Relationality and Learning in Oceania : Contextualizing Education for Development
This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here—in Solomon Island...
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| Formato: | Libro |
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Brill
2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2384681&site=ehost-live header: @attributes: shortDbName: nlebk uiTerm: 2384681 longDbName: eBook Collection (EBSCOhost) uiTag: AN controlInfo: bkinfo: btl: Relationality and Learning in Oceania : Contextualizing Education for Development aug: au: Seu'ula Johansson-Fua Rebecca Jesson Rebecca Spratt Eve Coxon sertl: The World Council of Comparative Education Societies isbn: 9789004425309 9789004425293 9789004425316 imageinfo: pubinfo: dt: @attributes: year: 2020 month: 01 day: 01 dtAvail: @attributes: year: 2021 month: 06 day: 21 vid: 00018 pub: Brill pubContract: Brill Academic Publishers place: Leiden price: 0.01 limitsGroup: maxCheckoutDays: 1500 pda: N printPagesOffline: 100 printPagesOnline: 100 previewPages: 10000 prePubGroup: dewey: @attributes: class: 372.95 item: 372 .95 lc: @attributes: class: LC97.S65 R45 2020 item: LC 97 .S65 R45 2020 artinfo: ui: 2384681 1143645275 formats: fmt: @attributes: type: EB doid: NL$2384681$PDF caption: PDF download: Y tig: atl: Relationality and Learning in Oceania : Contextualizing Education for Development ptl: Relationality and Learning in Oceania aug: au: Seu'ula Johansson-Fua Rebecca Jesson Rebecca Spratt Eve Coxon su: Indigenous peoples--Education--Tonga Indigenous peoples--Education--Solomon Islands Education, Primary--Tonga Education, Primary--Solomon Islands Education--Aims and objectives--Tonga Education--Aims and objectives--Solomon Islands sug: subj: EDUCATION / Adult & Continuing Education EDUCATION / Schools / Levels / Higher Indigenous peoples--Education--Tonga Indigenous peoples--Education--Solomon Islands Education, Primary--Tonga Education, Primary--Solomon Islands Education--Aims and objectives--Tonga Education--Aims and objectives--Solomon Islands ab: This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here—in Solomon Islands and Tonga—were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity. Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in ‘education for development'in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local'traditions'and understandings and the ‘global'imperatives shaped by dominant development discourses. pubtype: eBook doctype: Book ougenre: Book language: English copyright: @attributes: flag: N copyrightText: holdings: @attributes: islocal: N |
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