Suchergebnisse

What would you do if a category five monster cyclone was headed your way? Drive as far as you could, as quickly as you could in the opposite direction? What if there were no cars? What if there were no roads? What if you were on a tiny island? What if there was nowhere to run to? How would you feel, knowing that when it was over it could be weeks before anyone came to help?Thousands of people live with this possibility every day, and their resilience and coping skills are incredible. However, climate change threatens to make these events worse, and all the while the sea levels are rising, and these islands are sinking. Bringing together the perspectives of the people on small, remote islands in the South Pacific, the aid organisations who help after a disaster, and the governments, this book investigates how we should respond.These are the stories of people for whom climate change is not a theoretical future, but a daily reality

"Feldforschung in einem fremden Land und einer fremden Kultur beinhaltet neben Lernmöglichkeiten immer auch Herausforderungen. Beides vervielfacht sich, wenn Forschende sich entscheiden, die eigene Familie mitzunehmen. In diesem Beitrag reflektiere ich meine Erfahrungen im Verlauf eines transkulturellen Forschungsprojekts auf einer entlegenen Fidschi-Insel gerade auch mit Blick auf die Konsequenzen, die sich aus der Anwesenheit meiner Familie ergeben haben: Vieles verlief im Jenseits üblicher Forschungspraxis und affizierte jede Phase der Forschungsarbeit." (Autorenreferat)

Purpose– The purpose of this paper is to provide a perspective on disaster management and climate change adaptation often left out of the literature – that of a remote outer island in Fiji.Design/methodology/approach– Qualitative fieldwork was conducted on a small, remote island in the north of Fiji, during 2012. Interviews with community members on this island looked at their experiences and perceptions of disaster response and aid, and their expectations for the future. The perspectives of government and aid organisations involved in disaster response were compared with the remote community views.Findings– There is a prevalent view in Fiji of communities as having very high expectations of disaster relief aid, and being dependent on it. However, on a remote island where the community counts the wait for help in weeks rather than days, such expectations and dependence must be viewed in a different light. There is much to be learned from the resilience and self-help these communities have no choice but to exhibit.Originality/value– This paper helps to fill a gap in the disaster and climate change adaptation literature, by providing some insight into the experiences and perceptions of a remote outer island community, within the remote small island developing state of Fiji.

In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers' attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies.

This article discusses the first phase of an action research project aimed at identifying a collaborative and collective response to the need to prepare student teachers to work in diverse school contexts. The research brought together university researchers, community and cultural institutions, professional associations, school boards, and government and civil organizations to design a Diversity Institute for integration into the teacher preparation program at the University of Alberta. Student teachers' responses to the Diversity Institute suggest that although a few participants were able to develop new understandings of themselves and others and to effect changes in their pedagogical practices, many remained at a shallow level of awareness about the complexities of diversity and difference. Reflections on the first phase of the Institute point to the underlying dynamics of learning and unlearning that are at work in becoming a teacher and the need for time and space for a deeper engagement with diversity in the teacher education program. ; Cet article présente la première phase d'un projet de recherche action visant l'identification d'une réponse collaborative et collective au besoin de préparer les étudiants en pédagogie à travailler dans divers contextes scolaires. La recherche a impliqué la collaboration de chercheurs universitaires, d'instituts communautaires et culturels, d'associations professionnelles, de conseils scolaires et d'organisations gouvernementales et civiles, dans la conception d'une série d'ateliers et de présentations (nommée Diversity Institute 2008) qui a ensuite été intégrée au programme de pédagogie à l'Université de l'Alberta. La réaction des étudiants en pédagogie qui ont participé aux ateliers et aux présentations indique que, même si quelques participants ont pu développer de nouvelles connaissances sur eux-mêmes et les autres, et qu'ils ont réussi à modifier leurs pratiques pédagogiques, plusieurs n'ont acquis qu'une connaissance superficielle des complexités de la diversité et la différence. Les réflexions sur la première phase de Diversity Institute ont fait ressortir, d'une part, les rapports dynamiques et sous-jacents d'apprentissage et de désapprentissage qui accompagnent la formation des étudiants en pédagogie et, d'autre part, le besoin de temps et d'espace au sein du programme de pédagogie pour permettre une appréciation approfondie de la diversité.