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| Autor/in | Teasdale, G. R. |
|---|---|
| Titel | Globalisation, Localisation: Impacts and Implications for Teacher Education in the Asia-Pacific Region. |
| Quelle | (1997), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cultural Exchange; Culturally Relevant Education; Educational Research; Foreign Countries; Higher Education; Indigenous Knowledge; Indigenous Populations; Nonformal Education; Research Projects; Secondary Education; Self Determination; Teacher Education |
| Abstract | As economic globalization brings with it a broader cultural hegemony, a movement has developed in the Asia-Pacific region to reaffirm the significance of local cultures, focusing on local or indigenous knowledge and its place in the modern school and higher education. Some teacher educators are exploring ways of blending local processes of knowledge analysis into their research, others are incorporating local processes of knowledge transmission and acquisition into their teaching and are encouraging their graduates to do likewise in the school classroom. At Flinders University of South Australia, a network of indigenous and nonindigenous scholars has been researching and documenting this movement. This paper reviews their studies at Australian higher education institutions and postsecondary vocational programs that serve indigenous populations, among Australian secondary students of ethnic Vietnamese background, in a large urban New Zealand school with Maori students, in South Pacific island schools and colleges, in Papua New Guinea teacher education programs and literacy campaigns, in secondary schools of indigenous Indonesian communities, and in Thai universities. Overall, the studies show that local systems of knowledge analysis and transmission share many common features, including emphasis on unity of knowledge, spiritual aspects, individual autonomy and learner control, and experiential basis. There is also strong evidence that local and global knowledge can be syncretized to create new ways of thinking and learning. Contains 41 references. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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