Tout le monde a sa place? Mirab, education, and society in Wallis and Futuna

Dados Bibliográficos

ID12873545
AutoresAlice K Jacobs (0000-0002-2428-2458, Victoria University of Wellington, autor correspondente), J Overton (0000-0002-9080-9510, Victoria University of Wellington)
Ano2017
Volume12
Fascículo1
Páginas151-168
Data de publicação2017-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoIsland Studies Journal (JOURNAL)
Identificadores do periódicoISSN: 1715-2593 • E-ISSN: 1715-2593
EditoraIsland Studies Journal (PUBLISHER)
DOI10.24043/isj.10
OpenAlexW2612125424
IdiomaEN
Citações recebidas3
Referências citadas20

Wallis and Futuna officially became a 'Sub-National Island Jurisdiction' (known as French Overseas Territory/Collectivity) in 1961 and has since adopted an economic and political structure consistent with the MIgration, Remittances, Aid, and Bureaucracy (MIRAB) model. Although the MIRAB economy has been stable, the rapid increase in migration for higher education of the younger population since the turn of the century raises questions concerning the role of education within this structure. A qualitative study discovered that education should be regarded as a key component in the MIRAB economy of the territory. Firstly, education has provided a new population outlet as young people have chosen opportunities for higher education and training overseas. Secondly, migration for education has revealed social dimensions within the model, as access to education overseas has simultaneously sustained the bureaucratic elite but has also enabled customary classes to negotiate their power and maintain a hold on the process of change. Finally, education has potentially reduced the pressure of remittances, as some qualified graduates are able to return and access high wage employment locally

Art · Geography · Humanities · Sociology · Climate Change, Adaptation, Migration · Island Studies and Pacific Affairs · Pacific and Southeast Asian Studies