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Wanem we mifala I wantem [what we want] : = A community perspective of vernacular education in Vanuatu.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Wanem we mifala I wantem [what we want] :/
其他題名:	A community perspective of vernacular education in Vanuatu.
作者:	Shipman, Trisha S.
面頁冊數:	1 online resource (170 pages)
附註:	Source: Masters Abstracts International, Volume: 70-03.
Contained By:	Masters Abstracts International70-03.
標題:	Social structure. -
電子資源:	click for full text (PQDT)
ISBN:	9780549596387

Wanem we mifala I wantem [what we want] : = A community perspective of vernacular education in Vanuatu.
Shipman, Trisha S.

Wanem we mifala I wantem [what we want] :A community perspective of vernacular education in Vanuatu. - 1 online resource (170 pages)

Source: Masters Abstracts International, Volume: 70-03.

Thesis (M.A.)--University of Hawai'i at Manoa, 2008.

Includes bibliographical references

Many educators and stakeholders working within the field of education in Vanuatu will agree that the national, formal education system-its curriculum, medium of instruction, and school structure-are largely disconnected from the daily lives of many Ni-Vanuatu students. As a way to bridge this gap, there has been no clear policy for the inclusion of indigenous languages and epistemology into the formal school program. Furthermore, local community members have not been given an opportunity to express their concerns, ideas, and desires, regarding formal education, and they have not been invited to participate in the planning process. This thesis presents a community perspective of vernacular and cultural education by capturing the voices of community members from two communities, Ronevie Village and Tautu Village, located on the island of Malekula.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780549596387Subjects--Topical Terms:

555182
Social structure.
Index Terms--Genre/Form:

554714
Electronic books.

Wanem we mifala I wantem [what we want] : = A community perspective of vernacular education in Vanuatu.
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520 $a Many educators and stakeholders working within the field of education in Vanuatu will agree that the national, formal education system-its curriculum, medium of instruction, and school structure-are largely disconnected from the daily lives of many Ni-Vanuatu students. As a way to bridge this gap, there has been no clear policy for the inclusion of indigenous languages and epistemology into the formal school program. Furthermore, local community members have not been given an opportunity to express their concerns, ideas, and desires, regarding formal education, and they have not been invited to participate in the planning process. This thesis presents a community perspective of vernacular and cultural education by capturing the voices of community members from two communities, Ronevie Village and Tautu Village, located on the island of Malekula.
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