The International Education Journal: Comparative Perspectives最新文献

Exploring understandings of Pacific values in New Zealand educational contexts: Similarities and differences among perceptions 探索在新西兰教育背景下对太平洋价值观的理解:看法的异同

The International Education Journal: Comparative Perspectives Pub Date : 2020-12-16 DOI: 10.26686/WGTN.14120900.V1

R. Averill, Ali Glasgow, Fuapepe Rimoni

{"title":"Exploring understandings of Pacific values in New Zealand educational contexts: Similarities and differences among perceptions","authors":"R. Averill, Ali Glasgow, Fuapepe Rimoni","doi":"10.26686/WGTN.14120900.V1","DOIUrl":"https://doi.org/10.26686/WGTN.14120900.V1","url":null,"abstract":"Case studies exploring how educational policies can help teachers serve\u0000learners disadvantaged through cultural marginalization are urgently\u0000needed to inform education systems internationally. The study reported here\u0000explored perceptions of Pacific cultural values at the heart of education\u0000policy in New Zealand that were intended to improve opportunities of\u0000learners with Pacific heritage. Participants included early childhood,\u0000primary, secondary, and tertiary teachers of Pacific and non-Pacific\u0000heritage. Data included interviews and teaching observations. Results\u0000indicate that the Pacific values can be more deeply felt, understood, and\u0000enacted by Pacific teachers than their non-Pacific counterparts. Results are\u0000discussed in relation to tenets of culturally sustaining pedagogy and aspects\u0000of the Pacific-based Fonofale model. Implications of this work include that\u0000initial and in-service teacher education must assist teachers to develop\u0000working understandings of values as they are felt and experienced by policy\u0000target groups. This study contributes to the literature by discussing how a\u0000culturally-embedded model can be a useful tool towards ensuring teachers\u0000can understand cultural nuances inherent within educational policy and\u0000align their practice with these.\u0000Keywords: policy; cultural values; Pacific nations; teacher perspectives;\u0000initial teacher education; teacher professional development","PeriodicalId":188832,"journal":{"name":"The International Education Journal: Comparative Perspectives","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131145164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Melanesian tok stori in leadership development: Ontological and relational implications for donor-funded programmes in the Western Pacific 领导力发展中的 Melanesian tok stori：对西太平洋捐助者资助计划的本体论和关系论影响

The International Education Journal: Comparative Perspectives Pub Date : 2019-01-31 DOI: 10.26686/wgtn.12838160

Kabini F Sanga, Martyn Reynolds

{"title":"Melanesian tok stori in leadership development: Ontological and relational implications for donor-funded programmes in the Western Pacific","authors":"Kabini F Sanga, Martyn Reynolds","doi":"10.26686/wgtn.12838160","DOIUrl":"https://doi.org/10.26686/wgtn.12838160","url":null,"abstract":"© 2018, Flinders University. Donor-funded programmes in areas such as leadership development take place in every continent. In the Western Pacific, Melanesia has been host to such programmes based on non-Melanesian thought and practice over the years. However, a review of donor-funded leadership programmes in the region reveals a history of concern regarding effectiveness but no significant change in programme orientation. This article provides a counter-story of a donor-funded leadership programme which utilizes a readily available cultural model of thought and practice of Indigenous origin: tok stori. Tok stori is a form of discursive group communication which is an everyday occurrence in Melanesia. The experiences of leadership mentors operating in a tok stori-centred leadership development programme located in the Solomon Islands provide an opportunity to explore and evaluate what cultural wisdom can contribute as the core of a leadership development programme. The benefits are many: leaders benefit when complex contextual matters can be introduced into leadership development by the openness of tok stori; depth of engagement is supported by the development of mentor-leader relationality as an integral part of the tok stori process; and mentors gain increased expertise in using a cultural form with which they are already familiar in new pedagogical contexts. Ultimately, this is a story of the value of honouring important aspects of culture for those who inhabit the ontology which gives them significance. Re-negotiating the way the cultures of donors and recipients are regarded by programme developers is an important factor in the centring of Indigenous thinking and practices such as tok stori in leadership and other person-centred programmes. The lesson of this article is that there are gains available to all where this occurs.","PeriodicalId":188832,"journal":{"name":"The International Education Journal: Comparative Perspectives","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126996372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 27

What if form was the aid? Possible opportunities for renewed neighbourliness in aid relationships 如果形式是帮助呢?在援助关系中重建睦邻关系的可能机会

The International Education Journal: Comparative Perspectives Pub Date : 2016-09-30 DOI: 10.26686/wgtn.12838163.v1

Kabini F Sanga

引用次数: 10

The Views of International Students Regarding University Support Services in Australia: A Case Study. 国际学生对澳大利亚大学支持服务的看法:个案研究。

The International Education Journal: Comparative Perspectives Pub Date : 2015-12-18 DOI: 10.7916/D82V2GHJ

P. Roberts, D. Boldy, K. Dunworth

引用次数: 19