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• W4320148209 abstract "This chapter provides an epilogue to the book. It contains the authors’ deliberations in looking back to what has transpired and looking forward to a possible future, bringing arguments from alternative perspectives. Three approaches that could overcome in-bred neocolonial attitudes in education for Papua New Guinea (PNG) are summarized and discussed. The first is the valuing of differences and, in particular language differences, associated with different cultural groups. This would demand a concerted effort to maintain or re-establish local languages. In tandem with language, differences in foundational mathematical ways of understanding and working with the diverse ecologies. A second focus would be gender equity. Although it has been addressed in many policies and externally funded projects, effective progress is yet to take place. The third matter would be to recognize the entrenched hegemony and neocolonial thinking of the elite, in particular, as they balance the need for globalization in the economy and in education with a recognition of the importance of applying the concept of “education for all,” and the importance of encouraging the development of identity based upon language, culture, relationships, and guardianship of the land and embedded mathematics. Other areas of difference are capabilities of individual students, socioeconomic status, and place. Some comparisons are made with other post-colonial countries and First Nations people, especially with respect to establishing an Indigenous focus in education." @default.
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• W4320148209 date "2022-01-01" @default.
• W4320148209 modified "2023-09-27" @default.
• W4320148209 title "Moving Forward: Overcoming Neocolonialism in Education in Papua New Guinea" @default.
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• W4320148209 doi "https://doi.org/10.1007/978-3-030-90994-9_13" @default.
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