Relationality and Learning in Oceania

Contextualizing Education for Development
Erscheinungsjahr 2020
ISBN: 978-90-04-42530-9
Verlag: Brill

Buch, Englisch, Band 51/18, 172 Seiten, Format (B × H): 160 mm x 239 mm, Gewicht: 408 g

Reihe: Comparative and International Education: Diversity of Voices / The World Council of Comparative Education Societies

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.

Autoren/Hrsg.

Johansson-Fua, Seu'ula

Jesson, Rebecca

Spratt, Rebecca

Coxon, Eve

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Foreword

Kabini Sanga

Acknowledgements

Abbreviations

Notes on Contributors

1 Introduction: Education for ‘Development’ in Oceania

Eve CoxonSugawara

PART 1: Contextual and Methodological Framings

2 Education for Development in Context: Solomon Islands and Tonga

Eve Coxon, Jack Maebuta and Seu’ula Johansson-Fua

3 Motutapu: A Relational Space for Collaborative Research-Practice in Oceanic Education

Seu’ula Johansson-Fua

4 Design-Based Research as Intervention Methodology

Rebecca Jesson and Stuart McNaughton

PART 2: Learning for Human Development

5 Literacy Learning

Rebecca Jesson

6 Adjusting Language-in-Education Practices in Multilingual Societies: A Solomon Islands Case Study

Robert Early

7 Pedagogy and Relationality: Weaving the Approaches

Ana Heti Veikune, Jacinta Oldehaver, Seu’ula Johansson-Fua and Rebecca Jesson

8 The Tail Wagging the Dog or Assessment for Learning?

Rebecca Spratt and Ritesh Shah

PART 3: Learning for International Development

9 When Evaluation and Learning Are the Intervention

Irene Paulsen and Rebecca Spratt

10 What Does Relationality Mean for Effective Aid?

Rebecca Spratt

Afterword

Konai Helu Thaman

Glossary

Index

Über Autor(innen)

Seu’ula Johansson-Fua is the Director of the Institute of Education at the University of the South Pacific. Her area of research covers educational planning, policy, and leadership with a particular focus on improving educational systems in small island states.


Rebecca Jesson is the Associate Director of the Woolf Fisher Research Centre at the University of Auckland. Her research interests include dialogic approaches to teaching, and responsive teaching of literacy.

Rebecca Spratt is an independent researcher-practitioner working in aid policy and programming in the Pacific region, with a particular focus on the education sector.



Eve Coxon is Director of the Research Unit in Pacific & International Education at the University of Auckland. Her research focuses on education for equitable and sustainable development.