Læring i ikke-vestlige kulturer

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Læring i ikke-vestlige kulturerLæring i ikke-vestlige kulturer

12. februar 2010, AAU Aalborg12. februar 2010, AAU Aalborg

3. marts 2010, AAU Ballerup3. marts 2010, AAU Ballerup

Annette Kanstrup-Jensen, PhD, AAUAnnette Kanstrup-Jensen, PhD, AAU

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Læring i ikke-vestlige kulturer”Læring i ikke-vestlige kulturer”

A: A: Eksempler fra Afrika og SydøstasienEksempler fra Afrika og Sydøstasien

B:B: Vestlig hegemoni i forbindelse med Vestlig hegemoni i forbindelse med lærings-og forandringsprocesser i ikke-vestlige lærings-og forandringsprocesser i ikke-vestlige kulturerkulturer

- teoretisk imperialisme- teoretisk imperialisme

- ”reversals in learning”- ”reversals in learning”

- universalitet og retten til uddannelse/læring- universalitet og retten til uddannelse/læring

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Indigeneity:Indigeneity:

””Indigenous populations are composed of the existing Indigenous populations are composed of the existing descendants of peoples who inhabited the present descendants of peoples who inhabited the present territory of a country wholly or partially at the time territory of a country wholly or partially at the time when persons of a different culture or ethnic origin when persons of a different culture or ethnic origin arrived from other parts of the world, overcame them, arrived from other parts of the world, overcame them, and by conquest, settlements or other means, reduced and by conquest, settlements or other means, reduced them to a them to a non-dominant or colonial situationnon-dominant or colonial situation; who today ; who today live more in conformity with their particularlive more in conformity with their particular social, social, economic and cultural customs and traditions rather than economic and cultural customs and traditions rather than with the institutions of the country of which they now with the institutions of the country of which they now form a part, under a state structure which incorporates form a part, under a state structure which incorporates mainly the national, social and cultural characteristics of mainly the national, social and cultural characteristics of other segments of the population which are other segments of the population which are predominant” predominant”

((Karena Shaw 2002: ”Indigeneity and the International”, Karena Shaw 2002: ”Indigeneity and the International”, Journal of Journal of International Studies Vol.31 No 1,pp.55-81)International Studies Vol.31 No 1,pp.55-81)

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””The true state of the art” of indigenous education (1)The true state of the art” of indigenous education (1)

The Vertical Time CycleThe Vertical Time Cycle::

Childhood maleChildhood male

” ”rites of passagerites of passage” ” practical skillspractical skills

femalefemale

Adulthood social skillsAdulthood social skills malemale

” ”rites of passage” responsibilitiesrites of passage” responsibilities

femalefemaleOld age moral and social Old age moral and social

values values

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The ”true state of the art” of indigenous education (2)The ”true state of the art” of indigenous education (2)

The horizontal space learning process:The horizontal space learning process:

▼ ▼ ▼ ▼ ▼ ▼

Near/extended familyNear/extended family CommunityCommunity Wider societyWider society

- Basic skills - community - additionalBasic skills - community - additional- Ancestral lines living/laws skills (trading)Ancestral lines living/laws skills (trading)

- ceremonies - exchange of- ceremonies - exchange of

experience and experience and

knowledgeknowledge

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Epistemology:Epistemology: The philosophical theory of knowledge. A The philosophical theory of knowledge. A

branch of philosophy that examines the branch of philosophy that examines the nature of knowledge and attempts to nature of knowledge and attempts to determine the limits of human determine the limits of human understanding. Central issues include understanding. Central issues include how knowledge is derived and how it is how knowledge is derived and how it is to be validated and tested.to be validated and tested.

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Education: HmongEducation: Hmong

””WeWe are stupid, because we didn’t go to school” are stupid, because we didn’t go to school”(Nang Ka (45), Ban Denkang, Lao PDR(Nang Ka (45), Ban Denkang, Lao PDR

””I teach my children good manners, and teach them I teach my children good manners, and teach them something they don’t know. When they go to school the something they don’t know. When they go to school the teacher will make them clever”teacher will make them clever”

(Bohleh Saewang (40), Ban Hmong Hua Mae Kam, Thailand)(Bohleh Saewang (40), Ban Hmong Hua Mae Kam, Thailand)

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Education: AkhaEducation: Akha

” ” When I can read a book, I am intelligent”When I can read a book, I am intelligent”(Supatra Tiupah (9), Ban Mae Chan Tai, Thailand)(Supatra Tiupah (9), Ban Mae Chan Tai, Thailand)

””The parents have to encourage the children to go to school. The parents have to encourage the children to go to school. They can gain knowledge and cleverness from the school in They can gain knowledge and cleverness from the school in order to become government officials”order to become government officials”

(Amae (44), Ban Houaytoumay, Lao PDR(Amae (44), Ban Houaytoumay, Lao PDR

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Thomas Kuhn: (”The Structure of Scientific Revolutions” Thomas Kuhn: (”The Structure of Scientific Revolutions” 1962)1962)

” ” A A paradigm is a world view, a general perspective, paradigm is a world view, a general perspective, a way of breaking down the complexity of the real a way of breaking down the complexity of the real world. As such, paradigms are deeply embedded in world. As such, paradigms are deeply embedded in the socialization of adherents and practitioners: the socialization of adherents and practitioners: paradigms tell them what is important, legitimate and paradigms tell them what is important, legitimate and reasonable. Paradigms are also normative, telling the reasonable. Paradigms are also normative, telling the practitioner what to do without the necessity of long practitioner what to do without the necessity of long existential or epistemological considerationexistential or epistemological consideration””

(in Lincoln & Guba 1985:15)(in Lincoln & Guba 1985:15)

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Modern PrimitiveModern Primitive

Secular Non-secularSecular Non-secular

Scientific Non-scientificScientific Non-scientific

NORTH Rational Irrational SOUTHNORTH Rational Irrational SOUTH

Superior InferiorSuperior Inferior

Developed UnderdevelopedDeveloped Underdeveloped

Liberated Saveable Liberated Saveable

Læring i ikke-vestlige kulturer

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Læring i ikke-vestlige kulturerLæring i ikke-vestlige kulturerManifestations of present globalisation:Manifestations of present globalisation:

- spatial reorganisation of production- spatial reorganisation of production- interpenetration of industries across borders- interpenetration of industries across borders- spread of financial markets- spread of financial markets diffusion of identical consumer goods to distant diffusion of identical consumer goods to distant

countriescountries transfer of populationtransfer of population

(Mittelman J. 2000:15)(Mittelman J. 2000:15)

””new world disorder”new world disorder” (Jowitt in Bauman (Jowitt in Bauman 1998:59)1998:59)

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Ziauddin Sardar 1999:Ziauddin Sardar 1999:

” ” Development continues to mean what is has always Development continues to mean what is has always meant: a standard by which the West measures the meant: a standard by which the West measures the non-West” (cf. HDR)non-West” (cf. HDR)

””The real power of the West lies in its power to The real power of the West lies in its power to define”define”

(Sardar in Munck & O’Hearn: Critical Development Theory: Contributions to (Sardar in Munck & O’Hearn: Critical Development Theory: Contributions to a New Paradigm a New Paradigm

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Læring i ikke-vestlige kulturerLæring i ikke-vestlige kulturer1.1. Cultural ethnocentrism:Cultural ethnocentrism:

Modern traditionalModern traditional (”stereotypification” of non-Western cultures) (”stereotypification” of non-Western cultures) (linguistic and conceptual ignorance of non-Western (linguistic and conceptual ignorance of non-Western cultures) cultures)

(reification of researched groups)(reification of researched groups)

2.2. Epistemological ethnocentrism:Epistemological ethnocentrism: Education equates schoolingEducation equates schooling (de-legitimisation of (de-legitimisation of non-Western learning) non-Western learning) (hierarchy of (hierarchy of knowledge /horizontal vs. vertical ordering knowledge /horizontal vs. vertical ordering

of different but equally valid systems)of different but equally valid systems)

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Embedded educationEmbedded education promotes promotes cultural survivalcultural survival and enables and enables adaptationadaptation(Indigenous education)(Indigenous education)

Disembedded edu. Disembedded edu. entails entails conceptual colonisationconceptual colonisation and forces and forces assimilationassimilation

(Formal schooling)(Formal schooling)´́

--------------------------------------------------------------------------------------------------------------------------------------

Embedded Embedded promotes promotes locallocal social control social control and enablesand enables defense against defense againsteconomy free market forceseconomy free market forces

Disembedded Disembedded entails entails lack of controllack of control and entails and entails dependency on dependency on Economy market forcesEconomy market forces

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Research considerations:Research considerations:

””reversals in learningreversals in learning””

””have have youyou come to ask me, normally come to ask me, normally theythey come and tell us what to do” come and tell us what to do” (Sohtou, Ban Houaytoumay, Lao PDR) (Sohtou, Ban Houaytoumay, Lao PDR)

“ “ whose side are we onwhose side are we on””

- authenticity in the relationship- authenticity in the relationship - trustworthiness- trustworthiness - the dichotomy of knowledge- the dichotomy of knowledge - power equalisation- power equalisation - ethics- ethics - political process- political process

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Artikel 26, Universal Declaration of Human Artikel 26, Universal Declaration of Human Rights 1948Rights 1948

1.1. Everyone has the right to education. Everyone has the right to education. Education shall be free, at least in the Education shall be free, at least in the elementary and fundamental stages. elementary and fundamental stages. Elementary education shall be compulsory. Elementary education shall be compulsory. Technical and professional education shall Technical and professional education shall be made generally available and higher be made generally available and higher education shall be equally accessible to all education shall be equally accessible to all on the basis of merit.on the basis of merit.

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2: 2: Education shall be directed to the full Education shall be directed to the full development of the human personality and to development of the human personality and to strengthening of respect of human rights and strengthening of respect of human rights and fundamental freedoms. It shall promote fundamental freedoms. It shall promote understanding, tolerance and friendship among understanding, tolerance and friendship among all nations, racial or religious groups, and shall all nations, racial or religious groups, and shall further the activities of the United Nations for further the activities of the United Nations for the maintenance of peacethe maintenance of peace..

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Uløste problemer:Uløste problemer:

a)a) Der er ingen ”universal justification” af Der er ingen ”universal justification” af retten til uddannelseretten til uddannelse

b)b) Der er ingen ”universal definition” af hvad Der er ingen ”universal definition” af hvad uddannelse betyder.uddannelse betyder.

((Joel SpringJoel Spring))

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Læring i ikke- vestlige kulturerLæring i ikke- vestlige kulturer

Education can be seen as serving three main Education can be seen as serving three main purposes: (purposes: (Fägerlind & Saha, 1989)Fägerlind & Saha, 1989)

1.1. As the main agent for political socialisation of the As the main agent for political socialisation of the young into national political cultureyoung into national political culture

2.2. As the primary agent for selection of training As the primary agent for selection of training political elitespolitical elites

3.3. As the main contributor to political integration and As the main contributor to political integration and the building of national political consciousness.the building of national political consciousness.

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The Role of Education (1)The Role of Education (1)

Reproduce the dominant cultureReproduce the dominant culture

Inculcate loyalty to the political systemInculcate loyalty to the political system

Indoctrinate prevailing ideologiesIndoctrinate prevailing ideologies

Create a docile workforceCreate a docile workforce

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The Role of Education (2)The Role of Education (2)

Enrich and cultivate human potentialEnrich and cultivate human potentialEncourage critical thinkingEncourage critical thinkingCreate free and independent mindsCreate free and independent mindsPromote cultural assertion and spiritual well-Promote cultural assertion and spiritual well-beingbeingLiberatingLiberating

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Læring i ikke-vestlige kulturerLæring i ikke-vestlige kulturerIt is good that we have two types of learning, because It is good that we have two types of learning, because the indigenous will be good on religious things, for the indigenous will be good on religious things, for the traditional culture which includes supporting life. the traditional culture which includes supporting life. The formal schooling is good, because we can learn The formal schooling is good, because we can learn from non-tribal people, also about the legal actions, from non-tribal people, also about the legal actions, when we go down when we go down [in the Thai society][in the Thai society] we are able to we are able to adapt to their society”adapt to their society”

Lohyoum Mayao (36)(Akha) Village headman, Ban Mae Chan Thai, Thailand)Lohyoum Mayao (36)(Akha) Village headman, Ban Mae Chan Thai, Thailand)

”…”…il ne faut pas les laisser dans des musées”il ne faut pas les laisser dans des musées”

(Lytou Bouapao, (Hmong) Vice-minister of Education, Lao PDR(Lytou Bouapao, (Hmong) Vice-minister of Education, Lao PDR

Læring i ikke-vestlige kulturer

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