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Benjamin Sacks 《国际体育史杂志》2017,34(14):1483-1500
AbstractDuring the late-nineteenth century, imperial expansion increasingly produced what Louise Pratt terms ‘contact zones’ – ‘social spaces where cultures meet, clash and grapple with each other, often in contexts of highly asymmetrical relations of power’. Sport was one of the most visible spaces where this process took place. This paper uses the example of cricket in Samoa to demonstrate how different groups sought to control sport’s meaning amidst great uncertainty. Almost as soon as they began playing cricket, Samoans radically altered its method and meaning to create the distinctively Samoan game of kirikiti. This act established the cricket pitch as a ‘contested space’ between Samoans and foreigners, who were wary of kirikiti’s association with Samoan politics and customary exchange. As was the case in Samoa more generally, however, this struggle was not neatly divided between Samoans and foreigners. While missionaries and settlers portrayed the game as a threat, others – notably sailors and proponents of British influence – greeted it with relative enthusiasm. For their part, Samoans used the game to signal alignment with or against one or another Western power. Finally, Samoa’s growing ‘mixed-race’ community saw the game as a means of confirming their place in both the Samoan and European ‘worlds’. 相似文献
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萨摩亚是南太平洋的岛国之一,其在档案方面的立法较晚,《萨摩亚公共档案法》是萨摩亚档案法规体系的核心,是萨摩亚的基本档案法。为探究萨摩亚国家档案法发展背景、进程及立法具体情况,给我国以及其他国家的档案法规体系发展建设提供参考与借鉴,研究采用文献研究法、网络调研法和对比分析的方法对萨摩亚《公共档案法》进行了介绍、述评、分析。最后本研究对萨摩亚的《公共档案法》作出了评价与思考,为萨摩亚国家档案工作发展提供参考借鉴。 相似文献
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Research lauds the benefits of parent involvement in the schools, yet many schools and communities have not achieved desired
levels of involvement. Underlying expectations and methods soliciting parent involvement may be rooted in cultural misperceptions.
This study, based on Epstein’s (1987) Overlapping Spheres of Influence model, explored the ways and extent that community
members, school staff, and Samoan families interact regarding a public middle school. Qualitative research methods (interviews
and observations) involved parents, teachers, administrators, and community agency members and officials in participatory
action research. Findings displayed a base of cultural differences regarding parent involvement: Samoan parents were expected
to participate in school events and assist children with homework, yet Samoan culture has historically divided the parents’
responsibilities from the teachers’ responsibilities. Parents identified their responsibilities for children’s spirituality
and discipline and viewed academic matters as solely the responsibility of teachers. The school’s new activities, parents’
shifting focus, and community members’ diverse actions are demonstrating a start of change. This research supports the need
for school personnel to understand the cultural roots of minority families’ parent involvement practices.
Marianna F. Valdez is a Ph.D. Candidate in Community and Cultural Psychology. She completed her M.A. degree at the University
of Hawaii and B.A. degree at Tulane University. Her research interests involve the development, implementation, and evaluation
of culturally appropriate community programs, especially related to the public school setting. She is most interested in understanding
and representing emic perspectives to drive action research, informed by culturalist approaches and mixed methods.
Peter W. Dowrick is Professor of Disability Studies and affiliate graduate faculty in Psychology at the University of Hawaii.
He completed his Ph.D. at the University of Auckland, ATCL at Trinity College London, M.Sc. at the University of Auckland,
and B.Sc. at the Victoria University of Wellington. He has wide experience working with people marginalized by culture, disability,
mental health, and other considerations. His consultation on prevention and intervention extends to 31 states and 21 countries.
His overarching contribution has been in the concepts of feedforward and creating futures, applied in situations of personal
safety, serious mental illness, social behavior, sports and recreation, daily living, literacy, academic skills, health, housing,
management, and jobs, among others.
Ashley E. Maynard is Associate Professor in the Department of Psychology at the University of Hawaii. She completed her Ph.D.
at the University of California, Los Angeles, M.A. at the University of California, Los Angeles, and B.A. at the University
of Virginia. She studies the interrelationships of culture, contexts of child development, and healthy cognitive and social
development of children. Based on a socio-cultural paradigm, the theoretical question that lies at the heart of her research
program is the ways in which a variety of culturally based activity settings influence adaptive pathways of development for
children and families. She teaches courses in Developmental Psychology and Culture and Human Development. 相似文献
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Jennifer Duke Hitendra Pillay Megan Tones Julie Nickerson Suzanne Carrington Ailini Ioelu 《Compare》2016,46(6):906-928
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclusive education policies for small developing countries and why policy developers borrow from other developed countries. The theoretical framework used to analyse observation data in this study is based on the notion that national process of development is a powerful influence in educational policy. The authors argue and advocate for the existing but overlooked strengths of the local knowledge community capacity when policy is borrowed from other countries, and how the findings of the case study contribute to future attempts at policy development. We found that the draft policy needs to and does reflect Samoan culture, values and vision. However, adopting foreign practices such as the individual education plan and placement rules is not relevant to the Samoan context. The identification and development of inclusive education beliefs, skills and practices in schools is a priority. 相似文献
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Emma Heard Lisa Fitzgerald Sina Vaai Maxine Whittaker Tonumaipe‘a J. Aiolupotea Fiona Collins 《Sex education》2013,13(6):691-705
ABSTRACTGlobally, young people experience physical, sexual and emotion abuse within their intimate relationships. There is a need to explore creative, participatory sexual and relationship education that provides spaces for critical reflection regarding gender norms and approaches within intimate relationships. This study explores an interactive theatre intervention aimed at uncovering and analysing social and cultural influences affecting experiences and approaches within intimate relationships among young people in Samoa. Focus groups were conducted with the audience before and after a public, interactive theatre production. Focus groups aimed to capture shifts in understandings and perceptions as well as overall experiences related to participating in the production. Post production, participants showed a deepened of understandings related to social and cultural factors influencing approaches and actions within intimate relationships. Participants engaged in dialogue around new possible approaches to initiating and maintaining intimate relationships free from violence. Embodied learning opportunities appeared to contribute to feelings of empowerment to try out new responses in everyday life. Study findings highlight a role for drama in intimate relationship education and advocate for the inclusion of intersectionality informed approaches that uncover diversity within a group and acknowledge interactions between individuals’ social position(s) within complex social and cultural contexts. 相似文献
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Christina Ting Kwauk 《Sport, Education and Society》2016,21(4):644-660
Drawing on ethnographic data collected over 12 months of field research, this paper contributes to the growing body of literature on sport for development (SFD) by giving voice to alternative constructions of the educative potential of SFD. It does this by exploring the social attitudes of youth, educators, community leaders and government officials in the Pacific island nation of Sāmoa towards sport, education and development. Imagining sport to be like ‘school outside’, my Samoan interlocutors construct sport as an educative platform that prepares young ‘academically unfit’ men to engage an increasingly global political economy in ways classroom education cannot. Viewing international sport as a form of ‘development education’, my interlocutors perceive the educative value of SFD as being rooted in the potential for sport to help move underperforming boys into transnational flows of remittances to the family. In this way, Samoans perceive sport as enabling ‘at risk’ youth to serve their families, to learn English and to become globally minded, ultimately equipping them with the skills needed to achieve transnational futures once beyond their reach. In allowing a grassroots understanding of SFD to emerge, the paper challenges the assumption that the institutions of sport and education are compatible, mutually reinforcing and complementary. Specifically, viewing sport as an alternative to schooling may serve to reintegrate underperforming young men back into an education-to-employment pipeline, but it also carries important implications for the de-skilling of youth and the perpetuation of their positions of marginality. The paper calls into question the role of education and sport in and for development, highlighting important questions that SFD stakeholders should consider. 相似文献
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Lex McDonald Rasela Tufue-Dolgoy 《International Journal of Disability, Development & Education》2013,60(3):270-284
The introduction of inclusive education (IE) has been promoted to meet the needs of all students. Initially this was a western-driven ideology but has been adopted by numerous developing countries such as Samoa. In this country, the education of students with special learning needs has followed the usual pattern of development from voluntary provision to government-funded segregated placements, followed by mainstreaming, and finally inclusion in regular schools. This qualitative phenomenologically oriented study gathered data from educators and parents about their perceptions of IE and how it was being implemented. The results indicated that this has not always been an easy transition and many participants in the study, although subscribing to the notion of IE, believe that there are a number of implementation difficulties, particularly around issues of support. In relation to this, IE is regarded as a borrowed policy that has overlooked cultural issues and ownership. A model for future developments is outlined and recommendations for future research are indicated. 相似文献
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采用文献资料和实地调研法对萨摩亚大众体育所展现出的特征进行研究。认为萨摩亚独特的人文地理环境孕育出了今天萨摩亚大众体育的繁荣,其特点有：民众对体育的参与水平高;因地制宜因陋就简地开展各项体育活动;体育人口比例大;体育的传播渠道广;仍然保持对传统舞蹈的挚爱等特点。萨摩亚大众体育的发展能给正处于发展大众体育瓶颈中的我们很多启示,提高大众体育的竞技性是满足大众对体育新的需求;着重促进体育场地的开发利用使更多的人便于参与体育;从培养国民的体育生活方式发展体育人口;以及大众体育传播渠道多样化等。 相似文献
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