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.

Be(ing) prepared : girl guides, colonial life, and national strength

This paper seeks to bridge a gap in feminist critique of gender and empire with regard to the founding of the Girl Guide movement in 1909. In contrast with previous studies of the Boy Scouts, which have briefly considered Guides as a mere derivative organisation, it suggests that the formation of the Guides, and printed material such as the first handbook How Girls Can Help Build Up the Empire (1912), were grounded in notions of the part which women, and girls specifically, could play in the imperial project. This paper proposes that, although tempered by an emphasis on raising children in order to prevent the “degeneration” of the British race, the Guide handbook permits increased non-domestic activity for Edwardian girls, which is justified by aims of preparing for home defence in case of foreign attack and for life in the colonies.

(Post)colonial ambivalences : Christina Stead and Janet Frame

This thesis is an evaluative comparison of two significant writers, the Australian Christina Stead, and New Zealander Janet Frame. In a detailed analysis of the novels, the writerly ambivalences of each author are explored. Their writings are revealed to be creative of new possibilities for female (post)colonial agency.

Papers from Marrakech : a post-colonial reading of western women's travel writing in North Africa and the Middle East

This thesis takes the form of a collection of theoretical and fictional documents comprising a journal, letters and essays sent home to Australia by a woman travelling in Morocco. In different modes, these papers examine issues of colonialism, gender and desire in western women's travel writing about North Africa and the Middle East.

Missionary Albert Kruyt and colonial modernity in the Dutch East Indies

Intense debates emerged in the Dutch East Indies during the course of the third decade of the twentieth century concerning the role of missionaries in the development of the Outer Islands of the Indonesian archipelago. Ostensibly concerning “native welfare”, disagreement fundamentally reflected underlying fractures within the Dutch nation, projected through its “colonial mission” concerning the nature of modernity. While the main focus appeared to be a disagreement concerning the goals of mission and government agencies, it would be too simplistic to characterise the debate as one between adherents of a secular versus a religious world view. This paper considers the question of “missions and modernity” in the context of this debate about “native development” in the Dutch East Indies through the prism of the Poso mission in Central Sulawesi, headed by missionary Albert Kruyt, one of the foremost missionaries of his day.

The colonial museum and UNESCO in the Asia-Pacific region

This thesis is an account of the role of UNESCO in promoting museology in the Asia-Pacific region after World War II. It shows how the strategy to advance cross-cultural mutual understanding through museum programmes built upon the British colonial museum system and facilitated new professional networks.

From colonial superstition to the hairyman : Aboriginality and the politics of race

This is an examination of the changing representation of Aboriginality with particular focus on the characterization of Indigenous protagonists, in three twentieth century Australian narratives from the legend genre. The colonial and assimilationist discourses which inform the earlier narratives are contrasted with a recent radical alternative.

The coming republic : citizenship and the public sphere in post-colonial Australia

The 'coming republic' (Home, 1992) is a reference point in a public discourse about Australian citizenship and national identity. An analysis of this debate raises questions about the degree to which the mass media, as the site of a contemporary public sphere, facilitates democratic change and promotes or demotes the various interests competing for scarce speaking positions. This paper uses the Australian experience to question the ideologies that support the media as marketplace, and suggests the need for an alternative to liberal-democratic and pluralist approaches to theorising the public sphere.