Global Tides, Samoan Shores
Samoan Policy Actors’ Responses to the Shifting Conditions of Education Aid and Postcolonial Possibilities for Education Reform
Bibliographic Data
| ID | 8923976 |
|---|---|
| Authors | Nima Sobhani (0000-0003-3660-4044, The University of Melbourne, corresponding author) |
| Year | 2016 |
| Volume | 52 |
| Issue | 5 |
| Pages | 469-489 |
| Publication date | 2016-09-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2016.1214915 |
| OpenAlex | W2514562265 |
| Language | EN |
| References cited | 22 |
In the years since Samoan independence in 1962, and especially over the past 2 decades, the landscape of education aid to the Pacific Island nation of Samoa has changed dramatically as a result of ongoing geopolitical shifts and emerging global designs. Some of these include: rapid globalization across all spheres of human activity; the economic rise of Asia and the growing economic, cultural, and political role that China is now playing in the region; and shifts in the modus operandi of traditional donors such as Australia, all amidst continued talk of development partnerships and a post-2015 development agenda. These changes have affected Samoa in various ways and will continue to have tremendous implications for future education and development policy and practice. This article examines the emerging context in Samoa by analyzing data from semistructured interviews with a number of policy actors across different sectors of Samoan society, to obtain an understanding of the complexities, opportunities, and challenges that lie ahead. In ascertaining the central themes that emerged throughout these interviews, the article seeks to explore how Samoan policy actors are interpreting, negotiating, and responding to these ongoing shifts, and whether an opportunity exists for progress on the path to continued decolonization as articulated through Mignolo's concepts of “colonial difference” and “border thinking.” This analysis offers initial insights regarding the extent to which education reform based on foreign aid in Samoa can be more closely aligned with local histories and current priorities
Context (archaeology · Economic growth · Economics · Foreign policy · Geography · Geopolitics · Globalization · Political science · Politics · Samoan · Sociology · Global Education and Multiculturalism · Island Studies and Pacific Affairs · Law · Tourism, Volunteerism, and Development
Mastering the Semi-Structured Interview and Beyond
Development as Capability Expansion
Globalization and the Decolonial Option
Development as Freedom
The Wretched of the Earth
Local Histories/Global Designs
Education in small states
Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education
Education and the new imperialism
The global education agenda and the delivery of aid to Pacific education
University of the South Pacific
Samoa's Price for 25 Years of Political Stability
Sampling Knowledge
Of Mimicry and Man
Mignolo's Epistemology of Coloniality
Postcolonialism and Globalization in Education
Worlds and Knowledges Otherwise
| Citation velocity | historical |
|---|---|
| Highly cited | No |