Going to School in Oceania


Book Description

The history and current practices for school systems in the countries of the Oceanic region depend on the economic, political, and cultural circumstances of their countries. Divided into four chronological sections — pre nineteeth century, nineteenth century, twentieth century and present times — each chapter traces the factors that have impacted educational philosophy and goals for each country. Identifying available options for students of all economic backgrounds, each chapter also includes a Day in the Life feature that shares with readers what a typical student in that country will experience at their school. ; Australia ; Fiji ; New Zealand ; Papua New Guinea ; Samoa




Going to School in Latin America


Book Description

Latin America has tremendous diversity geographically, politically, and demographically. Some countries such as Argentina, Brazil and Chile, enjoy a time of peace and growing prosperity, while other countries such as Bolivia and Columbia are struggling with government and economic issues. This volume examines the history and present educational systems, both public and private, of approximately 15 countries in the Latin American region, along with a day in the life feature that shows what the school day is like from the students' point of view.




Going to School in East Asia


Book Description

Education in east Asia varies widely, due to the cultural and political histories of each country. The communist governments of China, North Korea, and Vietnam mandate schooling differently from the limited democracy of Hong Kong and the parliamentary government of Japan. The history of the educational philosophies, systems, and curricula of seventeen East Asian countries are described here, with a timeline highlighting educational developments, and a special day in the life feature, a personal account of what it is like for a student to attend school in that country.




Missionary Education


Book Description

Missionaries have been subject to academic and societal debate. Some scholars highlight their contribution to the spread of modernity and development among local societies, whereas others question their motives and emphasise their inseparable connection with colonialism. In this volume, fifteen authors – from both Europe and the Global South – address these often polemical positions by focusing on education, one of the most prominent fields in which missionaries have been active. They elaborate on Protestantism as well as Catholicism, work with cases from the 18th to the 21st century, and cover different colonial empires in Asia and Africa. The volume introduces new angles, such as gender, the agency of the local population, and the perspective of the child.




Relationality and Learning in Oceania


Book Description

"This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here-in Solomon Islands and Tonga-were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity. Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses"--




The Happy Isles of Oceania


Book Description

The author of The Great Railway Bazaar explores the South Pacific by kayak: “This exhilarating epic ranks with [his] best travel books” (Publishers Weekly). In one of his most exotic and adventuresome journeys, travel writer Paul Theroux embarks on an eighteen-month tour of the South Pacific, exploring fifty-one islands by collapsible kayak. Beginning in New Zealand's rain forests and ultimately coming to shore thousands of miles away in Hawaii, Theroux paddles alone over isolated atolls, through dirty harbors and shark-filled waters, and along treacherous coastlines. Along the way, Theroux meets the king of Tonga, encounters street gangs in Auckland, and investigates a cargo cult in Vanuatu. From Australia to Tahiti, Fiji, Easter Island, and beyond, this exhilarating tropical epic is full of disarming observations and high adventure.




Going to School in the Middle East and North Africa


Book Description

The Middle East and North Africa are constantly in the news due to political turmoil, and it is difficult for students in those countries to attend school and live the life of a child or teenager. What is it really like? This volume traces the history of education in countries of the Middle East and North African region, identifying the types of education available for different genders and social classes, and how race, ethnicity and gender affect education for those students. Primary, Secondary, and Post-Secondary educational opportunities are examined, along with curriculum, and teaching menthods. Major reforms and philosophies are also presented. Countries included are: Algeria, Morocco, Tunisia, Egypt, Libya, Saudia Arabia, Iran, Iraq, Israel, Jordan, Syria, Lebanon.




Going to School in South Asia


Book Description

Afghanistan is one of many South Asian countries appearing in daily headlines, as it attempts to rebuild its society, including its educational system, after decades of war. Sri Lanka, devastated by the tsunami of 2004, and parts of Pakistan and Northern India, coping with the aftereffects of a major earthquake, are also also struggling for teachers, classrooms, supplies, and a sense of normalcy for their students. This volume, part of the Schooling Around the World series, provides readers with a history and survey of education in eight of the region's countries. It examines the Primary, Secondary, and Postsecondary levels of education, identifying the types of education available (public, private, tutoring, etc), any race, gender or social class issues that impact education, and major reforms taking place. Readers will find discussions of curriculum and teaching methods most helpful, as well as a special day in the life feature, which gives a personal look at what it's like for students attending school in that country today.




Australia and Oceania


Book Description

Discover the history, people, animals, food, culture and future of Australia, the smallest of the seven continents, and the islands known as Oceania.




The Enchanted Cottage of Oceania


Book Description

Twelve years after Chester Reynolds’ mysterious disappearance from the Bell Tower at the Enchanted College of Oceania (ECO), his fourteen-year-old identical twin daughters, Harper Leigh and Leigh Harper (named in honor of Harper Lee, the author of To Kill A Mockingbird), embark on a magical quest to determine why he was abducted from their relatively quiet hometown of Oceania, Maryland. Harper and Leigh may be identical, but their personalities could not be more different. Harper excels in sports, and her love of skateboarding is matched only by her feelings for her boyfriend, Jeremy Alexander Fletcher, the good-looking, athletic captain of the Lakeshore Preparatory varsity baseball and football teams. Leigh is light-years ahead of her sophomore class in academics and she prefers to spend Saturday afternoons in ballet class rather than at the skate park with Harper. Harper is a natural dare-devil, but Leigh, the more reserved twin, soon discovers that her chats with a stranger called Poem Man on Teen Village prove to be more sinister and dangerous that she could have ever imagined. Lydia Reynolds, the twins’ mother, owns and operates The Enchanted College of Oceania (ECO), a school for children and young adults with Magical Talents and Special Gifts. ECO is housed in an old mansion with a sordid and murderous history; from ghostly sightings of the mansion’s former owners, J.L and Eloise Winthrop, to strange occurrences in classrooms, students have no shortage of surreal tales to tell. Unlike their hopeful mother, the twins aren’t convinced that their father is still alive. Dr. Xavier Montague, the Headmaster of Lakeshore Preparatory, who has plans of his own for Lydia, often quietly thwarts Lydia’s search for Chester. While visiting ECO one afternoon, Harper discovers a rather ominous magic book that details how to reclaim the dead. The twins soon realize that the book’s spells for resurrection involve “soul-napping”, which proves to be quite difficult as ghosts are hard to capture and control. While the twins attempt to bottle spirits, Lydia becomes the legal guardian of a handsome, sixteen-year-old named Lance Meridian, whose parents recently died in a car accident in Washington D.C. The trauma of the event caused Lance to experience hysterical deafness. Despite his grief and solitude, he establishes a friendship with the four peculiar and rarely seen women of Emerson Pond. In Oceania, no one but Lance is brave enough to even venture into their territory, as few are aware of what occurs in their enchanted cottage. The Reynolds twins must balance the paranormal pursuit to find their father, Chester, (which they title “Project C”) with real world drama at The Academy of the Sacred Names, their all-girls Catholic high school. While executing Project C, the girls must also navigate the precarious corridors of high school marked by rigorous academics, the self-proclaimed “Royals” and their arch-nemesis Meredith Ford. The Reynolds girls certainly never have a dull moment and they manage to find romance, danger and adventure in this world and beyond.