dc.contributor.advisor |
Huntsman, Judith |
en |
dc.contributor.advisor |
Peters, Michael |
en |
dc.contributor.author |
Coxon, Eve, 1948- |
en |
dc.date.accessioned |
2012-07-19T03:14:03Z |
en |
dc.date.available |
2012-07-19T03:14:03Z |
en |
dc.date.issued |
1996 |
en |
dc.identifier.citation |
Thesis (PhD--Education)--University of Auckland, 1996 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/19364 |
en |
dc.description |
Full text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
The focus of this thesis is the process of education policy-making within the context of a small island state on the periphery of the global political economy. It aims to demonstrate how the process of 'indigenisation' of the 'modem' institutions of the nation-state and education impacts on the education policy process within the modernising/developing context of a small 'Third World' state. In doing so, it maintains that an understanding of the contextual dynamics of education policy-making requires critical analysis of the implications for the policy process of the power relations between international and national political and economic forces, on the one hand; and the articulation of the socio-cultural forces of local 'tradition' and global 'modernity', on the other. The thesis posits policy as praxis: the means whereby theory is mediated in practice. Accordingly, it incorporates two main dimensions. At one level it aims to make sense of the diversity of theories and concepts which shape and inform the education policy process in 'Third World' contexts. At another, it aims to produce a participant-observer's view of the educational policy process in a specific policy setting, which takes into account both the 'top-down' and 'bottom-up' forces which shape education policy decisions in such a way as to illuminate the relationships between context and process. The thesis is constructed in two parts. Part One is concerned with the first of the two dimensions and revives the academic 'development' debates that have been drowned by the dominant development discourse of the 'New World Order'; particularly those which influence the education and development discourse. In doing so, it evaluates the adequacy of both dominant and critical discourses in explaining the context in which so-called development occurs. It argues for a dialectical conceptualisation of global processes within local contexts, which accounts for the articulation of tradition and modernity and which poses 'culture' as the foundation of development. The conclusions drawn about what constitutes a dialectic of local and global, particular and universal, traditional and modern, are given concrete realisation through a historical exploration of 'the indigenisation of modernity' in Western Samoa. The second part of the thesis is concerned with its second main dimension, the articulation of context and process in the production of a policy text, and returns to the focus of the thesis: the education policy process within the specific policy context of Western Samoa. A historical overview of the development of 'western' education highlights the extent to which the policy issues to be addressed derive from the specific socio-cultural and historical conditions in which they exist. Also elaborated are the steps followed in establishing a consultative and participatory policy process aimed at arriving at 'locally appropriate' policy decisions rather than the application of a 'global blueprint'. Included are the perceptions and experiences of those immediately involved, and the discussions and debates that contributed to the textualisation of policy decisions. Together they demonstrate how the 'top-down' managerial policy approach advocated by global forces was mediated by local 'bottom-up' forces, in shaping an education policy process and education policy decisions in accord with the dynamics of the Western Samoan context. |
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dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA9962894214002091 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
en |
dc.rights |
Restricted Item. Available to authenticated members of The University of Auckland. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
The politics of 'Modernisation' in western Samoan education |
en |
dc.type |
Thesis |
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thesis.degree.discipline |
Education |
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thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.date.updated |
2012-07-19T02:03:23Z |
en |
dc.rights.holder |
Copyright: The author |
en |
dc.identifier.wikidata |
Q112123984 |
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