Fiji at the Crossroad: Is the Indigenous Community Ready for School, Family, Community Partnerships

Autor/in	Verani-Norton, Eta Emele
Titel	Fiji at the Crossroad: Is the Indigenous Community Ready for School, Family, Community Partnerships
Quelle	In: International Education Journal: Comparative Perspectives, 20 (2021) 3, S.45-60 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Foreign Countries; Indigenous Populations; Indigenous Knowledge; Partnerships in Education; School Community Relationship; Family School Relationship; Rural Areas; Elementary Education; Social Capital; Student Centered Learning; Cultural Influences; Foreign Policy; Social Influences; Fiji; Botswana + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Hochschulpartnerschaft; Rural area; Ländlicher Raum; Elementarunterricht; Sozialkapital; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Cultural influence; Kultureinfluss; Außenpolitik; Sozialer Einfluss; Fidschi
Abstract	This paper examines contradictions between Epstein's 2010 US-based model promoting a learner-centred approach to education and a view that schools should uphold iTaukei (Indigenous Fijian) traditions. Epstein's school, family, community partnerships model is discussed with a focus on why it conflicts with the iTaukei traditional setting in rural villages. Exacerbating this conflict is the chiefly title dispute in Tawase village. Over almost 50 years, this dispute has fragmented the community and its satellite villages, weakening support for the local primary school and children's learning and eroding the social capital of the villages. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01