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• W34062557 abstract "This thesis explores the theme of continuity and change in Western Samoaneducation. It does so by looking at recent policy documents and at accounts of thehistory of education in Western Samoa written over more than a century. Itcompares the treatments of continuity and change in the policy documents and in thehistories to show the extent to which both reflect a similar view of the place ofcontinuity and change in Western Samoan culture and education.The study documents and analyses current education policies and strategiesin Western Samoa through the two key documents which outline the broad policydirections for education and the strategies for achieving them, respectively,supplemented by Department of Education Annual Reports. It outlines the processof redeveloping policies from early to mid-1990s and the general character of thepolicies as a whole, and looks more closely at statements of the purposes ofeducation, curriculum and pedagogy, and outcomes of the policies in terms of thedistribution of educational provision and participation in education. Throughout,these policies are shown to reflect concern with both the maintenance of traditionalSamoa culture – the fa’aSamoa – and the need to change to adapt to the demands ofa modern global economy.It also examines a range of historical accounts of Western Samoa and, inparticular, the history of education through four periods of development: traditionalsociety, the missionary period, colonial rule, and early independent Western Samoa.It uses three types of account: accounts that are written in, or close to the periods towhich they refer, such as missionary accounts of Western Samoan society andeducation in what is identified as the missionary period; late twentieth centuryhistories of Western Samoa; and historical overviews used to frame late twentiethcentury official reports. The analysis of these accounts focuses on the purposes ofeducation in different periods, curriculum and pedagogy, and the outcomes ofeducation, again in terms of the distribution of educational provision andparticipation in education. It analyses these histories in terms of continuity andchange, and argues that such histories suggest that Western Samoan history hasalways been characterised by a balance between continuity and change: thefa’aSamoa has adapted to changing circumstances in ways that have allowed it tomaintain core values, but resisted changes that would threaten those core values. Finally, the thesis compares the understandings of the ways in whichcontinuity and change have been balanced as suggested in the histories with those tobe found in the policy documents. It argues that throughout its history, WesternSamoa has maintained the strength of its indigenous tradition and cultural values. Atthe same time, since the arrival of the missionaries, it has selectively welcomed andadopted western practices and values, simultaneously adapting itself to them, andthem to its own traditional practices and values. Current policies appear to continuethis tradition of selective adaptation to change while continuing to maintain corevalues of the fa’aSamaoa. This suggests that the policies are well calculated both tohold the support of the Western Samoan people, and to enable Western Samoa toholds its place in the global community." @default.
• W34062557 created "2016-06-24" @default.
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• W34062557 date "2003-01-01" @default.
• W34062557 modified "2023-09-27" @default.
• W34062557 title "Continuity and change: Education policy and historiography of education in Western Samoa" @default.
• W34062557 hasPublicationYear "2003" @default.
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