title: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands.

authors: Simi, Janine

subjects: Special education

abstract: Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

text: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands. Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

year: 2008

title: Social conflict in communities impacted by tourism

authors: Yang, Jingjing

subjects: China

abstract: This paper is based upon 12 months of ethnographic study while living among the Tuva and Kazakh people in Xinjiang Uyghur Autonomous Region, China. Based on observation, interviews, participation and secondary documents the paper uses Coser's theory of Social Conflict to suggest a four part model of how tourism engenders different forms of social conflict and fluctuating alliances between stakeholders in an environment where tourism has been introduced by agents external to the indigenous community. The actors are ethnic groupings and members of those groups, governmental officials at local, regional and national level, intermediaries of the tourism industry and private sector entrepreneurs drawn from the majority and minority ethnic groups. Tensions are identified as being based on beliefs, resources and power, and a sequential pattern of primacy is identified consistent with stages of the tourist area life cycle.

text: Social conflict in communities impacted by tourism This paper is based upon 12 months of ethnographic study while living among the Tuva and Kazakh people in Xinjiang Uyghur Autonomous Region, China. Based on observation, interviews, participation and secondary documents the paper uses Coser's theory of Social Conflict to suggest a four part model of how tourism engenders different forms of social conflict and fluctuating alliances between stakeholders in an environment where tourism has been introduced by agents external to the indigenous community. The actors are ethnic groupings and members of those groups, governmental officials at local, regional and national level, intermediaries of the tourism industry and private sector entrepreneurs drawn from the majority and minority ethnic groups. Tensions are identified as being based on beliefs, resources and power, and a sequential pattern of primacy is identified consistent with stages of the tourist area life cycle.

year: 2013

title: He tangi mai i te puehu: He whakatewhatewha i te mahi whakamāori me te reo ā-tuhi a ngā tūpuna

authors: Apiata, Hāwea

subjects: Māori spirituality

abstract: Kei te pūtahi o tēnei tuhinga whakapae ko te whakatewhatewha i te whakapapa o te whakaaro Māori (Māori intellectual history) mā ēnei pātai e rua: He aha ā te Māori i tuhituhi ai i te tōmuatanga o te rautau rua tekau? Ā, he pēhea tāna wetewete i ngā huatau whakawairua nō waho i te ao Māori? 

Ina koa, ko tā te tuhinga whakapae nei he whakaaranga, he whakaatu hoki i ētahi huarahi e toru hei rangahau i ngā whakapapa o te whakaaro taketake: ko te ketuketu rua mahara (archival research); ko te tātari ariā (conceptual analysis); me te reo e whakamahia ana kia wetewete i te kaupapa. Mā te mahi ketuketu rua mahara e āhei ai ki te wānanga i ngā whakaputanga a Wiremu Takana, he kaituhi, he kaiwhakamāori nō Ngāti Kahungunu. Ka whakaputaina tāna tuhinga tuatahi i te tau 1915. Ā, e rua anō i whakaputaina e ia i te tau whai muri mai i 1916. Ko ēnei tuhinga āna e whakatewhatewha ana i te whakamāoritanga o te rongopai me te āheinga o ngā pūrākau Māori kia whakamārama i ngā whakaakoranga Moromona. Kāore anō kia āta tātaritia, kia āta rangahaua āna pukapuka e tētahi atu o mua. Ko te huarahi rangahau tuarua ko te tātari i te whakamāoritanga o ētahi ariā whakawairua e kitea ana i roto i ngā karaipiture o te Hāhi o Ihu Karaiti o te Hunga Tapu o ngā Rā o Muri nei. E toru ngā ariā kua tīpakongia hei tirotiro, arā, ko heaven, hell me baptism. Ā, hei whakawhānui atu i te titiro ki tēnei kaupapa, ka huritaongia ngā hua o te tuhinga reo Māori, arā, ka matapakina ngā take kia tuhituhi i te mahi rangahau i roto i te reo Māori.

I te mutunga iho, mā te āta wānanga i ngā whakaputanga reo Māori a te Hāhi o Ihu Karaiti (LDS) e whakawhānuitia ai tō tātou māramatanga ki te hītori o te mahi whakaputa pukapuka i roto i te Hāhi, te mahi punenga a te Māori, te whakareretanga o ngā tuhituhinga reo Māori, me te hītori o te Hāhi o Ihu Karaiti i Aotearoa nei.

text: He tangi mai i te puehu: He whakatewhatewha i te mahi whakamāori me te reo ā-tuhi a ngā tūpuna Kei te pūtahi o tēnei tuhinga whakapae ko te whakatewhatewha i te whakapapa o te whakaaro Māori (Māori intellectual history) mā ēnei pātai e rua: He aha ā te Māori i tuhituhi ai i te tōmuatanga o te rautau rua tekau? Ā, he pēhea tāna wetewete i ngā huatau whakawairua nō waho i te ao Māori? 

Ina koa, ko tā te tuhinga whakapae nei he whakaaranga, he whakaatu hoki i ētahi huarahi e toru hei rangahau i ngā whakapapa o te whakaaro taketake: ko te ketuketu rua mahara (archival research); ko te tātari ariā (conceptual analysis); me te reo e whakamahia ana kia wetewete i te kaupapa. Mā te mahi ketuketu rua mahara e āhei ai ki te wānanga i ngā whakaputanga a Wiremu Takana, he kaituhi, he kaiwhakamāori nō Ngāti Kahungunu. Ka whakaputaina tāna tuhinga tuatahi i te tau 1915. Ā, e rua anō i whakaputaina e ia i te tau whai muri mai i 1916. Ko ēnei tuhinga āna e whakatewhatewha ana i te whakamāoritanga o te rongopai me te āheinga o ngā pūrākau Māori kia whakamārama i ngā whakaakoranga Moromona. Kāore anō kia āta tātaritia, kia āta rangahaua āna pukapuka e tētahi atu o mua. Ko te huarahi rangahau tuarua ko te tātari i te whakamāoritanga o ētahi ariā whakawairua e kitea ana i roto i ngā karaipiture o te Hāhi o Ihu Karaiti o te Hunga Tapu o ngā Rā o Muri nei. E toru ngā ariā kua tīpakongia hei tirotiro, arā, ko heaven, hell me baptism. Ā, hei whakawhānui atu i te titiro ki tēnei kaupapa, ka huritaongia ngā hua o te tuhinga reo Māori, arā, ka matapakina ngā take kia tuhituhi i te mahi rangahau i roto i te reo Māori.

I te mutunga iho, mā te āta wānanga i ngā whakaputanga reo Māori a te Hāhi o Ihu Karaiti (LDS) e whakawhānuitia ai tō tātou māramatanga ki te hītori o te mahi whakaputa pukapuka i roto i te Hāhi, te mahi punenga a te Māori, te whakareretanga o ngā tuhituhinga reo Māori, me te hītori o te Hāhi o Ihu Karaiti i Aotearoa nei.

year: 2021