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Global Tides, Samoan Shores: Samoan Policy Actors’ Responses to the Shifting Conditions of Education Aid and Postcolonial Possibilities for Education Reform

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dc.contributor.author Sobhani, Nima
dc.date.accessioned 2021-12-01T21:56:49Z
dc.date.available 2021-12-01T21:56:49Z
dc.date.issued 2016
dc.identifier.citation DOI: 10.1080/00131946.2016.1214915 en_US
dc.identifier.issn 0013-1946 print / 1532-6993 online
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/984
dc.description Journal article ; 22 p. en_US
dc.description.abstract In the years since Samoan independence in1962, and especially over the past 2 decades, the landscape of education aid to the Pacific Island nation of Samoa has changed dramatically as a result of ongoing geopolitical shifts and emerging global designs. Some of these include: rapid globalization across all spheres of human activity; the economic rise of Asia and the growing economic, cultural, and political role that China is now playing in the region; and shifts in the modus operandi of traditional donors such as Australia, all amidst continued talk of development partnerships and a post-2015 development agenda. These changes have affected Samoa in various ways and will continue to have tremendous implications for future education and development policy and practice. This article examines the emerging context in Samoa by analyzing data from semistructured interviews with a number of policy actors across different sectors of Samoan society, to obtain an understanding of the complexities, opportunities, and challenges that lie ahead. In ascertaining the central themes that emerged throughout these interviews, the article seeks to explore how Samoan policy actors are interpreting, negotiating, and responding to these ongoing shifts, and whether an opportunity exists for progress on the path to continued decolonization as articulated through Mignolo’s concepts of “colonial difference” and “border thinking.” This analysis offers initial insights regarding the extent to which education reform based on foreign aid in Samoa can be more closely aligned with local histories and current priorities. en_US
dc.language.iso en en_US
dc.publisher American Educational Studies Association en_US
dc.relation.ispartofseries EDUCATIONAL STUDIES;52(5), 469–489, 2016
dc.subject Education reform en_US
dc.subject Contemporary Samoan context en_US
dc.subject Education policy en_US
dc.subject Best practices and Fa' a Samoa en_US
dc.subject tofa mamao en_US
dc.subject faautaga loloto en_US
dc.title Global Tides, Samoan Shores: Samoan Policy Actors’ Responses to the Shifting Conditions of Education Aid and Postcolonial Possibilities for Education Reform en_US
dc.type Article en_US


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