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• W63279559 abstract "Contemporary Papua New Guinea is shaped by geographical isolation, population expansion, apredominant subsistence economy, by colonial, and post-colonial histories, and by neocolonialism inthe context of globalization. Within this context, education, economic, and social goals, institutionallyconstituted, are shaped by bureaucracy and a regime of policy. Recent developments in teachereducation, nationally and internationally, highlight the importance of partnerships. While the systemitself is highly westernised partnerships that are effective in promoting quality teacher education forthe full range of social groups in PNG society will need to recognise and respond to Indigenousknowledges and understandings of partnerships.This study explores the problematic, yet critical nature of teacher education partnerships in PNG in the context of globalised policy and post-colonial reform agendas. On the one hand, teacher educationinstitutions operate as state controlled policy and reform sites to promote government goals ofeconomic development. On the other hand, teacher education institutions are also expected to fulfiltheir educational roles as democratic sites that promote issues of social justice. Within that contextpartnerships are intended to add to capacity building through the enhancement of teaching andlearning, research, scholarship and community engagement in a modern university context.The study involves two distinct components. Firstly, it documents and analyses historical partnershipsin teacher education. Secondly, it examines contemporary teacher education partnerships including the place of western and Indigenous knowledge systems through key teacher education documents from the University of Goroka (UOG).The study engages both critical and postcolonial lenses drawing largely from Kincheloe andMcLaren’s (1994) conceptual framework of critical theory to identify and analyse power relations thatare social and historically constituted, and further to uncover the role of language as central to theformation of relations of power. Critical theory provides the framework for uncovering powerrelations embedded in discourse. Postcolonial theory provides the context for an analysis ofknowledge and power from an Indigenous perspective. Discourse as power is examined in three ways;essentially dominant as ‘power over’, mutually shared as ‘power with’, and intrinsically generated as‘power-from-within’. The study draws on Fairclough’s (1992, 1995) three-dimensional framework ofcritical discourse analysis (CDA) to analyse key policy reform and enactment documents, specific tothe secondary teacher education sector in PNG from 1997 – 2005. It does so, firstly, to uncover howthe discourses of university teacher education programs position schoolteachers in teacher education,secondly, to ascertain how university teacher education programs conceptualise partnerships, andthirdly, to highlight and establish the need for socially transformative partnerships in the context ofPNG.Reform discourses, articulated in UOG’s mission and vision statements, and embodied in itscurriculum and pedagogy through course programs and the teaching practice handbook, as well asthrough curriculum review reports, consistently affirmed the dominant university position through‘power over’ discourses to shape the nature of teacher education programs, including partnerships.Colonial discourses largely shape partnerships as cooperative agreements of shared understandings toserve a common purpose. Schoolteachers are positioned as cooperative and obligatory public servants.Post-colonial discourses extend beyond to establish bureaucratic systems that shape partnerships asregulated mechanisms whereby schoolteachers’ roles and responsibilities are defined and monitored.Scientific, technical, and rationalistic knowledge shape teacher education programs with focus ontraining teachers to transmit knowledge. More recently neocolonial partnership discourses are largelyconceived as marketing networks that function like business ventures. Schoolteachers are positionedas professional workers serving State goals of economic rationalisation as they engage in discourses of marketisation and new knowledge economy.Although teacher education policy texts draw from globalised policy reform agendas to reflectinternational practices, fundamentally the notion of partnerships in PNG is shaped by social practicesof relationships constituted by wider political, social, moral, spiritual, and ethical domains ofIndigenous societies. In post-colonial PNG binary oppositions, like formal / informal, English /vernaculars, and partnerships / relationships, exist paradoxically hence the contentious nature ofpartnerships and marginalisation of schoolteachers. As Thaman (2001) contends, “traditional culturalvalues underpin much of what people emphasize and think about” (p.1) and so in the contexts offormal schooling, many teachers occupy culturally ambiguous positions (Thaman, 2001).For PNG, schoolteachers serve in communities where they are constantly engaged in socialrelationships with others. In important respects, their experience of power is ‘power with’; one ofsharing in relationship with others. The pre-colonial Barter Trade system in PNG provides the contextfor a reconceptualised modern Indigenous teacher learning framework of social transformation.Consequently a transformation of Indigenous Melanesian knowledges and wisdom is conceivedthrough a theorising of Pasin. Drawing on notions of ‘power-from-within’ and ‘power with’ Pasinconceives learning as social practice of participation and interaction. Pasin entails four interrelatedcycles of learning; Lainim Pasin to know, Soim Pasin to do, Skelim Pasin to reflect, Stretim Pasin toresolve, which collectively encompass Luksave Pasin to become. Pasin LukSave constitutes and isconstituted by social reciprocity which shapes the nature of the relationship. In a modern universitycontext, Pasin is inherently an optimistic outlook hence the study also draws from the framework ofrobust hope (Halpin, 1997, 2003). The central significance is the emphasis placed on integration ofIndigenous Melanesian knowledges and western knowledge system with the possibility oftransformative partnership models of inquiry communities in teacher education.Power and how it operates remains an under-explored area in education, especially in PNG education.To address this issue, the study of how teacher education documents construct partnerships examinesstructural, ideological, and discursive power, with the view to transforming dominant practices. Thestudy is limited to the case of UOG in PNG consequently; it has no capacity to generalise to otherinstitutions or contexts. However, its analysis of the way power operates in the problematicrelationship between western knowledge and Indigenous Melanesian knowledges and wisdom in theteacher education program at UOG, proffers the possibility of a transformation of the relationshipsbetween these knowledge systems, the institution and the communities it serves. This understandingoffers insights into the possible relationships between Indigenous Melanesian knowledges and western knowledge and practice that are potentially of wider value." @default.
• W63279559 created "2016-06-24" @default.
• W63279559 creator A5076537552 @default.
• W63279559 date "2009-11-01" @default.
• W63279559 modified "2023-09-23" @default.
• W63279559 title "Seeking transformative partnerships: schools, university and the practicum in Papua New Guinea" @default.
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