Developing a Community-based Vernacular School: A Case Study of the Maiwala Elementary School in Papua New Guinea  

Oleh:

Nagai, Yasuko

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 13 no. 3 (1999), page 194-206.
Fulltext: Vol. 13, No. 3, p 194-206.pdf (231.51KB)

Isi artikel

In recent years in Papua NewGuinea, vernaculareducation has been promotedinorder to make school more relevant to the everyday life of the local community. Values of indigenous culture are also recognised in the curriculum. However, expatriates still have the major role in designing curricula and teaching strategies for the indigenous people. Although indigenous people have been invited from time to time to contribute their ideas, they have not been the main curriculum developers. This paper presents a breakthrough in the transition from the process of the expatriate-centred approach towards the development of indigenous education. The indigenous people were encouraged to take an active role in thinking for the establishment of their vernacular elementary school. Through the process of Participatory Action Research (PAR), they were empowered to express their innovative ideas and to become responsible for their decisions,while an expatriateplayed the role of facilitator.As a result, theywere able to syncretise Western values and indigenous values successfully in their school.

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