社区仍然不发达。尽管在许多情况下，自我是社会的，教育是一种共同利益，但这种情况还是发生了，比如美拉尼西亚的所罗门群岛。我们利用所罗门群岛研究指导Tok story (SIRMT)参与者的贡献，讨论了当有意尝试通过虚拟空间中的指导创建一个相互联系的社区时，可能产生的各种支持和结果。研究结果包括指导对个人和学术成长的重要性、在所罗门群岛通过虚拟手段进行有意社区建设的潜力以及虚拟故事作为物质世界发展的催化剂。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.