In Pursuit of Progress: Narratives of Development on a Philippine Island. Hannah C. M.Bulloch. Honolulu, HI: University of Hawai'i Press, 2017, 244 pp., 12 b&amp;w illustrations, 1 map. $80 USD (Hb.), ISBN‐13: 9780824858865

Webb, Sarah

doi:10.1111/taja.12338

Cited by 1 publication

(1 citation statement)

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“…Therefore place‐based forms of education should not be regarded as inevitably static or backward‐looking. Indeed, there are many examples of where indigenous concepts of well‐being – even alternative conceptions of ‘development’ (Bulloch, 2017) – underpin attempts to equip young people with new skills and understandings for a changing world, even though these are based to a large extent on local values and resources. They do not necessarily involve outright resistance to, or isolation from, the outside world but rather they seek to establish a firm foundation in the local, to equip students with the values, skills and confidence to deal with the wider world.…”

Section: Place‐basedmentioning

confidence: 99%

Learning journeys: Five paradigms of education for development

Overton

Stupples

Murray

et al. 2020

Asia Pacific Viewpoint

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Education is one of the key objectives of, and means for, development. Its value is widely accepted though we rarely investigate the way different theories of development inform widely differing justifications and strategies for education. This article explores some of these issues and proposes five main paradigms regarding the education-development nexus. These we term neoliberalism, retroliberalism, neostructuralism, place-based and radical. Each is linked to particular concepts of development, each involves certain forms of education, and each is linked to particular policy discourses. Although these are largely abstract paradigms and in practice we see more hybridised forms co-existing, we consider implications of each paradigm for education with examples from Oceania.

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Section: Place‐basedmentioning

confidence: 99%