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Alternative paradigms of educational...

Heywood Daphne Marsh.

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Alternative paradigms of educational development: Indigenous models of schooling for developing countries.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Alternative paradigms of educational development: Indigenous models of schooling for developing countries./
作者:	Heywood Daphne Marsh.
面頁冊數:	226 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3905.
Contained By:	Dissertation Abstracts International62-11A.
標題:	History, Latin American. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ63785
ISBN:	9780612637856

Alternative paradigms of educational development: Indigenous models of schooling for developing countries.
Heywood Daphne Marsh.

Alternative paradigms of educational development: Indigenous models of schooling for developing countries. - 226 p.

Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3905.

Thesis (Ph.D.)--University of Toronto (Canada), 2001.

Recent trends in qualitative research emphasize the importance of local and contextual factors. Crossley & Vulliamy (1996) and Watson (1994) for example, imply that educational systems of developing countries ought to be evaluated using appropriate analytical and methodological criteria, determined within a local context. This study attempts to challenge the dominant paradigm that links education to "Western" ideas of development. In doing so it analyses the relationship between endogenous development and indigenous models of schooling. It attempts a comparative case-study analysis of two indigenous models of schooling in former colonies: Fe y Alegria of Venezuela and Servol of Trinidad and Tobago. These models are studied because they reflect local, cultural, social, and economic conditions. Attention is paid to community involvement, indigenous ideas about curriculum and programming, the link between education and work, and the link between local epistemologies and education outcomes. The study involves qualitative methods of analysis with particular emphasis on ethnographic methods. Documentary analysis is used to complement field research and participatory observation.

ISBN: 9780612637856Subjects--Topical Terms:

1017580
History, Latin American.

Alternative paradigms of educational development: Indigenous models of schooling for developing countries.
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502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2001.
520 $a Recent trends in qualitative research emphasize the importance of local and contextual factors. Crossley & Vulliamy (1996) and Watson (1994) for example, imply that educational systems of developing countries ought to be evaluated using appropriate analytical and methodological criteria, determined within a local context. This study attempts to challenge the dominant paradigm that links education to "Western" ideas of development. In doing so it analyses the relationship between endogenous development and indigenous models of schooling. It attempts a comparative case-study analysis of two indigenous models of schooling in former colonies: Fe y Alegria of Venezuela and Servol of Trinidad and Tobago. These models are studied because they reflect local, cultural, social, and economic conditions. Attention is paid to community involvement, indigenous ideas about curriculum and programming, the link between education and work, and the link between local epistemologies and education outcomes. The study involves qualitative methods of analysis with particular emphasis on ethnographic methods. Documentary analysis is used to complement field research and participatory observation.
520 $a The data reveal that while both communities are conscious of the need to provide genuine alternatives to traditional models of schooling, these communities are also cognizant of tensions between the local and the national, and between the local and the global. The need to provide access to educational opportunities that satisfy individual, communal, and societal needs often means that local educational practices constantly seek validation from both the national and international community. In Ciudad Bolivar, Fe y Alegria has become an alternative model of public schooling, and in Trinidad, Servol has canvassed vigorously to have its programs accredited.
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