Literaturnachweis - Detailanzeige
Autor/in | Verani-Norton, Eta Emele |
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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 |
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 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 |