Disrupting assumptions about vernacular education in Papua New Guinea

Honan, Eileen 2002, Disrupting assumptions about vernacular education in Papua New Guinea, Reading online, vol. 6, no. 5, Dec-Jan 2002-2003, pp. 1-8.

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Title Disrupting assumptions about vernacular education in Papua New Guinea
Author(s) Honan, Eileen
Journal name Reading online
Volume number 6
Issue number 5
Season Dec-Jan 2002-2003
Start page 1
End page 8
Publisher International Reading Association
Place of publication Newark, Del.
Publication date 2002-12
ISSN 1096-1232
Keyword(s) education reform
policy assumptions
english literacies
schooled literacy practices
disrupting the equation
questions for the future
Summary During 1999 and 2000, the author was employed by the Papua New Guinea Department of Education. Part of her duties at the Papua New Guinea Education Institute was to deliver in-service professional development programs to teachers who were implementing the country’s new curriculum. A focus of this curriculum is the use of two languages in early education; it also responds to the notion of the “bridging years” when children in Papua New Guinea develop skills and knowledge in two cultures and two languages. In this article, the author casts a critical gaze on the implications of developing literacy technologies for oral languages in Papua New Guinea. She uses examples drawn from the in-service course she developed for practicing teachers, as well as referring to theoretical understandings of the importance of literacy practices being learned in social and cultural contexts.
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001791

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