title: School cultural features and practices that influence inclusive education in Papua New Guinea: A consideration of schools in Southern Highlands Province.

authors: Rombo, John Longo

subjects: school culture

abstract: Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom.  Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices.  However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion.  Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices.

The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively.  A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data.  

The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies.  Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion.  The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices.

The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education.  Therefore, the special education policies developed at the national level had not trickled down to the school level.  This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

text: School cultural features and practices that influence inclusive education in Papua New Guinea: A consideration of schools in Southern Highlands Province. Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom.  Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices.  However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion.  Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices.

The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively.  A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data.  

The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies.  Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion.  The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices.

The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education.  Therefore, the special education policies developed at the national level had not trickled down to the school level.  This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

year: 2007

title: Urban planning provides potential for lake restoration through catchment re-vegetation

authors: Duggan, Ian C.

subjects: Oligotrophication

abstract: Encroachment of urban areas into forest and farmland is typically considered to have detrimental effects on terrestrial and aquatic ecosystems. Most restoration strategies for lakes affected by urban development represent expensive short-term fixes requiring on-going management, with long-term restoration requiring external nutrient inputs (typically the major impact of urban development) to be significantly reduced. This study details, using a simple nutrient budget, the effects of the conversion of farmland to native forest in a lake catchment (Waiwhakareke/Horseshoe Lake in the Waiwhakareke Natural Heritage Park (WHNP), New Zealand) during urban encroachment. I show how far-sighted planning employed by management authorities can lead to urban growth being beneficial to aquatic systems. Even using this method, however, managers should not expect lakes to become immediately available as amenities. Although reduction in external nutrient loads brought about by the reforestation of lake catchments in urban areas will ultimately lead to phosphorus reduction and concomitant water quality improvements, such responses may take a number of years due a continued release of nutrients from bottom sediments if they are initially within rural catchments. Urban management authorities therefore need to possess a long-term outlook and commitment to such projects. Overall, the WHNP project acts as a model for future urban development and spread of cities, providing opportunities for the long-term restoration and conservation of lakes.

text: Urban planning provides potential for lake restoration through catchment re-vegetation Encroachment of urban areas into forest and farmland is typically considered to have detrimental effects on terrestrial and aquatic ecosystems. Most restoration strategies for lakes affected by urban development represent expensive short-term fixes requiring on-going management, with long-term restoration requiring external nutrient inputs (typically the major impact of urban development) to be significantly reduced. This study details, using a simple nutrient budget, the effects of the conversion of farmland to native forest in a lake catchment (Waiwhakareke/Horseshoe Lake in the Waiwhakareke Natural Heritage Park (WHNP), New Zealand) during urban encroachment. I show how far-sighted planning employed by management authorities can lead to urban growth being beneficial to aquatic systems. Even using this method, however, managers should not expect lakes to become immediately available as amenities. Although reduction in external nutrient loads brought about by the reforestation of lake catchments in urban areas will ultimately lead to phosphorus reduction and concomitant water quality improvements, such responses may take a number of years due a continued release of nutrients from bottom sediments if they are initially within rural catchments. Urban management authorities therefore need to possess a long-term outlook and commitment to such projects. Overall, the WHNP project acts as a model for future urban development and spread of cities, providing opportunities for the long-term restoration and conservation of lakes.

year: 2012

title: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

authors: Maisey, Carma

subjects: Poutama Pounamu

abstract: The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

text: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

year: 2022