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| 001 | BRILL9789004425316 | ||
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| 007 | cr un uuuua | ||
| 008 | 200210s2020 ne sb 001 0 eng d | ||
| 020 |
_a9789004425316 _q(electronic book) |
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| 020 |
_a9789004425309 _q(print) |
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| 024 | 7 |
_a10.1163/9789004425316 _2DOI |
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| 035 | _z(OCoLC)1129787847 | ||
| 040 |
_aNL-LeKB _cNL-LeKB _erda |
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_a370.195 _223 |
| 245 | 0 | 0 |
_aRelationality and Learning in Oceania : _bContextualizing Education for Development / _cSeu'ula Johansson-Fua, Rebecca Jesson, Rebecca Spratt, Eve Coxon. |
| 246 | 3 | _aContextualizing Education for Development | |
| 264 | 1 |
_aLeiden; _aBoston : _bBrill | Sense, _c2020. |
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| 300 | _a1 online resource. | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _2rdacarrier |
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| 490 | 1 |
_aComparative and International Education: Diversity of Voices; _v18 |
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| 490 | 1 | _aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836 | |
| 520 | _aThis 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. | ||
| 588 | _aDescription based on print version record. | ||
| 650 | 0 |
_aComparative education. _937606 |
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| 700 | 1 |
_aJohansson-Fua, Seu'ula, _eeditor. _91605862 |
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| 700 | 1 |
_aCoxon, Eve, _eeditor. _91605864 |
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| 700 | 1 |
_aJesson, Rebecca, _eeditor. _91251851 |
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| 700 | 1 |
_aSpratt, Rebecca, _eeditor. _91605863 |
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| 776 | 0 | 8 |
_iPrint version: _tRelationality and Learning in Oceania: Contextualizing Education for Development, _dLeiden Boston : Brill | Sense, 2020 _w9789004425309 |
| 830 | 0 |
_aComparative and International Education: Diversity of Voices; _v18. _91632028 |
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| 830 | 0 | _aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836. | |
| 856 | 4 |
_zDOI: _uhttp://dx.doi.org/10.1163/9789004425316 |
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| 999 |
_c3050793 _d3050793 |
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