Transformations from within: Rethinking Pacific Education Initiative. The development of a movement for social justice and equity
Abstract
The paper reports on an initiative undertaken by a group of Pacific
educators – “insiders”who have undertaken various activities and work
of embedding Indigenous graduate attributes into teacher education
courses, in leadership training of young and emerging young Pacific
leaders and in communities, research that takes into account indigenous
knowledge systems. This is at the University of the South Pacific and
a number of other universities and colleges of education in the region
including Victoria University in NZ. The effort of the Rethinking Pacific
Education Initiative (RPEIPP) hence provides the background to the
development and implementation of holistic Indigenous graduate
attributes. The approaches taken by the RPEIPP Pacific wide in the
rethinking and redefining of education and other courses in schools as
well as universities and colleges in the region, ensure that aspects of
indigenous peoples cultures and related worldviews and life values and
philosophies inform the work of educators. This is besides the normal
provision of global knowledge, skills and values that dominate schooling
and higher education in particular.
RPEIPP is highly transformative and with the assistance of NZAid, is
almost totally internally driven, implemented and progressively evaluated.
While the first ten years of the initiative focused on teacher education,
leadership, research and publications, the future should perhaps move to
other parts of the Pacific region, most notably Micronesia and the North
Western Pacific. Another dimension could also engage in comparative
studies or researches of systems and curricula.
Downloads
Published
Issue
Section
License
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.
See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.
Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.