Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea

Beschreibung

This book is an astounding collaboration between Papua New Guinea authors and researchers from the former colonizing country. The early chapters set the scene and captivate the reader. An account of the technologies and mathematical activities associated with the cultures that have survived for tens of thousands of years, unknown to Europe or the Middle East, are brought to life through cameos from the authors and others. This book is indeed a unique record of these mathematical activities drawing on current practices, oral histories, and many different disciplines. The main argument of the book leaps out at the reader in author Charly Muke’s words in chapter 2 and extended by author Patricia Paraide in the following chapter. The authors are audacious in explaining the demise of these mathematical knowledges through colonisation and neocolonism fostered by overseas funding and educated Papua New Guineans. Papua New Guinea’s multicultural society with relatively recent contact with Europe provides a condensed exemplification of changes in mathematics education in a country with both a colonial history and a coup-less transition to independence. The following chapters provide both an historical outline and an analysis of the changes. This recently independent country has produced some ground-breaking research in mathematics and mathematics education. Discussion focuses on specific areas of mathematics education that have been impacted by policies, research, nationalism and national identity, colonialism and neocolonialism, world wars and other circumstances with particular emphasis on pressures on education in the last one and half centuries. This volume is one of the few studies of this kind in the education research literature as an in-depth record and critique of how school mathematics has changed in Papua New Guinea from the late 1800s. This book will be a useful addition to graduate programs and mathematics and STEM education courses. It enhances scholarship in the history of mathematics, sociology of education and studies of ethnomathematics as well as the interdisciplinary fields of transcultural studies, religion and society, globalization and neocolonialism, post / decolonialism, applied linguistics and language studies, gender studies, educational administration and policy, and teacher education.Offers a unique and comprehensive contribution to education research literature as an in-depth record and critique of how school mathematics has developed in Papua New Guinea.Provides an analysis of the technologies and mathematics of the many continuing PNG cultures that began tens of thousands of years ago.Highlights the development of mathematics education in a country with both a colonial history and a coup-less transition to independence.Focuses on specific areas of mathematics education that have been impacted by policies, research, and global influences.Complements graduate studies and research in mathematics education and history of mathematics, as well as interdisciplinary fields of cross cultural studies, language studies, educational administration and policy, technology education, and teacher education.
Most education research is undertaken in western developed countries. While some research from developing countries does make it into research journals from time to time, but these articles only emphasize the rarity of research in developing countries. The proposed book is unique in that it will cover education in Papua New Guinea over the millennia. Papua New Guinea’s multicultural society with relatively recent contact with Europe and the Middle East provides a cameo of the development of education in a country with both a colonial history and a coup-less transition to independence. Discussion will focus on specific areas of mathematics education that have been impacted by policies, research, circumstances and other influences, with particular emphasis on pressures on education in the last one and half centuries. This volume will be one of the few records of this kind in the education research literature as an in-depth record and critique of how school mathematics has been grown in Papua New Guinea from the late 1800s, and should be a useful addition to graduate programs mathematics education courses, history of mathematics, as well as the interdisciplinary fields of cross cultural studies, scholarship focusing on globalization and post / decolonialism, linguistics, educational administration and policy, technology education, teacher education, and gender studies.

Autor*in

Patricia Paraide

Themen in »Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea«

History of Papua New Guinea European colonization of Papua New Guinea Australian colonization of Papua New Guinea Educational developments of colonization Mathematics education before European influence Foundational mathematics of Papua New Guinea cultures Understandings of pattern, space, measurement & number Learning with oral histories Institutions and places of learning Protectionist policy and educational administration Community schools, secondary and tertiary education Elementary schools and vernacular education Teacher education and research in Papua New Guinea Technology education in Papua New Guinea Mathematics education and language in Papua New Guinea

Stimmen zu »Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea«

“The book eloquently and convincingly describes what I have experienced and sometimes suspected over the years—compliments to the authors for documenting these conditions thoroughly and comprehensively. ... the endeavor of writing this book, written collaboratively between local educators and expatriates, is an example that such collaboration is not only possible but also worthwhile.” (Bill Atweh, Educational Studies in Mathematics, Vol. 115 (3), 2024)

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