Toward a theoretical framework for educational aid and teacher education within the Pacific Region

Burnett, Greg (2018) Toward a theoretical framework for educational aid and teacher education within the Pacific Region. Journal of Pacific Studies, 38 (1). pp. 5-22.

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Abstract

Educational aid projects delivered into the Pacific region from a rim country such as Australia are commonly informed by a range of competing discourses including: altruism, need, self-interest and accountability. Drawing on one example this article critically reflects on how educational aid might ethically position itself in relation to these discourses as well as respond to criticisms of aid from within some sections of the Pacific education community. Reflections include the importance of: quality relationships; negotiation of epistemological, cultural and other differences; self-determination; globalisation; and quality teaching and learning. Possible metaphors to guide educational aid towards its goals are suggested. Reflections cover two dimensions: the administrative aspects of partnering and other relationships contingent on successful educational outcomes; and quality teaching and helping students to arrive at a self determined approach to teaching congruent with local identity and aspirations. Overall, a framework emerges that may provide guidelines for further educational aid delivery in the Pacific region.

Item ID: 58982
Item Type: Article (Research - C1)
ISSN: 1011-3029
Keywords: aid; consultancy; education; Pacific; teachers
Copyright Information: © Copyright 2018. All Rights Reserved.
Date Deposited: 23 Jul 2019 03:49
FoR Codes: 13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 50%
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 50%
93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939906 Pacific Peoples Education @ 50%
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