Perceptions of education change in post-conflict environments and fragile states: The case of Timor-Leste / Canter, Martin John
- Bib ID:
- 7124292
- Format:
- Book and Microform
- Author:
- Canter, Martin John, author
- Description:
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- Ann Arbor : ProQuest Dissertations & Theses, 2015
- 378 p.
- ISBN:
- 9781321761009
- Summary:
-
It is therefore important to contextualise perceptions, attitudes and behaviours towards educational change within the framework of broader socio-cultural and socio-political terrains that are daily navigated by parents, teachers, and community members in relation to their experiences of and interactions with the education system (Grant Lewis & Naidoo, 2004; Makuwira, 2004). A more open, qualitative, narrative, and broad-based examination of the forces affecting educational change may then be useful in reconsidering and re-evaluating policy-level values that frequently equate concepts of reform with tightly defined notions of educational quality or effectiveness (Darling-Hammond & Bransford, 2005; Verspoor, 2006). Specifically, this study uses the collaborative interpretation of photographs in two conflict-affected districts in Timor-Leste to contextualise perceptions towards education reform initiatives within localised socio-political and socio-cultural environments.
The perceptions and attitudes that various education actors and stakeholders take towards educational reform is increasingly seen as pivotal in both the implementation and enactment of educational change (Burde, 2004; Kapoor, 2002; Rose, 2003; Taylor, 2009). In post-conflict situations and fragile states, the perceptions and attitudes to education reform held not only by policy-makers, educators and administrators, but more significantly by parents, community members and students themselves become additionally loaded and significant. Individual and collective education experiences, assumptions, values and stances held by these stakeholders are imbued with layers of interpretation relating to conceptions of, and perceived relationships with, authority, control, power, autonomy and agency (Kapoor, 2002, 2004).
This study examines the pressures and affordances there may be in areas such as communities' sense of involvement and agency in education reform initiatives in order to more deeply understand the nature of forces which affect education change within post-conflict and post-colonial contexts.
- Notes:
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- Advisors: Sharon M. Ravitch Committee members: Christopher Bjork; Katherine Schultz.
- Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
- English
- Subject:
- Other authors/contributors:
- University of Pennsylvania. Teaching, Learning and Curriculum, degree granting institution
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2015
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