Relevant bibliographies by topics / Pedagogical discourse in Papua New Guinea

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  1. Journal articles
  2. Dissertations / Theses
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Academic literature on the topic 'Pedagogical discourse in Papua New Guinea'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Pedagogical discourse in Papua New Guinea"

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Kepore, Kevin P., and Benedict Y. Imbun. "Mining and stakeholder engagement discourse in a Papua New Guinea mine." Corporate Social Responsibility and Environmental Management 18, no. 4 (July 20, 2010): 220–33. http://dx.doi.org/10.1002/csr.243.

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Ilmi, Muhammad Sandy. "The Legitimacy of Bougainville Secession from Papua New Guinea." Jurnal Sentris 2, no. 1 (May 7, 2021): 59–72. http://dx.doi.org/10.26593/sentris.v2i1.4564.59-72.

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What started as a movement to demand a distributive justice in mining revenue in Bougainville, Papua New Guinea, the conflict turned into the struggle for secession. From 1970’s the demand for secession have been rife and despite early agreement for more autonomy and more mining revenue for the autonomous region, the demand never faded. Under Francis Ona’s Bougainville Revolutionary Army, the movement take a new heights. Bougainville Revolutionary Army took coercive measure to push the government to acknowledge their demands by taking over the mine at Panguna. Papua New Guinean government response was also combative and further exacerbate the issue. Papua New Guinean Defense Force involvement adding the issue of human rights into the discourse. This paper will seek to analyze the normative question surrounding the legitimacy of the right to secession in Bougainville Island. The protracted conflict has halted any form of development in the once the most prosperous province of Papua New Guinea and should Bougainville Island become independent, several challenges will be waiting for Bougainvilleans.
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McLaughlin, Denis. "National Examinations in Teacher Education in Papua New Guinea: political and pedagogical dimensions." Journal of Education for Teaching 17, no. 1 (January 1991): 17–27. http://dx.doi.org/10.1080/0260747910170104.

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Riesberg, Sonja. "Optional ergative, agentivity and discourse prominence – Evidence from Yali (Trans-New Guinea)." Linguistic Typology 22, no. 1 (April 25, 2018): 17–50. http://dx.doi.org/10.1515/lingty-2018-0002.

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Abstract A phenomenon often termed “optional ergative marking” is found in a number of genetically unrelated languages. Yali, a Trans-New Guinea language spoken in West Papua, shows striking similarities to optional ergative systems as described in the literature. This paper focuses on the relation between agentivity and discourse prominence, and argues in favour of a systematic distinction between semantic and syntactic contexts as conditioning factors for optional ergative marking. It further provides new evidence for the close interplay of ergative marking and what has been termed “discourse prominence” in descriptions of some other languages and shows that in Yali, optional ergative marking operates on both the global and the local level of discourse.
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Moutu, Andrew. "The Dialectic of Creativity and Ownership in Intellectual Property Discourse." International Journal of Cultural Property 16, no. 3 (August 2009): 309–24. http://dx.doi.org/10.1017/s094073910999021x.

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AbstractOwnership is often understood merely as a function of social relations, that is, it emerges merely because of the relations between people with respect to the things that they own. Concomitantly ownership is also seen as being dependent upon creativity to bring its force into motion. Far from dismissing such a view of ownership, it is acknowledged that such a view possibly comes from a world that is preoccupied with creativity. This discussion aims to show a particular kind of dialectic between creativity and ownership that underlies discourses about intellectual property especially in countries like Papua New Guinea. Through an ethnographic concern with personal names and their attendant claims to ownership and creativity, this paper aims to show how two trajectories of ownership co-exist in a Papua New Guinea society.
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Lawihin, Dunstan. "Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme." Aotearoa New Zealand Social Work 30, no. 4 (June 17, 2019): 40–55. http://dx.doi.org/10.11157/anzswj-vol30iss4id612.

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INTRODUCTION: Social work education was introduced in the early 1970s in Papua New Guinea (PNG) and is still developing. Subsequently, its teaching and learning approaches have developed and, significantly, applied with greater flexibility than a standardised format although contemporary western methods predominate. METHOD: The centrality of the PNG context for culturally relevant social work education and the paradigms of pedagogy in field education are discussed. PNG worldviews of teaching and learning have links to similar educational and practice perspectives from the Melanesian region, Pacific and other relevant non-western contexts.CONCLUSIONS: PNG’s ways of teaching and learning are yet to become formally integrated into contemporary social work education due to issues of credibility, relevance and quality assurance regarding professional social work values. The article argues for substantial integration and utilisation of traditional PNG-specific methods of teaching and learning in the delivery of social work education at the University of Papua New Guinea (UPNG) as important steps in developing the profession in the country. Indigenous local knowledge and practices of teaching and learning should become integrated into formal classroom pedagogical strategies in social work.
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Buck, Pem Davidson. "Cargo-cult discourse: Myth and the rationalization of labor relations in Papua New Guinea." Dialectical Anthropology 13, no. 2 (1988): 157–71. http://dx.doi.org/10.1007/bf00704328.

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Childs, John. "Performing ‘blue degrowth’: critiquing seabed mining in Papua New Guinea through creative practice." Sustainability Science 15, no. 1 (December 9, 2019): 117–29. http://dx.doi.org/10.1007/s11625-019-00752-2.

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AbstractScripted as a sustainable alternative to terrestrial mining, the licence for the world’s first commercial deep-sea mining (DSM) site was issued in Papua New Guinea in 2011 to extract copper and gold from a deposit situated 1600 m below the surface of the Bismarck Sea. Whilst DSM’s proponents locate it as emergent part of a blue economy narrative, its critics point to the ecological and economic uncertainty that characterises the proposed practice. Yet, due its extreme geography, DSM is also profoundly elusive to direct human experience and thus presents a challenge to forms of resistance against an industry extolled as having ‘no human impact’. Against this background, this paper analyses the ways in which ‘blue degrowth’—as a distinct form of counter-narrative—might be ‘performed’, and which imagined (and alternative) geographies are invoked accordingly. To do this it critically reflects upon 2 years of participatory research in the Duke of York Islands focusing on three, community-developed methods of resisting DSM. Practices of counter mapping, sculpture and participatory drama all sought to ‘perform’ the deep-ocean environment imagined as relational whilst simultaneously questioning the very notion of ‘economy’ central to the discourse of ‘blue growth’.
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Otto, Ton. "Back to the Village: Return Migrants and the Changing Discourse of Tradition in Manus, Papua New Guinea." Anthropological Forum 23, no. 4 (August 5, 2013): 428–40. http://dx.doi.org/10.1080/00664677.2013.821939.

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Zheng, Gina. "Reconciling rights-based discourse with Pacific culture and way-of-life: Re-defining our understanding of ‘rights’." Alternative Law Journal 44, no. 3 (April 19, 2019): 243–49. http://dx.doi.org/10.1177/1037969x19845693.

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There is no denying that human rights play an integral role in our social and legal existence. However, contemporary developments of rights-based discourse have become preclusive to cultural accommodation. Drawing on a case-study of the application of Western conceptions of human rights in Papua New Guinea, this work will illustrate Mutua’s argument that the dissemination of rights-based discourse through hegemonic voices can undermine the universality and effective application of rights-based doctrines in non-Western contexts. This article will thus argue that informing rights-based discourse with local-cultural circumstances and social values is necessary for the genuine achievement of ‘universal’ human rights.
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Dissertations / Theses on the topic "Pedagogical discourse in Papua New Guinea"

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Pickford, Steven, and steven pickford@deakin edu au. "Community school teacher education and the construction of pedagogical discourse in Papua New Guinea." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.133309.

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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.
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Doecke, Philip John. "Discourse on primary school physical education curriculum in Papua New Guinea." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16265/.

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The Problem Physical Education in Papua New Guinea (PNG) schools did not appear to be widespread nor progressing effectively. Its place in education appeared uncertain. Therefore the study's key question was, "What is the status of physical education in PNG, and the implications of this status?" The focus was narrowed to the history of the development of physical education curriculum, and considered decisions made by curriculum officers about what ought to be taught. Purposes The study's purposes, in answering the key question, were to: § evaluate the existing physical education curriculum § generate recommendations for physical education programs. The Research Postmodern ethnography was chosen to undertake the evaluation, through the analysis of historical records and personal narratives. As there was little available literature on physical education curriculum development in PNG, the narratives and opinions of a variety of policymakers, policydevelopers, policyimplementers, and clients of this curriculum development were recorded. The curriculum itself was analysed, as well as related articles and official documentation. The collective data were evaluated, to provide an overall view of physical education curriculum development. Methodology Following the search for literature in libraries, data were collected from Curriculum Development Division records. As many curriculum documents (such as syllabi and advisory memos) as possible were collected. Key personnel were identified and personally interviewed by the researcher. For a wider group (school principals) an interview guideline was used, while for the oneonone interviews, an unstructured interview format was adopted, allowing respondents considerable control, as they recounted their histories, experiences, and opinions. Further data were collected from correspondence from teachers' colleges, and the former director of the National Sports Institute. The data were analysed by viewing through seven key concepts central in postmodern literature: knowledge, power, culture, postcolonialism, hegemony, globalism, and apathy. The analysis was constructed upon the historical background information, issues that arose during the research activities and the collection of the raw data and, additionally, upon the researcher's own evaluative feelings. Outcomes During the analysis of the literature, the narratives, the curriculum, and related documents, four recurrent issues emerged: § physical education's low status § problems in understanding the concept of physical education § apathy towards physical education § PNG knowledge versus global knowledge The analysis of the data was therefore undertaken around these issues, as viewed through the key concept's lenses. It was found that there was a lack of usefulness in the existing physical education documents, and that there was a lack of availability of existing physical education documents. Key Education authorities were unfamiliar with physical education curriculum. Its history, both in colonial and postcolonial times, was weak. It continued to receive little attention by curriculum administrators, or schools. The National attitude of apathy towards physical education had been established by the colonial administrators and educators, and reproduced. CDD administration had little time for physical education. Consequently, there was little physical education taught in PNG schools, even though it was in the national curriculum. The only physical activity which had some place in schools was the commercial modified rules sport program, Pikinini Sport. Global activities dominated any thought of local input and activities.
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Shaw, Pelly R. E. "From "sexual antagonism" to "domination" : the discourse of gender in the ethnography of Papua New Guinea." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31481.

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This thesis is an examination of the evolution of the anthropological understandings of gender relations and the social and political positions of women in several New Guinea societies. Since the 1950's the question of sexual inequality and the domination of women has permeated the discourse of gender in the ethnography of Papua New Guinea, particularly the Highlands. Key pieces of ethnographic literature produced from the 1950's to the present were examined, beginning with the "sexual antagonism" model of the 50's and 60's (Read, Meggitt, Langness), followed by the "women as persons" model of the 1970's (Faithorn, Feil, Strathern), the model of "sexual complementarity" proposed by Lowlands ethnographers (Weiner, Errington and Gewertz), the symbolic "deconstruction" of domination (Strathern, Lederman, Biersack), and the recent neo-marxist "reconstruction" of domination (Josephides, Godelier). All the studies examined deal in some measure with the degree to which women may be said to be dominated by men. Thus, women's exclusion from or participation in political affairs, the nature and degree of women's access to "male" political power or their possession of other sorts of powers, their state of personhood and the question of whether or not they may be dominated are central themes in the discussion. The ethnographers who judged that women were not dominated, perceived, in several instances, female participation in apparently male activities (Faithorn, Feil), and in another instance, female autonomy deriving from women's ability to circumvent male political advantage and denigrating gender ideology (Strathern). The Lowlands ethnographers identified a male-female complementarity produced by equal but different gendered interests and powers (Weiner, Errington and Gewertz). More recently, ethnographers (e.g., Strathern) have adopted a highly culturally relativist perspective, invoking indigenous meanings and symbolisms, and bypassing the evidence of what appears to anthropologists as "domination" (e.g., the existence of denigrating ideology, women's lack of political and property rights, violence perpetrated by men against women). These interpretations suggest that "domination" is a cultural construction dependent on the definition of person. In addition, gender ideology is considered to be a symbolic code that serves as a moral evaluation of social behaviours. Thus, the devaluation of "femaleness", while passing judgement on certain forms of social action, does not enact the denigration or the domination of women. In contrast, neo-marxist ethnographers in the 1980's (Josephides, Godelier) rely on Western-based definitions of person and domination, and imply that these and the concept of appropriation (of property or products of labour and of the qualities of persons) are cross-culturally applicable. They argue that Highland women were indeed dominated and that this domination was an independent and observable reality. Both recent views of the status of Highland women (symbolic and neo-marxist) are limited. While the symbolic studies suggest an indigenous model of culture as mental structure, the neo-marxist studies suggest an anthropological model of power, control and domination. In the conclusion of the thesis I suggest that anthropologists must devote less attention to apparently permanent ideological or material structures and states of inequality or fixed status, and greater attention to the processes of domination and of women's contestation, taking women's own perspectives into account.
Arts, Faculty of
Anthropology, Department of
Graduate
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Jackson, Elizabeth C. "Conceptualizing international development project sustainability through a discursive theory of institutionalization : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Management Studies /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1296.

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Winduo, Steven Edmund. "Knocking on ancestors' door discourse formation in healing ritual utterances and narratives of Nagum Boikens in Papua New Guinea /." 1998. http://catalog.hathitrust.org/api/volumes/oclc/42870249.html.

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Kombako, Bello D. "The failed state discourse : a critique from the Papua New Guinea experience." Thesis, 2004. http://hdl.handle.net/10125/11951.

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Kaiku, Patrick. "Rethinking Youth Bulge Theory and Threat Discourse in Melanesia: Listening In, and Connecting With Young People in Papua New Guinea." 2011. http://hdl.handle.net/10125/24268.

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Books on the topic "Pedagogical discourse in Papua New Guinea"

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Unstable images: Colonial discourse on New Ireland, Papua New Guinea, 1875-1935. Honolulu: University of Hawaii Press, 2005.

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Clay, Brenda Johnson. Unstable images: Colonial discourse on New Ireland, Papua New Guinea, 1875-1935. Honolulu, HI: University of Hawaii Press, 2004.

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Farr, Cynthia. The interface between syntax and discourse in Korafe: A Papuan language of Papua New Guinea. Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, Australian National University, 1999.

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Quigley, Susan R. (Susan Rachel) and Australian National University. Pacific Linguistics, eds. The phonology and verbal system of Awara: A Papuan language of the Finisterre Range, Papua New Guinea. Canberra, A.C.T: Pacific Linguistics, 2011.

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Looking through ancestors' eye-holes: Epistemic, body-mind-spirit and ethical discourse formations among the Lau'um of West Sepik, Papua New Guinea. Papua New Guinea: UPING Press and Bookshop, 2010.

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Tales from the Trobriand Islands of Papua New Guinea: Psycholinguistic and anthropological linguistic analyses of tales told by Trobriand children and adults. Amsterdam: John Benjamins Publishing Company, 2015.

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Clay, Brenda Johnson. Unstable Images: Colonial Discourse on New Ireland, Papua New Guinea, 1875-1935. University of Hawaii Press, 2005.

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Rumsey, Alan. Monologue and Dialogism in Highland New Guinea Verbal Art. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0004.

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The term “dialogism” as used by Mikhail Bakhtin refers not to dialogue in the ordinary sense but to the intermingling of distinct social voices in given stretches of discourse. For Bakhtin, the novel represented the pinnacle of development of such dialogism, whereas epic was the prototypical “monologic” genre. Here I compare what Bakhtin had to say in this respect with recent findings concerning epic-like genres of oral, sung narrative which are found across much of Highland Papua New Guinea. I show that the regional genres that are the most dialogic in the ordinary sense are the least dialogical in Bakhtin’s sense, and vice versa. Contrary to simplistic views of monologic “epic” as the canonical narrative genre in “oral cultures,” the three cases discussed here show how widely even oral genres which are similar in other ways can differ regarding the canonical forms of dialogism and monologism that one finds in them.
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Tomlinson, Matt, and Julian Millie. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0014.

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The book concludes by arguing that religious and political discourse is often characterized by the naturalization of monologue. In such discourse, monologism is treated as natural and dialogism becomes the project that requires the most effort—the emergent, fragile attempt that can never fully succeed. It offers examples from sources as diverse as John Wesley’s advice for preaching, Kim Jong-il’s lethal efforts to make all North Koreans speak in a single voice, a wistful Papua New Guinea man’s claim that in the old days people did not speak so much, and an Australian archbishop’s puzzling declaration that dialogue does not require a willingness to compromise.
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Tomlinson, Matt, and Julian Millie, eds. The Monologic Imagination. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.001.0001.

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The pioneering and hugely influential work of Mikhail Bakhtin has led scholars in recent decades to see all discourse and social life as inherently “dialogical.” No speaker speaks alone because our words are always partly shaped by our interactions with others, past and future. Moreover, we never fashion ourselves entirely by ourselves but always do so in concert with others. Bakhtin thus decisively reshaped modern understandings of language and subjectivity. And yet, the contributors to this volume argue that something is potentially overlooked with too close a focus on dialogism: many speakers, especially in charged political and religious contexts, work energetically at crafting monologues, single-voiced statements to which the only expected response is agreement or faithful replication. Drawing on ethnographic case studies from the United States, Iran, Cuba, Indonesia, Algeria, and Papua New Guinea, the authors argue that a focus on “the monologic imagination” gives us new insights into languages’ political design and religious force, and deepens our understandings of the necessary interplay between monological and dialogical tendencies.
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Book chapters on the topic "Pedagogical discourse in Papua New Guinea"

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"Who is Doing the Talking? an Inquiry Based Approach to Elementary Mathematics in Papua New Guinea." In Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners, 257–75. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004378735_013.

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Motrescu-Mayes, Annamaria, and Heather Norris Nicholson. "Resisting Colonial Gendering while Domesticating the Empire." In British Women Amateur Filmmakers, 57–88. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474420730.003.0003.

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This chapter examines how colonial women amateur filmmakers often documented in detail their early and mid-twentieth century overseas travel and settlement experiences, jobs, sports and private and official events. Relying on cross-archival primary sources, it discusses the filmmakers’ simultaneous roles as vectors of colonising credos and commodified subalterns of imperial paternalism. It explores the historical discourse present across several colonial amateur films made by British women in South Asia, Africa, Papua New Guinea, and the Middle East between 1920s and 1940s. It also considers gender and racial hierarchies as shaped by imperial rule while confirmed or challenged by the filmmakers' prevailing perceptions of cinematic vocabulary and practice. Although traditionally seen as a predominantly male hobby, amateur filmmaking across the British Empire has been a pastime preferred by women too, almost on par with their male counterparts. It thus becomes possible to speak of a gender-based visual narrative identifiable across British colonial amateur filmmaking, one validated by the thematic choices made by women amateur filmmakers and their shared visual literacy. Finally, the chapter explores the differences and similarities in visual literacy between several amateur films made by British colonial women during the final years of the British rule in India.
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