Title: An i-Kiribati man's gender values : influences which have shaped his attitudes and behaviour toward males and females Author: Schulz, Linda, Baantarawa, Tawaia, Teaero, Teweiariki
Volume: Directions: Journal of Educational Studies no.36, vol.19, no.1, 1997
|Subject: || Sex role|Kiribati|
Collation: p. 42-54 ;
Abstract: Baantarawa et al’s discussion of how an i-Kiribati man’s gender values were shaped by the cultural context in which he grew up links with other articles in this issue in its arousing our awareness of the crucial role of early experiences in shaping gender as well as other attitudes and values. Ways in which values can alter are also explored and the stimuli for such change merit some thought.
Title: Community resources in university teaching: the case of integrated arts at the University of the South Pacific Author: Teaero, Teweiariki
Volume: Directions: Journal of Educational Studies vol.25, no.1-2, 2003
|Subject: || Activity programs in education|
Arts|Study and teaching (Higher)|Oceania
Artists as teachers|Oceania
Abstract: Any educational institution and the community it serves must, by necessity, have a symbolic existence that is mutually enriching. Part of this is the use of the community and resources therein as sources of knowledge, materials, institutions and human resources that could be positively utilised in the teaching-learning process. This paper takes a case study approach and concentrates on the use of expert craftspeople in the delivery of Integrated Arts at The University of the South Pacific. While these people do not hold formal educational qualifications conferred upon them by educational institutions, it is argued that they are legitimate experts in their specific areas of competence who have been properly taught the relevant knowledge and skills by their elders, demonstrated the proper use and applications of the knowledge and skills and have also been acknowledged as experts by their peers and community. As such, they have the requisite background considered necessary to help in the delivery of USP courses in the areas in which they specialise. The paper discusses the advantages and the issues involved in the employment of these experts as part-time tutors at the university. It is argued that these experts must continue to be employed as an integral part of contextualising the teaching process in culturally-inclusive ways.
Title: Eutia moa mai nanoa: navigating currents of literacy and numeracy in the Pacific Author: Teaero, Teweiariki
Volume: Directions: Journal of Educational Studies vol.28, no.1-2, 2006
|Subject: || PRIDE Project (Fiji)|
Abstract: This article is based on Chapter 13 of Pacific Education Series Book 4: The basics of learning; literacy and numeracy in the Pacific, edited by Priscilla Puamau and Frances Pene. The author was critical friend at the regional workshop co-organised by Pacific Regional Initiatives for the Delivery of basic Education (PRIDE) held in Tonga in 2006. It was attended by senior curriculum and teacher professional development officers in the fields of literacy and mathematics at the primary level from 15 Pacific countries. In this chapter, the author discusses their presentations and the issues that were discussed at the workshop.
Title: Re-placing Oceania roots in our teacher education programmes : a critical appraisal of the roles of indigenous educational ideas Author: Teaero, Teweiariki
Volume: Directions: Journal of Educational Studies no.41, vol.21, no.2, 1999
|Subject: || Pacific Islanders|Education|
Collation: p. 24-45 ;
Abstract: The majority of our teacher education programmes in Oceania are based largely on western models. However, teachers who graduate from these training institutions inevitably find themselves teaching in situations where indigenous forms and notions of education exist. Moreover, these teachers were products of primary and secondary education systems that disregarded indigenous forms of education, thereby compounding the problem. Focussing on indigenous thought processes rather than bodies of knowledge, this paper discusses the constraints and the prospects pertaining to the study of indigenous education in Oceania. It is argued that teacher education programmes must include systematic studies of indigenous philosophies and processes of education. A thorough grounding in this and exogenous philosophies of education would provide a stronger and more realistic foundation for teachers to practise their profession more effectively in the future in complementary ways that are firmly grounded in local realities.