Observations on ponticocythereis tricristata (Brady, 1880) from the Admiralty Islands, Papua New Guinea and comments on quaternary ostracod evolution within the sw Pacific Ocean

The ostracod species originally described as Cythere tricristata Brady, 1880 from the Admiralty Islands, Papua New Guinea, appears to belong to the SW Pacific and Australasian genus Ponticocythereis McKenzie, 1967 (sensu Warne & Whatley 1996). This interpretation is based on the presence of some posterior pointing scale-like spines on the carapace surface of this species. SEM images of the type material for Ponticocythereis tricristara n. comb., which are presented here for the first time, enable the clear differentiation of this species from the very similar Ponticocythereis ichthyoderma (Brady, 1890), Ponticocythereis quadriserialis (Brady, 1890) and Ponticocythereis laingensis (Wouters, 1981). As a consequence of the subdued manifestation of scale-like or blade-like spines on adult specimens of P. tricristata, this species closely resembles juvenile rather than adult specimens of some other Ponticocythereis species. This ontogenetic/phylogenetic relationship suggests that paedomorphic processes were significant in the Quaternary evolutionary radiation of Ponticocythereis species within tropical SW Pacific and Australasian regions.

Disrupting assumptions about vernacular education in Papua New Guinea

During 1999 and 2000, the author was employed by the Papua New Guinea Department of Education. Part of her duties at the Papua New Guinea Education Institute was to deliver in-service professional development programs to teachers who were implementing the country’s new curriculum. A focus of this curriculum is the use of two languages in early education; it also responds to the notion of the “bridging years” when children in Papua New Guinea develop skills and knowledge in two cultures and two languages. In this article, the author casts a critical gaze on the implications of developing literacy technologies for oral languages in Papua New Guinea. She uses examples drawn from the in-service course she developed for practicing teachers, as well as referring to theoretical understandings of the importance of literacy practices being learned in social and cultural contexts.

Export-led growth hypothesis: evidence from Papua New Guinea and Fiji

Purpose - This paper aims to examine the export-led growth hypothesis for Fiji and Papua New Guinea (PNG).

Design/methodology/approach – The paper investigates the export-led growth hypothesis for Fiji and PNG who have been facing dismal economic growth performances over the last couple of decades.

Findings – Findings of the study suggest that for Fiji there is evidence of export-led growth in the long-run, while for PNG there is evidence of export-led growth in the short-run.

Originality/value – The findings of this paper have important messages for policy makers given that export sectors in both countries investigated are underdeveloped due mainly to a sustained period of political instability.

Community school teacher education and the construction of pedagogical discourse in Papua New Guinea

Pedagogical discourse in Papua New Guinea (PNG) community schooling is mediated by a western styles education. The daily administration and organisation of school activity, graded teaching and learning, subject selection, content boundaries, teaching and assessment methods are all patterned after western schooling. This educational settlement is part of a legacy of German, British and Australian government and non-government colonialism that officially came to an end in 1975. Given the colonial heritage of schooling in PNG, this study is interested in exploring particular aspects of the degree of mutuality between local discourses and the discourses of a western styled pedagogy in post-colonial times, for the purpose of better informing community school teacher education practices. This research takes place at and in the vicinity of Madang Teachers College, a pre-service community school teachers college on the north coast of Papua New Guinea. The research was carried out in the context of the researcher’s employment as a contract lecturer in the English language Department between 1991-1993. As an in-situ study it was influenced by the roles of different participants and the circumstances in which data was gathered and constituted, data which was compatible with participants commitments to community school teacher education and community school teaching and learning. In the exploration of specific pedagogic practices different qualitative research approaches and perspectives were brought to bear in ways best suited to the circumstances of the practice. In this way analytical foci were more dictated by circumstances rather by design. The analytical approach is both a hermeneutic one where participants’ activities are ‘read like texts’, where what is said or written is interpreted against the background of other informing contexts and texts, to better understand how understandings and meanings are produced and circulated; and also a phenomenological one where participants’ perspectives are sought to better understand how pedagogical discursive formations are assimilated with the ‘self’. The effect of shifting between these approaches throughout the study is to build up a sense of co-authorship between researcher and participants in relation to particular aspects of the research. The research explores particular sites where pedagogic discourse is produced, re-produced, distributed, articulated, consumed and contested, and in doing so seeks to better understand what counts as pedagogical discourse. These are sites that are largely unexplored in these terms, in the academic literature on teacher education and community schooling in PNG. As such, they represent gaps in what is documented and understood about the nature of post-colonial pedagogy and teacher training. The first site is a grade two community school class involved in the teaching and early learning of English as the ‘official’ language of instruction. Here local discourses of solidarity and agreement are seen to be mobilised to make meaningful, what are for the teacher and children moments in their construction as post-colonial subjects. What in instructional terms may be seen as an English language lesson becomes, in the light of the research perspectives used, an exercise in the structuring of new social identities, relations and knowings, problematising autonomous views of teaching and learning. The second site explores this issue of autonomous (decontextualised) teaching and learning through an investigation of student teachers’ epistemological contextualisations of knowledge, teaching and learning. What is examined is the way such orientations are constructed in terms of ‘traditional’ and ‘modern’ epistemological and pedagogical alignments, and, in terms of differently conceived notions of community, in a problematisation of the notion of community schooling. The third and fourth sites examine reflective accounts of student teachers’ pedagogic practices, understandings and subjectivities as they confront the moral and political economies and cultural politics of schooling in School Experiences and Practicum contexts, and show how dominant behaviourist and ‘rational/autonomous’ conceptions of what counts as teaching and learning are problematised in the way some students teachers draw upon wider social discourses to construct a dialogue with learners. The final site is a return to the community school where the discourse of school reports through which teachers, children and parents are constructed as particular subjects of schooling, are explored. Here teachers report children’s progress over a four year period and parents write back in conforming, confronting and contesting ways, in the midst of the ongoing enculturation of their children. In this milieu, schooling is shown to be a provider of differentiated social qualifications rather than a socially just and relevant education. Each of the above-mentioned studies form part of a research and pedagogic interest in understanding the ‘disciplining’ effects of schooling upon teacher education, the particular consequences of those effects, what is embraces, resisted and hidden. Each of the above sites is informed by various ‘intertexts’. The use of intertexts is designed to provide a multiplicity of views, actions and voices while enhancing the process of cross-cultural reading through contextualising the studies in ways that reveal knowledges and practices which are often excluded in more conventional accounts of teaching and learning. This research represents a journey, but not an aimless one. It is one which reads the ideological messages of coherence, impartiality and moral soundness of western pedagogical discourse against the school experiences of student-teachers, teachers, children and parents, in post-colonial Papua New Guinea, and finds them lacking.

Ongoing colonial legacy : contemporary education beliefs and practices in Papua New Guinea

In the late 1980ˇ¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: „P a critical review of the imported educational system and related practices and related issues since Independence „P narrative report of the experience of two colleagues in western education „P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcherˇ¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcherˇ¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.

Development in Papua New Guinea : various meanings in the context of logging in West New Britain

Development in Papua New Guinea ... is research into village level issues of logging. In New Britain, nationals are offered royalties for cutting their rainforest. Information about ecology and biodiversity is usually late in coming, and such information to them does not appear to advance their development. This thesis offers the most specific method for dealing with small communities in Papua New Guinea, and confronts the issue of self development. It is posited that all other development must encourage self development in Papua New Guinea. Evidence brought here shows the need to make the Melanesian community central to development strategies.

To accomplish such a strategy, there is a need to consider Melanesian cultures. An explanation of world views ensues. The world views of people of the Pasismanua region, of New Britain's south coast, was compared broadly with Melanesian cultures and Melanesian development in a variety of circumstances. Consequently, the suggestions made are broadly applicable to situations where resources must be well monitored. There are many such situations in Pacific nations, which suggests that the thesis will be of usc to a wide research community.

Since research is grounded in ethnographic as well as other research, this kind of study generates many other research questions, and the research is designed to lead to other studies. Certain aspects of the design become disclosed when the research has progressed. As well, the background of an expatriate researcher is intrusive, and must be mitigated by some form of participation in the host culture. This is a central tenet of the thesis. This participation increases sensitivity to culture and yields a circumspect consideration of the colonial issue. Occupied for many years by colonial powers especially Australia, all New Guinea including West New Britain shows the effects of colonisation. It also shows evidence of the new colonialism of cash-cropping, and of the destruction of biodiversity. This becomes a central theme, as does the position of this researcher as a participant in a global economic culture encroaching on and invited by Papua New Guinea.

Modelling inter-temporal aid allocation : a new application with a focus on Papua New Guinea

This paper models the inter-temporal allocation of foreign development aid to Papua New Guinea (PNG). A formal theoretical model of aid allocation is developed, in which aid to any one country is determined jointly with aid to all other recipient countries. This is recognized in the econometric application of this model, which involves simultaneously modelling aid to a number of countries in addition to PNG. Results based on data for the period 1969–99 indicate that both recipient need and donor interest variables determine the amount of foreign aid to PNG and most other countries under consideration.

Reflections on conducting educational research projects in Papua New Guinea

This article discusses how work on an AusAID-funded impact study of major elementary school reforms influenced the research design of a subsequent Australian Development Research Award project investigating the development of sustainable professional learning communities for primary school teachers in remote places of PNG. The authors reflect on how their different backgrounds, roles, experiences and expertise influenced the design and conduct of the projects and, in particular, how the experiences of the action research and survey methods used on the first project shaped the design of the second. The participating elementary school teachers were encouraged, through action research approaches, to develop self reflexive attitudes to their professional work, and to engage in critical reflection of their roles and practices. Accordingly, this article adopts a self-reflexive position towards the authors’ work as academics and researchers as they endeavoured to produce methodologies that are academically rigorous, contextually suitable, and epistemologically appropriate for PNG.

We need one district government to be set up to replace other district governments : the beginnings of Provincial Government in Papua New Guinea

Decentralisation, provincial government, and regional autonomy continue as influential factors in Papua New Guinea’s political economy.  The role played in creating PNG’s provincial government system by separatist movements in East New Britain, Bougainville and elsewhere is acknowledged.  However, as the Constitutional Planning Committee (CPC) discovered during its program of consultations with the Papua New Guinean people from 1972 to 1974, there was a strong groundswell around the country for district-level governments.  This article investigates how the CPC stimulated discussion of this issue through its own activities, and how the people in their discussion groups responded to the CPC’s ‘Discussion Paper on Relations Between the Central Government and Other Levels of Government’.