Contents
Keith Sullivan. Introduction: education issues in the Pacific Rim
Lynn McAlpine. We Can Change Tomorrow by What We Do Today: aboriginal teacher education in Canada
Jonathan L. Black-Branch. Judging Education: implications of the Canadian Charter of Rights and Freedoms
Michael W. Apple. Under the New Hegemonic Alliance: conservatism and educational policy in the United States
John Wolforth. Training Rural Teachers in the Peruvian Andes
‘Ana Koloto. Issues for Education in the South Pacific: education and change in the Kingdom of Tonga
Keith Sullivan.The Great New Zealand Education Experiment and the Issue of Teachers as Professionals
Kathie Irwin. Maori Education: looking back to the future
John Knight & Merle Warry. From Corporate to Supply-side Federalism? Narrowing the Australian Education Policy Agenda, 1987–1996
Anthony Sweeting & Paul Morris. The Little Asian Tigers: identities, differences and globalisation
Shin’ichi Suzuki. State Policy on Innovations for Education: implications and tasks for Japan
Limin Bai. The Metamorphosis of China’s Higher Education in the 1990s
Contributors
Michael W. Apple is John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. A former elementary and secondary school teacher and past-president of a teachers’ union, he has worked with governments, dissident groups, unions and educators to democratise educational policy and practice throughout the world. He has written extensively on the relationship between education and power. Among his books are Ideology and Curriculum (1979, second edition 1990), Education and Power (1982, second edition 1995), Teachers and Texts (1986), Official Knowledge (1993), Democratic Schools (1995) and Cultural Politics and Education (1996).
Limin Bai is a Lecturer in Chinese in the Department of Asian Languages, Victoria University of Wellington. She was educated in both China and Australia. In China between 1982-83 she taught at Chuzhou Teachers’ College and subsequently held a teaching/research position at East China Normal University (1986-1989). Dr Bai has published in both Chinese and English, largely focusing on Chinese intellectual history of the 17th and 19th centuries, and the history of Chinese education, such as Xixue dongjian yu Ming-Qing zhiji jiaoyu sichao (Western Learning and Educational Trends in Seventeenth-century China), a prize-winning monograph in Chinese (1990); and Mathematical Study and Intellectual Transition in the Early and Mid-Qing (1995), a research article in English.
Jonathan L. Black-Branch is a Junior Research Fellow of Law at Wolfson College, Oxford University, Lecturer of International Law at Oxford Brookes University, and a member of Lincoln’s Inn of Court, England. He has written widely in the area of law and administration and is particularly interested in policy development within the educational sector. Dr Black-Branch is the author of the book Rights and Realities: the judicial impact of the Canadian Charter of Rights and Freedoms, Case Law and Political Jurisprudence (Ashgate-Dartmouth Publishing, Aldershot).
Kathie Irwin is of Ngati Kahungunu and Ngati Porou descent. She initially trained as a primary school teacher in the mid 1970s , and took up her first university appointment in 1981. She is a past Chairperson of Education at Victoria University and is a member of the Board of the New Zealand Council of Educational Research. She is founding Director of He Parekereke: The Institute for Research and Development in Maori Education at Victoria. In 1994 she was the first Maori academic to be awarded the Hodge Fellowship. In 1995 she joined Irihapeti Ramsden and Robyn Kahukiwa as an editor of Toi Wahine: the worlds of Maori women.
John Knight is an Associate Professor in The Graduate School of Education at The University of Queensland. He has researched and written extensively on policy developments in Australian schooling, teacher education and higher education in the postwar period, with particular attention to the changing nature and impact of Australian federalism across that time.
‘Ana Hau‘alofa‘ia Koloto is a Tongan mathematics educator who is currently a lecturer in Multiethnic and Pacific Nations Education in the Education Department at Victoria University of Wellington. She was born in Tonga and is a former student of Queen Salote College and Tonga High School. ‘Ana left Tonga for Aotearoa/New Zealand for her university education, and is a graduate of both Massey and Waikato Universities. She has a special research interest in mathematics and statistics education, ethnomathematics, early childhood education, multiethnic education and education for indigenous people of the Pacific.
Lynn McAlpine is an Associate Professor in the Faculty of Education, McGill University. She is also the Director of the Office of First Nations and Inuit Education, a faculty unit working in partnership with aboriginal communities to deliver field-based teacher education programmes. Her main interest is the professional development of both public school and post-secondary educators. She particularly enjoys teaching and researching in cross-cultural settings. She has worked not only in Canada’s north but also in Indonesia and Chile.
Paul Morris is a reader in the Department of Curriculum Studies, Faculty of Education, The University of Hong Kong, where he has worked as a teacher educator since 1976. He has published extensively in the areas of curriculum analysis, teacher education and comparative education. His books include Curriculum Development in East Asia (co-edited with Colin Marsh) (1991), Education and Development in East Asia (co-edited with Anthony Sweeting) (1995), The Hong Kong School Curriculum: development, issues and policy (1996, 2nd edition), Teacher Education in the Asia-Pacific Region: systems, tensions and prospects (co-edited with J Williamson) (forthcoming 1997).
Keith Sullivan is a senior lecturer and Director of Postgraduate Studies in the School of Education, Victoria University of Wellington. Previously he worked in the New Zealand public service as a researcher, and was Director of the University Extension Centre, Republic of Kiribati, University of the South Pacific. He has interests and has published in the areas of teachers’ ideologies, educational reform, bullying and peer relations, multiethnic education and the administration of higher education. Because he has an anthropological as well as an education background, he is particularly interested in the application of ethnographic method to education research.
Shin’ ichi Suzuki was born in Chanchung in Manchuria, and completed his tertiary studies both in Japan and London. He is Professor of Comparative Education in the Graduate School of Education, Waseda University. He is Secretary-General, China-Japan Forum on Education, and President, UK-Japan Forum on Education Publishing. Recent publications include Modernisation and Educational Reforms: prospects for the 21st century.
Anthony Sweeting is a Welshman by birth, an historian and history teacher by training, and a Hong Kong belonger by inclination. A Reader in the Department of Curriculum Studies at The University of Hong Kong, he has frequently taught and written on the history of education in Hong Kong and on comparative policy studies in East Asia.
Merle Warry is Senior Research Officer in the Graduate School of Education at The University of Queensland. In that capacity, she has been involved in the following projects: Australian Higher Education Policy, 1945-1995; A Study of The Australian Education Council, 1987-1993; Marketing Education to Asia; and The Globalisation of Education Policy.
John Wolforth is Professor of Education and Chair of the Department of Educational Studies at McGill University, Montréal, Canada. His early research was in geography and geographical education, but in more recent years he has worked with indigenous people in Canada and elsewhere. He has a long-standing interest in education in remote or isolated locations, especially the Canadian Arctic. From 1987-1992, he was director of Project CRAM.