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.

"Not just for me" : researching rural needs through dialogue

Rural decline is a multi-faceted issue, one aspect of which is the difficulty experienced in attracting a range of professionals to rural areas. Counteracting rural decline and supporting the sustainability of local communities can be assisted by ensuring the presence of a diverse range of skills and professions in local towns and regions. While it is accepted that rural areas can never have the same level of servicing as cities, basic services such as primary health care are a fundamental need in any community.

Teaching like an artist : the pedagogic identities and practices of artists in schools

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Heritage and dialogue : using heritage conservation to strengthen the defences of peace

The Preamble to UNESCO's 1945 Constitution asserted that wars are created in the minds of men and that it is in the minds of men that the defences of peace must be built. Exploring this proposition was vital in the post World-War II years, but it is equally critical in the 21st century when world efforts towards peace continue to be undermined by intense forms of nationalism and ethnic rivalries that commonly use cultural differences as a justification for conflict.

However, while strengthening intercultural dialogue underlies the creation of UNESCO, its flagship World Heritage program under the 1972 World Heritage Convention seems to be losing touch with this motivating principle. In this paper I explore the politicization of the program and argue that a re-focus is needed if the program is to serve in improving intercultural dialogue, understanding and tolerance, and ultimately peace.

To this end it is suggested that ways in which the World Heritage program might provide a stronger focus on dialogue-creation should be prioritized. These include giving priority to new transnational inscriptions and developing new stratagies for interpreting sites in more cross-culturally sensitive ways.

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Fairness and freedom : the final report of the equalities review and starting the dialogue about addressing inequality in Australia

Anti-discrimination law in Britain has been in a state of flux for the last decade. The structure of the law, its enforcement and coverage are under review and due to this activity, there has been much discussion about how best to address disadvantage and promote equality. Fairness and Freedom: The Final Report of the Equalities Review1 is one voice in that discussion.The Report is an examination of the causes of disadvantage and persistent inequality in Britain, including recommendations for addressing inequality which move beyond traditional legal approaches. The first section of this note outlines the context in which the Report was commissioned and the second section sets out the contents of the Report, including key findings and recommendations, particularly in regard to anti-discrimination law. The final section briefly discusses the relevance of this project for Australia. The limitations British anti-discrimination law has faced in attempting to eliminate systemic discrimination and inequality are similar to the problems we have experienced. It is timely to consider the proposals contained in the Report and to begin the dialogue about the future of anti-discrimination law in Australia, particularly how it could be amended to effectively address disadvantage and promote equality.

Voices in the human rights dialogue : the individual victim and the Australian Human Rights Commission

Framework for human rights protection in Australia - report of the National Human Rights Consultation Committee - the role of resolution of human rights complaints in the enforcement of human rights - use of alternative dispute resolution (ADR) - current role of the Australian Human Rights Commission (AHRC) - future role as an advocator and crusader for victims of human rights abuses - need for recognition and protection of the special status of the AHRC.

Putting social inclusion in its place : three principles for pedagogic work

In this paper I want to make the case for creating spaces in tertiary education for marginalised Australians. And I want to distinguish this from creating places for them. The reason for focusing on the first rather than the second is that I think we have been better at creating places than spaces for students from equity groups, although our track record in relation to their place in tertiary education is not very good either.

Creating a dialogue across time in Athens : the new Acropolis museum and the Parthenon

A visit to the New Acropolis Museum in Athens, Greece, in late June 2010 set in train a number of questions and inspired a research project to begin to unravel something of the complex relationship between ancient and modern architecture on the Athenian Acropolis. Research was guided by the question: how does the contemporary museum, designed by Swiss born architect Bernard Tschumi in collaboration with local Greek architect Michalis Photiadis relate to the ancient Acropolis and the fifth century BC Parthenon, whose sculptures it was to house? A critical literature review was augmented by design analysis and field experience. This paper documents the resulting critical thematic investigations of the Parthenon, the Acropolis and the New Museum through siting, materiality and light, alignment, visual connections, through exploitation of the unique Attic light, orchestrated movement and considered juxtapositions. Research has revealed that Tschumi’s deliberate strategy of creating a dialogue between his building and the ancient monuments holds the key to his design intent, to creatively exploring contemporary architecture at the edge of such a physically and culturally dominant ancient plateau.