Veikune, Ana H. and Oldehaver, Jacinta and Fua, Seu'ula J. and Jesson, Rebecca
(2020)
Pedagogy and Relationality: Weavin the Approaches.
In:
Relationality and Learning in Oceania - Contextualizing Education for Development.
Koninklijke Brill NV, Leiden, The Netherlands, pp. 102-115.
ISBN 978-90-04-42529-3
Abstract
Many educationists from the Pacific and elsewhere have drawn attention to the need for comparative educationists and those active in shaping international development discourse to abandon universalist assumptions of knowledge, teaching and learning. They recognize the depth and diversity of epistemological understandings upheld by indigenous education communities and their pedagogical implications. They call for the development of pedagogical models that move beyond the teaching practices upheld in the global north, and that demonstrate an understanding of how teachers' beliefs, values and practices are shaped and informed by the cultural contexts in which school exist. A particular concern increasingly expressed is the persistence with which pedagogical reforms promoted by the global eduation agenda of recend decades assume a pedagogical binary between 'teacher-centered' and 'student-centered', and the extent to which so-called developing countries are urged to abandon the former in favour of the latter in order to improve student learning outcomes.
In this chapter we highlight the ways in which researcher-practitioners involved in literacy improvement interventions in Pacific Islands countries moved beyond the notion of such a binary. Explored are the processes of co-designing pedagogical approaches aimed at improved literacy teaching and learning and the extent to which these required close attention to a range of cultural and contextual considerations.
Keywords: teaching - learning - knowledge - epistemology - indigenous - talanoa - dia-logic - culture
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