Thesis (D. Min.)--Perkins School of Theology, Southern Methodist University, 1976. / Includes bibliographical references (leaves 123-140).

Thesis (D. Min.)--Perkins School of Theology, Southern Methodist University, 1976. / Includes bibliographical references (leaves 123-140).

Professional and volunteer programs of educational assistance to developing countries have increased to such an extent that local educational planners are often confused as to how to determine the most appropriate educational roles of each in order to utilize their services most productively. This study inquires into the comparative qualifications and educational contributions overseas of Canadian teachers to Nigeria and Sarawak during the decade 1957-67 by the External Aid Office and Canadian University Overseas in an attempt to prove that there is an overlapping area of similar qualifications and contributions overseas of Canadian teachers sent by the two agencies which results in confusion of their respective professional and volunteer roles. It further searches into areas of interaction of Canadian teachers overseas with local and international personnel and agencies in an attempt to show that such interaction has enhanced teachers' contributions, and that increased future co-operative endeavours could facilitate a greater total educational contribution. Finally, it seeks to show that some difficulties experienced by Canadian teachers, caused by inappropriate assignments or the non-provision of necessary emoluments, have affected their educational contributions, and that some means of avoiding or alleviating such difficulties in the future is desirable and necessary. Data for this study was gathered by means of a survey form mailed to those External Aid and CUSO teachers who served in Nigeria or Sarawak during the period 1957-67 as secondary teachers, teacher trainers, group headmasters (primary school supervisors), principals and advisers to governments. Information was solicited about the teachers' qualifications and experience before going overseas, education assignments overseas, educational activities beyond the assigned tasks, local and international associations and their effects upon the educational contribution, and difficulties resulting from non-fulfilment of contractual or agreement obligations pertaining to education assignments or personal emoluments. Of those teachers canvassed, 72 percent of External Aid and 61 percent of CUSO teachers responded. The findings show that there was a degree of overlapping of CUSO and External Aid teachers’ qualifications and educational contributions in Nigeria and Sarawak in that some CUSO teachers had equal or better qualifications, and made comparable or more professional contributions than some External Aid teachers. Many secondary teachers from both agencies assumed similar classroom teaching duties and extracurricular duties; some CUSO teachers undertook professional tasks which a number of External Aid secondary teachers did not; a few CUSO volunteers performed the professional roles of teacher trainer, group headmaster, primary school supervisor and secondary school principal. Thus, the appropriate qualifications and roles -which might distinguish Canadian professional and volunteer teachers were not clearly defined. All the teachers under study considered their local leisure time associations of value to their contributions, and most considered their time spent with Europeans of value, particularly CUSO teachers. Although all worked with other international educational personnel, less than half reported special co-operation with these colleagues, and only one-third received Canadian support for their educational endeavours. The evidence reveals that CUSO volunteers have valued European professional assistance, that more co-operation between members of international agencies should prove fruitful, and that greater assistance from Canadian sources could result in a greater total contribution. Although the majority of teachers expressed no major assignment difficulties, a small number from both agencies reported modifications of their original education assignments or indicated that their assignments differed from their original expectations. A large minority did not feel that their skills were fully utilized. A small number from both agencies experienced emolument difficulties. It may be inferred that the frustrations involved in the solution of these difficulties often resulted in adverse psychological effects, which in turn could affect their contributions. No consistent pattern of assistance towards the solution of these problems was revealed; Several teachers expressed the need for External Aid regional representatives to facilitate the teacher's adjustment and proper placement in the country of service. From a national point of view, there- appears to be a distinct need, and duty to ensure that the qualifications and roles of professional and volunteer teachers provided by Canada be clearly recognizable, consistent and predictable to educational planners in developing countries so that the services of such personnel may be used to harmonize efficiently with national development plans, and in order that the potential professional contributions of experienced teachers be not wasted. Further there appears to be a need for greater co-operation between members of the two Canadian agencies, and for more assistance in the field from the sending agency. Thus, the following recommendations are made: 1. that External Aid and CUSO policies be co-ordinated in order to distinguish the educational needs each will attempt to satisfy in developing countries, and to determine the teaching and academic qualifications and previous teaching, experience appropriate to those separate roles. 2. that External Aid regional representatives be appointed, charged with the responsibilities of determining appropriate assignments, of ensuring the availability of necessary facilities such as housing, and for facilitating the teachers' adjustments in the country of service by helping to solve unforeseen difficulties in assignment and physical arrangements. External Aid and CUSO coordinators within the country of service might then co-operate in jointly presenting their policies to local educational authorities, and channeling requests for Canadian personnel to the appropriate agency. 3. That closer co-operation of External Aid and CUSO agencies be encouraged both in orientation programs in Canada, and in formal or informal meetings in the countries of service, in order that inexperienced teachers may avail themselves of the professional assistance of more experienced teachers. / Education, Faculty of / Graduate

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

This descriptive essay aims to develop constructivist Role theory. Specifically, it examines the potential of applying role analysis to a case of two types of actors; marginalized citizens and their state decision makers. There has previously been little role analysis applied to domestic political settings, as opposed to internationally between states. Therefore, research has been encouraged in this area. The selected empirical case is the controversial Bakun hydroelectric dam project in Sarawak, Malaysian Borneo. It involves the resettlement of the marginalized indigenous Orang Ulu people and is driven by the Sarawak state government. By analyzing the role conceptions and norms of these actors, together with the concept of power, a new perspective on their relationship is developed. The successful application of Role theory in this new setting and case is a contributing point of the study. The role analysis is conducted using a qualitative critical text analysis method; an analytical framework is established with which the actors’ roles are retrieved from the text material. The results are then analyzed, and the conclusion of the case study is that the actors have incoherent conceptions of their roles and norms, leading to a conflict between the two in which the government has the upper hand due to (illegitimate) power structures.

Supplementary feeding continues to be a widespread strategy for child health promotion though its efficacy remains contested. The long-standing, Malaysian national food assistance program for children - Program Pemulihan Kanak-Kanak Kekurangan Zat Makanan (PPKZM) - fits this pattern, receiving severe criticism for its limited impact on child nutritional status. Still, the program remains, producing a seeming paradox and prompting questions of how it fits into (1) the larger political context of national health policy and (2) more localized village and clinic environments. This research combines historical inquiry with the in-depth, ethnographic study of two predominantly Malay coastal villages in Malaysian Borneo, where child anthropometry and household food insecurity rates establish a clear need for the PPKZM despite low coverage rates. This study assesses the ways in which common, local foods are perceived and categorized and the degree to which these understandings are shared both (1) within the communities and (2) between the communities and the clinics that serve them. Community members do not share a single core set of well-known food items. Instead, multiple microenvironments within the fieldsites likely dictate differential diets and prioritize distinct sets of foods. Agreement is more pronounced among clinic workers, who display a simple food classification system based almost exclusively on taxonomic differences with the rationale for these distinctions expressed in nutritional terms. Although community members recognize the same constitutive kinds, their categories are more nuanced and reflect the concerns of day-to-day practice, encompassing when and how a food item is encountered; its origins, relative expense, and common usage; and who will likely consume it. The dissertation relates cultural models for food classification to health education messages, PPKZM programming guidelines, community conditions, and food beliefs and practices. It facilitates an understanding of place - as viewed through the lens of food security - and addresses the relative fit of current nutritional programming within this context. The study offers concrete design recommendations for a successful, child-specific food package in the short-term while arguing for a more holistic, household-level solution.

The Kenyah, an indigenous group dwelling in the mountainous plateau region and the upper reaches of four major rivers of Borneo, constitute one of many minority communities in Sarawak, the largest state of Malaysia. This small, isolated community has nurtured refined forms of visual and performing arts, such as the music of the sape, a boat-shaped lute which has become a national cultural emblem. Kenyah historical and socio-cultural background is shown to have played a major role in shaping the development of a sophisticated choral singing tradition featuring homophonic harmony. Their substantial repertoire of attractive recreational songs and community-wide participation in musicking form the focus of this thesis, viewed from the perspective of music education. The growing stature of world musics within the sphere of music education has led to increasing collaboration between ethnomusicologists and music educators to investigate and disseminate traditional genres. Kenyah songs, being distinctly Asian in flavour, yet largely conforming to classical Western musical syntax, would be especially valuable for world music programmes. However, in Malaysia, the shortage of available, relevant teaching materials, especially folksongs in a variety of tonalities, ill-equips the teachers to teach music genuinely reflecting local cultures, or to implement international approaches such as those of Kodály and Orff. Analysis of over eighty songs documented during fieldwork in two different river-systems since 1996 demonstrated that they display a range of tonalities (predominantly pentatonic, hence especially amenable to Kodály programmes), emotional variety, rhythmic consistency and associated dance movements. The song-texts feature poetic references to a variety of interesting subjects. Responses from schoolchildren, workshop-participants and teacher-trainees demonstrated that the songs held wide appeal for both inherent and delineated meanings. Many succeeded in mastering the melody, lyrics, harmony and movements despite lack of familiarity with the language. Choral performances of the songs, although attracting some points of criticism regarding modifications, drew approval from culture-bearers who expressed gratification that non-Kenyah could perform songs fast disappearing from their own community. Kenyah recreational songs would thus be a timely addition to music classes and to choral repertoire around the world. / Thesis (DMus)--University of Pretoria, 2013. / gm2014 / Music / Unrestricted

No

Adat Iban are Indigenous law of the Iban people of Sarawak, Malaysia. This dissertation explores the wisdom of Adat Iban and examines whether the Adat and the underlying wisdom are living Adat. Currently, the interpretation, application, and enforcement of the Adat are basically following the Iban ancestors’ practices and complying with spiritual obligations. This practice provides very little legal reasoning which obscures the rationales and wisdom of Adat. Under such situation, the flux of socio-economic and political developments and social changes that have been taking place in the Iban communities impinges the relevance and significance of Adat in the regulation of social relations of the communities. This study presents a reinterpretation and/or re-evaluation of Adat Iban to elucidate the rationales and wisdom of Adat Iban. This approach could provide legal reasonings which could rejuvenate the relevance of Adat and make Adat to become more comprehensible law of general application to the changing Iban communities. “Wisdom” encompasses Iban autochthonous knowledge, ideas, experiences, judgements, and spiritual principle that evolved into Adat. Wisdom is the quality that enables an Adat to be utilised to bring about beneficial or noble purpose, or justice. The study contends that there is wisdom in most Adat Iban. However, the social changes and modernisation that are taking place in most Iban communities raise the question of whether the Adat and the underlying wisdom are living Adat. A living Adat is one that is dynamic and flexible and constantly adjusting and adapting to the new or changing social situations. This study concludes that most Adat Iban have the potential to be living Adat and continue to be relevant for the regulation of Iban communities. However, the survival, development, and continuing relevance of Adat Iban depend on the Iban. / Graduate / 2021-11-18

According to the firsthand account of James Brooke, Rajah of Sarawak, it appears that piracy in the state of British Malaya in the mid-1800s was community-driven and egalitarian, led by the interests of heroic figures like the Malayan pirate Si Rahman. These heroic figures share traits with Eric Hobsbawm’s social bandit, and in this case may be ascribed as social pirates. In contrast, late 20th-century and early 21st-century pirates in the region operate in loosely structured, hierarchical groups beholden to transnational criminal syndicates. Evidence suggests that contemporary pirates do not form the egalitarian communities of their colonial counterparts or play the role of ‘Robin Hood’ in their societies. Firsthand accounts of pirates from the modern-day pirate community on Batam Island suggest that the contemporary Southeast Asian pirate is an operative in the increasingly corporate interest of modern-day criminal organizations.