Samoa's Education Policy: Negotiating a Hybrid Space for Values

Autor/inn/en	Tuia, Tagataese Tupu; Iyer, Radha
Titel	Samoa's Education Policy: Negotiating a Hybrid Space for Values
Quelle	In: International Education Journal: Comparative Perspectives, 14 (2015) 2, S.125-133 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Educational Policy; Values; Policy Analysis; Alignment (Education); Global Approach; Local Norms; Politics of Education; Relevance (Education); Qualitative Research; Educational Practices; National Norms; Foreign Countries; Samoa + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Wertbegriff; Politikfeldanalyse; Globales Denken; Educational policy; Relevance; Relevanz; Qualitative Forschung; Bildungspraxis; Ausland
Abstract	This paper analyses the education policy of Samoa to examine the values that are presented within as relevant to the education system. Drawing on the theory of postcolonialism and globalization, we illustrate how the global and local interact within the education policy to create a hybrid, heterogeneous mix of values and, while the policy acknowledges the significance of Samoan values, it is principally directed towards universal values being incorporated into the education system. We undertake a critical policy analysis to illustrate how the hybrid set of values are indicative of a neo-colonial discourse and argue that universal values are required, however, these need to be equally matched with local Samoan values for the education policy to be highly relevant, authentic and applicable to the Samoan education context. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01