Towards Cultural Democracy in Teaching and Learning With Specific References to Pacific Island Nations (PINs)

Thaman, Konaiholeva H.

doi:10.20429/ijsotl.2009.030206

Cited by 53 publications

(48 citation statements)

References 7 publications

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“…The colonial mind-set has deemed who can produce knowledge and who cannot (Shilliam 2016), as well as worked "to segregate peoples from their lands, their pasts, their ancestors, spirits and agencies" (Shilliam 2016, 378). Higher education's historical and continuing research practices are a core threat to indigenization as they continue to marginalize and engage in the epistemological silencing of Indigenous knowledge (Thaman 2009). As a result, Indigenous peoples across the globe have called for research to be reframed in ways that engage with and respect multiple worldviews, particularly Indigenous worldviews (Alfred 2004;Battiste 2013;Denzin, Lincoln, and Smith 2008;Naepi 2015;Smith 2011;Thaman 2003;Wilson 2008).…”

mentioning

confidence: 99%

Knowledge Makers: Indigenous Student Undergraduate Researchers and Research

Naepi¹,

Airini²

2019

CUR Quarterly

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As higher education institutions seek to provide further scope for diversity in their practices, there is space opening up for Indigenous undergraduate research. This article reflects on the Knowledge Makers program, an Indigenous undergraduate research initiative based in British Columbia, Canada. The Knowledge Makers program shows what is possible when an Indigenous approach is used to mentor Indigenous undergraduate students and offers promising practices for increasing Indigenous researchers and research, such as drawing on the knowledge of Indigenous ancestors, valuing Indigenous research methodologies, using a strengths-based approach, performing research as a type of service, and committing to legacy.

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confidence: 99%

Knowledge Makers: Indigenous Student Undergraduate Researchers and Research

Naepi¹,

Airini²

2019

CUR Quarterly

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“…In Fiji, such an approach with ITE students is an appropriate critical response to the conservative discourses eroding both the Ministry of Education and USP's ITE ideals discussed earlier. A learning-centred approach to ITE also furthers the search for a unique set of Pacific pedagogies (see, for example, Thaman, 2009b). A learning-centred approach in turn attributes greater degrees of agency and professionalism to ITE students and concedes to the diversity of Pacific contexts with their specific needs that ITE graduates will eventually be employed in.…”

Section: Discussion and Analysis: An Ite Provider Responsementioning

confidence: 99%

“…Additionally, USP as the ITE provider has also long been a source of advocacy for reindigenising and re-claiming Pacific education (see graduate attribute -Pacific consciousness). This advocacy is for a set of unique Pacific pedagogies, to contrast what are considered long standing colonial ways of schooling in Fiji and also the wider Pacific region (see Thaman, 2009b, among many others). Similar to many Pacific Island countries, however, the advocacy for re-indigenising Pacific teaching has not had a large impact on the Fiji Ministry of Education policy and how schooling is enacted in Fiji schools.…”

Section: Research Context: the Discursive Push And Pull On Ite Studentsmentioning

confidence: 99%

Negotiating conflicting discourses of quality teaching in Fiji: Initial teacher education and practicum at the University of the South Pacific

Burnett¹,

Prakash²,

Sharma³

2019

WJE

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This article identifies a number of conflicting discourses informing education in Fiji and their impact on Initial Teacher Education (ITE) students. The socially constructivist progressivism of the Ministry of Education and the ITE provider is being eroded by a set of socially conservative discourses symptomatic of neoliberal education reforms elsewhere. It is the Practicum where the conflict is most acutely evidenced. To highlight the conflict 90 ITE students, as ethno-graphic fieldworkers, have used an accepted quality teaching checklist to record the teaching they witnessed while on practicum. The resulting misalignments between discourses of quality teaching identified in this article and highlighted by ITE students contributes to debates about what constitutes effective teaching in Fiji. Additionally, despite the multi-discursive reality of Fijian education the article suggests ITE based on a learning-centred rather than learner-centred approach where teachers make critical choices for teaching based on links between pedagogy, context and consequence.

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“…Addressing the stigmatisation perpetuated through language and terminology in Samoa is an important step in securing cultural identity for people with disability. It has been widely acknowledged that there is a fundamental link between culture, language, and concepts of belonging and self-worth (Taufe'ulugaki, 2001;Va'a, 2006;Merriam, 2007;Thaman, 2008Thaman, , 2009Kolone-Collins, 2010). Being a part of the language of the cultural group provides opportunities for membership and inclusion (Sanga, 2004;Amituanai-Toloa, 2010).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Exploring Conceptualisations of Disability: A Talanoa approach to Understanding Cultural Frameworks of Disability in Samoa

Picton

Horsley

Knight

2016

DCID

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Purpose: The concepts of disability are explored from a Samoan cultural frame. The impact of disability conceptualisations on identity development and cultural inclusion was assessed through the Samoan language. The study also evaluated the extent of endorsement of global policy initiatives at a local level.Methods: Through facilitating a Talanoa approach, which is a rich cultural tradition of sharing knowledge, space emerged for dialogue around the lived experiences of members of the disability community in Samoa.Results: Incongruous conceptualisations of disability were identified as a contributing factor in the persistence of stigmatising attitudes and beliefs. Borrowing concepts and terms from moral, medical, and social disability models, this disparity of conceptualisation is reflected in Samoan disability terminology. It was also found that while global policy initiatives are generally politically embraced, they engage more effectively with the community when they are underpinned by Samoan cultural ontologies.Conclusion: The findings suggest that multiple ideologies regarding rights, capabilities and experiences, challenge the development of identity, self-worth, and inclusion. There is significant value in merging cultural concepts with a social disability model framework. It is important to future development that people with disability can express a sense of cultural identity without risking the right to inclusion and equality.

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Towards Cultural Democracy in Teaching and Learning With Specific References to Pacific Island Nations (PINs)

Cited by 53 publications

References 7 publications

Knowledge Makers: Indigenous Student Undergraduate Researchers and Research

Knowledge Makers: Indigenous Student Undergraduate Researchers and Research

Negotiating conflicting discourses of quality teaching in Fiji: Initial teacher education and practicum at the University of the South Pacific

Exploring Conceptualisations of Disability: A Talanoa approach to Understanding Cultural Frameworks of Disability in Samoa

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