|
|
|
|
LEADER |
01000caa a22002652 4500 |
001 |
JST082641579 |
003 |
DE-627 |
005 |
20240623153458.0 |
007 |
cr uuu---uuuuu |
008 |
150325s2004 xx |||||o 00| ||eng c |
035 |
|
|
|a (DE-627)JST082641579
|
035 |
|
|
|a (JST)23175137
|
040 |
|
|
|a DE-627
|b ger
|c DE-627
|e rakwb
|
041 |
|
|
|a eng
|
100 |
1 |
|
|a Maclean, Neil
|e verfasserin
|4 aut
|
245 |
1 |
0 |
|a Learning to Be a "Kanaka": Menace and Mimicry in Papua New Guinea
|
264 |
|
1 |
|c 2004
|
336 |
|
|
|a Text
|b txt
|2 rdacontent
|
337 |
|
|
|a Computermedien
|b c
|2 rdamedia
|
338 |
|
|
|a Online-Ressource
|b cr
|2 rdacarrier
|
520 |
|
|
|a Self-identification as a kanaka is a common rhetorical ploy in highlands Papua New Guinea, used to emphasize both a sense of economic and political marginalization, and a continued identification with tradition. However, I argue that the figure of the kanaka is not simply that of the villager, but of that terminated project of education, the 'school leaver.' I juxtapose the reflections of one such 'school leaver' on his exclusion from the educational trajectory with the celebrations and rhetoric surrounding the opening of a new village school. This throws into relief a village perspective on education, and what it means to be a citizen of the nation-state of Papua New Guinea. Bhabha's (1987) analysis of colonial 'mimicry' informs my identification of the contradictory quality of this perspective. As a critique of the legacy of postwar education policy from the perspective of a contemporary generation of village leaders, the article is also intended as a response to Pels's (1997: 178) call for "more ethnographies of decolonization."
|
540 |
|
|
|a © 2004 Berghahn Books
|
650 |
|
4 |
|a Education
|
650 |
|
4 |
|a Behavioral sciences
|x Anthropology
|x Applied anthropology
|x Cultural anthropology
|x Cultural customs
|x Rituals
|x Ceremonies
|
650 |
|
4 |
|a Physical sciences
|x Earth sciences
|x Geography
|x Geomorphology
|x Topography
|x Highlands
|
650 |
|
4 |
|a Education
|x Academic communities
|x Students
|x School dropouts
|
650 |
|
4 |
|a Behavioral sciences
|x Sociology
|x Human societies
|x Social institutions
|x Families
|x Family members
|x Parents
|
650 |
|
4 |
|a Religion
|x Theology
|x Practical theology
|x Religious practices
|x Pilgrimages
|x Processions
|
650 |
|
4 |
|a Education
|x Education politics
|x Education policy
|
650 |
|
4 |
|a Behavioral sciences
|x Psychology
|x Social psychology
|x Group identity
|x National identity
|x Nationalism
|
650 |
|
4 |
|a Political science
|x Politics
|x Political processes
|x Political debate
|
650 |
|
4 |
|a Social sciences
|x Human geography
|x Political geography
|x Metropolitan areas
|x Villages
|
655 |
|
4 |
|a research-article
|
773 |
0 |
8 |
|i Enthalten in
|t Social Analysis: The International Journal of Social and Cultural Practice
|d Berghahn Books, 1979
|g 48(2004), 3, Seite 69-89
|w (DE-627)379486946
|w (DE-600)2136512-X
|x 15585727
|7 nnns
|
773 |
1 |
8 |
|g volume:48
|g year:2004
|g number:3
|g pages:69-89
|
856 |
4 |
0 |
|u https://www.jstor.org/stable/23175137
|3 Volltext
|
912 |
|
|
|a GBV_USEFLAG_A
|
912 |
|
|
|a SYSFLAG_A
|
912 |
|
|
|a GBV_JST
|
912 |
|
|
|a GBV_ILN_11
|
912 |
|
|
|a GBV_ILN_20
|
912 |
|
|
|a GBV_ILN_22
|
912 |
|
|
|a GBV_ILN_24
|
912 |
|
|
|a GBV_ILN_31
|
912 |
|
|
|a GBV_ILN_39
|
912 |
|
|
|a GBV_ILN_40
|
912 |
|
|
|a GBV_ILN_60
|
912 |
|
|
|a GBV_ILN_62
|
912 |
|
|
|a GBV_ILN_63
|
912 |
|
|
|a GBV_ILN_65
|
912 |
|
|
|a GBV_ILN_69
|
912 |
|
|
|a GBV_ILN_70
|
912 |
|
|
|a GBV_ILN_100
|
912 |
|
|
|a GBV_ILN_101
|
912 |
|
|
|a GBV_ILN_110
|
912 |
|
|
|a GBV_ILN_206
|
912 |
|
|
|a GBV_ILN_285
|
912 |
|
|
|a GBV_ILN_374
|
912 |
|
|
|a GBV_ILN_702
|
912 |
|
|
|a GBV_ILN_1200
|
912 |
|
|
|a GBV_ILN_2001
|
912 |
|
|
|a GBV_ILN_2003
|
912 |
|
|
|a GBV_ILN_2005
|
912 |
|
|
|a GBV_ILN_2006
|
912 |
|
|
|a GBV_ILN_2007
|
912 |
|
|
|a GBV_ILN_2008
|
912 |
|
|
|a GBV_ILN_2009
|
912 |
|
|
|a GBV_ILN_2010
|
912 |
|
|
|a GBV_ILN_2011
|
912 |
|
|
|a GBV_ILN_2014
|
912 |
|
|
|a GBV_ILN_2015
|
912 |
|
|
|a GBV_ILN_2018
|
912 |
|
|
|a GBV_ILN_2020
|
912 |
|
|
|a GBV_ILN_2021
|
912 |
|
|
|a GBV_ILN_2025
|
912 |
|
|
|a GBV_ILN_2026
|
912 |
|
|
|a GBV_ILN_2027
|
912 |
|
|
|a GBV_ILN_2031
|
912 |
|
|
|a GBV_ILN_2044
|
912 |
|
|
|a GBV_ILN_2048
|
912 |
|
|
|a GBV_ILN_2050
|
912 |
|
|
|a GBV_ILN_2055
|
912 |
|
|
|a GBV_ILN_2056
|
912 |
|
|
|a GBV_ILN_2057
|
912 |
|
|
|a GBV_ILN_2061
|
912 |
|
|
|a GBV_ILN_2106
|
912 |
|
|
|a GBV_ILN_2107
|
912 |
|
|
|a GBV_ILN_2111
|
912 |
|
|
|a GBV_ILN_2190
|
912 |
|
|
|a GBV_ILN_2232
|
912 |
|
|
|a GBV_ILN_2949
|
912 |
|
|
|a GBV_ILN_2950
|
912 |
|
|
|a GBV_ILN_4012
|
912 |
|
|
|a GBV_ILN_4035
|
912 |
|
|
|a GBV_ILN_4037
|
912 |
|
|
|a GBV_ILN_4046
|
912 |
|
|
|a GBV_ILN_4112
|
912 |
|
|
|a GBV_ILN_4126
|
912 |
|
|
|a GBV_ILN_4242
|
912 |
|
|
|a GBV_ILN_4246
|
912 |
|
|
|a GBV_ILN_4251
|
912 |
|
|
|a GBV_ILN_4305
|
912 |
|
|
|a GBV_ILN_4306
|
912 |
|
|
|a GBV_ILN_4307
|
912 |
|
|
|a GBV_ILN_4322
|
912 |
|
|
|a GBV_ILN_4323
|
912 |
|
|
|a GBV_ILN_4325
|
912 |
|
|
|a GBV_ILN_4326
|
912 |
|
|
|a GBV_ILN_4335
|
912 |
|
|
|a GBV_ILN_4346
|
912 |
|
|
|a GBV_ILN_4393
|
912 |
|
|
|a GBV_ILN_4700
|
951 |
|
|
|a AR
|
952 |
|
|
|d 48
|j 2004
|e 3
|h 69-89
|