Zobrazeno 1 - 10
of 34
pro vyhledávání: '"Kabini Sanga"'
Publikováno v:
The Australian Journal of Indigenous Education, Vol 52, Iss 1 (2023)
This article examines the relationship between academic mentoring and tok stori, a Melanesian orality, in a digital environment. This relationship is significant where dispersal is an unintended consequence of the way development aid intersects with
Externí odkaz:
https://doaj.org/article/c8baf33c419d445384520de07b5da233
Autor:
Kabini Sanga, Martyn Reynolds
Publikováno v:
Studies in Social Justice, Vol 14, Iss 2 (2021)
N/A
Externí odkaz:
https://doaj.org/article/5598b83ced4948c3b297fcf37f293abb
Publikováno v:
The Australian Journal of Indigenous Education, Vol 50, Iss 2 (2020)
Abstract Tok stori is a Melanesian form of dialogical engagement. Although it has been generally associated with informal activities, this article points to the potential of tok stori as a pedagogical or teaching process. Set in a school leadership
Externí odkaz:
https://doaj.org/article/05e2e221611d4fc3baa966685b7120b2
Publikováno v:
International Journal of Evidence Based Coaching and Mentoring, Vol 11, Iss 2, Pp 70-93 (2013)
This paper describes three mentorship workshops facilitated in Fiji, which were part of 11 such sessions recently conducted throughout the Pacific island region. The authors investigated the findings that emerged in these three workshops as part of a
Externí odkaz:
https://doaj.org/article/b806291766fa4c1bb7e8479c2f9f98dc
Autor:
Kabini Sanga, Martyn Reynolds
Publikováno v:
The New Zealand Annual Review of Education. 27:44-59
Aotearoa New Zealand has had a long association with other states in the Pacific, notably with Pacific Island countries generally grouped as Polynesia and Melanesia. Donor-aid and the introduced ideas of consultants have been currencies in many of th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cf8f598172045ffd1944e8a5360a9c8b
https://doi.org/10.26686/nzaroe.v27.8031
https://doi.org/10.26686/nzaroe.v27.8031
Autor:
Kabini Sanga, Martyn Reynolds
Publikováno v:
International Encyclopedia of Education(Fourth Edition) ISBN: 9780128186299
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::84db650b9a351191956c444d6969979f
https://doi.org/10.1016/b978-0-12-818630-5.06031-0
https://doi.org/10.1016/b978-0-12-818630-5.06031-0
Autor:
Kabini Sanga, Martyn Reynolds
Publikováno v:
AlterNative: An International Journal of Indigenous Peoples. 17:532-542
Indigenous knowledge is generally understood to be knowledge developed by a particular group in their specific environment over an extended period of time. In academia generally, bodies of knowledge of differing origins are not often understood. This
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::83d614aee1d229af6dc00725edc810d8
https://doi.org/10.1177/11771801211058342
https://doi.org/10.1177/11771801211058342
Publikováno v:
Waikato Journal of Education. 26:63-77
Understanding, articulating and managing relationality, the state of being related, is a central feature of research, teaching and other people-centred matters in the Pacific. Although various groups in this diverse region, Indigenous and otherwise,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b405c58f2cf0a4a90e870e939357ba2a
https://doi.org/10.15663/wje.v26i1.780
https://doi.org/10.15663/wje.v26i1.780
Publikováno v:
The Australian Journal of Indigenous Education. 50:377-384
Tok stori is a Melanesian form of dialogical engagement. Although it has been generally associated with informal activities, this article points to the potential of tok stori as a pedagogical or teaching process. Set in a school leadership programme
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::254d10dc979c783ded3c955dccba35b3
https://doi.org/10.1017/jie.2020.31
https://doi.org/10.1017/jie.2020.31
This article discusses the perceptions of Solomon Island mentors and regional administrators of a Solomon Islands aid-funded school leadership professional learning and development intervention. The focus is on contextualisation, used here as a broad
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d3ab386746deff1abcf4a3cb0365fe7
https://doi.org/10.26686/wgtn.12838094.v1
https://doi.org/10.26686/wgtn.12838094.v1