Learning journeys: Five paradigms of education for development

Overton, John; Stupples, Polly; Murray, Warwick E.; Gamlen, Alan; Palomino-Schalscha, Marcela

doi:10.1111/apv.12283

“…An economic-growth focussed perspective of development in turn requires a specific approach to education, favouring educational strategies that develop the skills needed to successfully participate in an evolving workforce (Overton, Stupples, Murray, Gamlen & Palomino-Schalscha, 2020). The nature of the workforce itself, is ultimately dictated by the direction of the market at the time, which a country must succeed within if it is to achieve economic growth.…”

Section: Education and Economic Developmentmentioning

confidence: 99%

Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata

McLeod¹

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Education is good for development. This positive relationship between education and development is often stated without challenge, resulting in education being posited at the forefront of global development strategies. Yet, within the subject of Development Studies, postdevelopment theorists have questioned the very basis of ‘development’, not only its definition but also the inherent assumption that it is necessarily desirable and positive. Instead, they point to examples such as Buen Vivir and argue that we should explore different ways of conceptualising what is a good life. The present research has sought to examine the way the Pasifika community in Wainuiomata, Aotearoa perceives and engages with education to fulfil its own vision of development. Some 30 research participants contributed their valuable time and energy to this project through semi-structured interviews, offering insight into their own educational experiences and aspirations. Through employing a methodological approach informed by the ethos of talanoa and participatory research, this research has privileged the narratives of participants, giving voice to their experiences within an academic context. This research has identified that while the experiences of these families within Aotearoa’s education system have been frustrating and challenging, such adversity has not served to disenfranchise Pasifika families from engaging within this educational system. Rather, it has served as motivation to create better educational experiences for youth in this community today. Furthermore, the vision of development aspired toward by this community is one that draws both similarities and contrasts with mainstream conceptions of development. The existence of alternative conceptions of development supports post-development’s call for development practise to examine local context and community aspirations, and to value community knowledge and action. In examining the way this community has engaged with education to progress their own vision of development, it was found that Pasifika families in Wainuiomata are taking ownership of their own development, and are actively involved in creating better educational outcomes for their youth.

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“…The nature of the workforce itself, is ultimately dictated by the direction of the market at the time, which a country must succeed within if it is to achieve economic growth. As argued by Overton et al (2020), 'Overall, it is the market, not the state nor communities, that develops educational institutions and determines educational outcomes.' (Overton et al, 2020, p. 4) It is evident then, that there is a strong case for education fuelling economic development, both at an individual and state level.…”

Section: Education and Economic Developmentmentioning

confidence: 99%

“…Rather, the value of education lies in its ability to facilitate conscientización through dialogue, and in turn, encourage social change (Overton et al, 2020). Such education has the potential to result in empowered communities, who can draw on their own ideals and knowledge of local context to progress own vision of a better life for themselves; for their own development.…”

Section: Education and Empowermentmentioning

confidence: 99%

Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata

McLeod¹

0

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Education is good for development. This positive relationship between education and development is often stated without challenge, resulting in education being posited at the forefront of global development strategies. Yet, within the subject of Development Studies, postdevelopment theorists have questioned the very basis of ‘development’, not only its definition but also the inherent assumption that it is necessarily desirable and positive. Instead, they point to examples such as Buen Vivir and argue that we should explore different ways of conceptualising what is a good life. The present research has sought to examine the way the Pasifika community in Wainuiomata, Aotearoa perceives and engages with education to fulfil its own vision of development. Some 30 research participants contributed their valuable time and energy to this project through semi-structured interviews, offering insight into their own educational experiences and aspirations. Through employing a methodological approach informed by the ethos of talanoa and participatory research, this research has privileged the narratives of participants, giving voice to their experiences within an academic context. This research has identified that while the experiences of these families within Aotearoa’s education system have been frustrating and challenging, such adversity has not served to disenfranchise Pasifika families from engaging within this educational system. Rather, it has served as motivation to create better educational experiences for youth in this community today. Furthermore, the vision of development aspired toward by this community is one that draws both similarities and contrasts with mainstream conceptions of development. The existence of alternative conceptions of development supports post-development’s call for development practise to examine local context and community aspirations, and to value community knowledge and action. In examining the way this community has engaged with education to progress their own vision of development, it was found that Pasifika families in Wainuiomata are taking ownership of their own development, and are actively involved in creating better educational outcomes for their youth.

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“…Education systems left by colonising countries generally do not reflect the language, livelihoods, or daily realities of students and communities living in newly independent states, and this can impede these states in achieving their development goals. Development and education theorists (including Coxon, 2020;Escobar, 1995;Fleming, 2015;Freire, 1972, Hill, 2007Hill, 2016;Hill, 2017;Overton et. al., 2020;Vulliamy, 1981) continue to call for education to be shaped by and reflect local priorities and needs so that it can facilitate desired individual and social outcomes.…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

“…What type of education is being referred to, and what is meant by 'development'? Some theorists (Bulloch, 2014;Fleming, 2015;Overton et. al., 2020) have explored these questions, but the two terms have largely remained unscrutinized.…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

The plans and aspirations of teenage students in semi-rural Timor-Leste

Mitchell¹

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While there is wide agreement that education supports development, there is also much scholarship to suggest that the potential benefits of education are only fully realised when education systems are well-adapted to local needs. Systems left by colonial in newly independent developing countries, for instance, can impede the achievement of their development goals. This project focused on the plans and aspirations of secondary school students in Ermera subdistrict, a semi-rural region of Timor-Leste, in order to explore the relationship between education and local livelihoods. Three case study communities in Ermera vila, Ponilala and Mirtutu were examined. Guided by the concept of the ‘good life’, I sought to reveal what students, parents and educators hope to get out of education and development. This enabled me to assess whether the schooling that students are receiving is supporting their future goals. The methodology combined ethnographic observation with other qualitative and quantitative data collection. It comprised twenty-two weeks in-country: volunteering, and conducting surveys and interviews. The ensuing data analysis draws on education theory, alternative development theory, and decolonisation theory. Overall I found that the secondary school curriculum is Western-oriented, and focused on getting students into university rather than on preparing them for the kinds of lives they are likely to lead. Students overwhelmingly aspire to university or vocational study, once they leave school. Conceptions of the good life in the three communities centre on social connectedness and opportunities for the next generation. While there is an evident disconnect between the content of available secondary education and local livelihood realities, there have been successful initiatives from within all three communities to expand education over the past twenty years to include local skills and epistemologies. An extension of these efforts to create a more diverse education, with the inclusion of agriculture as a learning topic, could give students the best chance of gaining secure work and leading comfortable lives in the future.

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Learning journeys: Five paradigms of education for development

Cited by 11 publications

References 59 publications

Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata

Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata

Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata

The plans and aspirations of teenage students in semi-rural Timor-Leste

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