Pedagogical discourse in Papua New Guinea (PNG) community schooling is mediated by a western styles education. The daily administration and organisation of school activity, graded teaching and learning, subject selection, content boundaries, teaching and assessment methods are all patterned after western schooling. This educational settlement is part of a legacy of German, British and Australian government and non-government colonialism that officially came to an end in 1975. Given the colonial heritage of schooling in PNG, this study is interested in exploring particular aspects of the degree of mutuality between local discourses and the discourses of a western styled pedagogy in post-colonial times, for the purpose of better informing community school teacher education practices. This research takes place at and in the vicinity of Madang Teachers College, a pre-service community school teachers college on the north coast of Papua New Guinea. The research was carried out in the context of the researcher’s employment as a contract lecturer in the English language Department between 1991-1993. As an in-situ study it was influenced by the roles of different participants and the circumstances in which data was gathered and constituted, data which was compatible with participants commitments to community school teacher education and community school teaching and learning. In the exploration of specific pedagogic practices different qualitative research approaches and perspectives were brought to bear in ways best suited to the circumstances of the practice. In this way analytical foci were more dictated by circumstances rather by design. The analytical approach is both a hermeneutic one where participants’ activities are ‘read like texts’, where what is said or written is interpreted against the background of other informing contexts and texts, to better understand how understandings and meanings are produced and circulated; and also a phenomenological one where participants’ perspectives are sought to better understand how pedagogical discursive formations are assimilated with the ‘self’. The effect of shifting between these approaches throughout the study is to build up a sense of co-authorship between researcher and participants in relation to particular aspects of the research. The research explores particular sites where pedagogic discourse is produced, re-produced, distributed, articulated, consumed and contested, and in doing so seeks to better understand what counts as pedagogical discourse. These are sites that are largely unexplored in these terms, in the academic literature on teacher education and community schooling in PNG. As such, they represent gaps in what is documented and understood about the nature of post-colonial pedagogy and teacher training. The first site is a grade two community school class involved in the teaching and early learning of English as the ‘official’ language of instruction. Here local discourses of solidarity and agreement are seen to be mobilised to make meaningful, what are for the teacher and children moments in their construction as post-colonial subjects. What in instructional terms may be seen as an English language lesson becomes, in the light of the research perspectives used, an exercise in the structuring of new social identities, relations and knowings, problematising autonomous views of teaching and learning. The second site explores this issue of autonomous (decontextualised) teaching and learning through an investigation of student teachers’ epistemological contextualisations of knowledge, teaching and learning. What is examined is the way such orientations are constructed in terms of ‘traditional’ and ‘modern’ epistemological and pedagogical alignments, and, in terms of differently conceived notions of community, in a problematisation of the notion of community schooling. The third and fourth sites examine reflective accounts of student teachers’ pedagogic practices, understandings and subjectivities as they confront the moral and political economies and cultural politics of schooling in School Experiences and Practicum contexts, and show how dominant behaviourist and ‘rational/autonomous’ conceptions of what counts as teaching and learning are problematised in the way some students teachers draw upon wider social discourses to construct a dialogue with learners. The final site is a return to the community school where the discourse of school reports through which teachers, children and parents are constructed as particular subjects of schooling, are explored. Here teachers report children’s progress over a four year period and parents write back in conforming, confronting and contesting ways, in the midst of the ongoing enculturation of their children. In this milieu, schooling is shown to be a provider of differentiated social qualifications rather than a socially just and relevant education. Each of the above-mentioned studies form part of a research and pedagogic interest in understanding the ‘disciplining’ effects of schooling upon teacher education, the particular consequences of those effects, what is embraces, resisted and hidden. Each of the above sites is informed by various ‘intertexts’. The use of intertexts is designed to provide a multiplicity of views, actions and voices while enhancing the process of cross-cultural reading through contextualising the studies in ways that reveal knowledges and practices which are often excluded in more conventional accounts of teaching and learning. This research represents a journey, but not an aimless one. It is one which reads the ideological messages of coherence, impartiality and moral soundness of western pedagogical discourse against the school experiences of student-teachers, teachers, children and parents, in post-colonial Papua New Guinea, and finds them lacking.

Originally presented as the author's Thesis (doctoral)--University of Basel, 1990. / Includes bibliographical references (p. 327-336).

Thesis (M.A.)--University of Waikato, 2007. / Originally presented as the author's M.A thesis, Waikato University, 2008.

Among the Baliem valley Dani of the central highlands of Irian Jaya, Indonesia, infants play a prominent role in social relations. Infant mortality rates among the Dani are above two hundred and fifty deaths per thousand live births and birth rates are low. To these patterns of infant survival and growth the Dani consistently ascribe complex meaning. Drawing from anthropological research conducted in 1994--1995 in the Baliem valley, this dissertation demonstrates that indigenous meanings about the infant body and assessments of infant health link the infant to political relations within polygynous families, to antagonistic gender relations, and to affiliations with powerful ancestor spirits. Gender relations play a prominent role in explanations about infants. When an infant dies, parents explain the death in ways that reflect the lower social status of women in relation to men. A study of sex ratios during the first year of life and biased use of health services by gender of the infant suggest that the Dani may generate and validate cultural patterns of gender inequality during the earliest months of life. / Infants also play an important role in national politics. In Indonesia's attempts to assimilate indigenous peoples into the country's economic development agenda, the infant appears in health promotions as a member of a contrived ideal family. These national cultural models, grounded in a concern with population control, translate into an applied health agenda for infants that has little impact on the mortality rates of the very young in Dani society. / The infant, though mute, is a powerful figure at the center of many social and political relations. The richness of meaning attributed to infants in the Baliem valley suggests that further research is needed to correct lacunae in anthropological theory about one of life's key social figures.

Field experiments were conducted during the 1989 dry season (July to December) at the Manggoapi Farm of the Faculty of Agriculture, Cenderawasih University in Manokwari, Irian Jaya, Indonesia. The objectives of the experiments were to determine the effects of four sweet potato cropping systems on the population density of sweet potato weevils (SPW) and on the diversity of other insects within these agroecosystems. / Fewer SPW were found in intercropped sweet potato + corn (2 weevils per kg infected tubers), sweet potato + soybean (21 weevils), sweet potato + corn + soybean (8 weevils) than in monoculture sweet potato (37 weevils); percentage of damaged tubers followed the same trend, ranging from 2.6% to 14.0% in intercropped sweet potato, to 21.9% in the sweet potato monoculture. However, the higher number of SPW and damaged tubers in the monoculture did not reduce yield below that in the intercropped plots. / Insect and spider populations were more diverse in the intercropped sweet potato systems than in monoculture. Number of arthropods increased throughout the growing season. Intercropping may reduce the population density of other insect pests associated with sweet potato and may increase the population density of natural enemies.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1977. / Bibliography: leaves [240]-245. / Microfiche. / vii, 245 leaves ill., maps

Thesis (M.A.)--University of Hawaii at Manoa, 2008. / Includes bibliographical references (leaves 151-167). / viii, 167 leaves, bound 29 cm

Thesis (M.A.)--University of Hawaii at Manoa, 1983 / Pacific Islands Studies

plan A / Pacific Islands Studies

Bibliography: leaves 359-381 / xi, 381 leaves : ill., maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, 1985