The Clash of Cultures: Learning Through English in Papua New Guinea

McLaughlin, Denis

doi:10.1080/07908319709525243

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…Also, English as the lingua franca in international higher education may be a facilitating factor for expats when collaborating with local faculty, which may compensate for the lack of reputation in the host university (Lauring et al ., 2022). On the other hand, local students very often have a low level of English-language competence, which results in weak teacher-student relationships and feelings of frustration amongst faculty members (McLaughlin, 1997; Wilkins and Neri, 2019). Another aspect of the “interaction” domain is that many academics feel isolated and miss extended families and friends back home (Wilkins and Neri, 2019).…”

Section: Resultsmentioning

confidence: 99%

Expatriate academics: what have we known for four decades? A systematic literature review

Przytuła¹

2023

JGM

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PurposeThe main objective of this paper is twofold: to analyse the progress of a research stream concerning expatriate academics in the last four decades and to make recommendations for further studies in this field.Design/methodology/approachIn this study, the systematic literature review (SLR) concerning expatriate academics was applied. The search embraced the period from 1980–2022. The review was performed in two interdisciplinary electronic databases: Web of Science and Scopus. The selection process of papers was conducted in steps, as recommended by the PRISMA protocol. The total pool of articles received after the exclusion criteria was 110. The content of each paper was thus extracted and categorised in Excel file: author, year of publication, tittle of article, journal, theory applied, research method, sample size, country/field of investigation.FindingsFor almost three decades this topic was almost absent in the literature of the subject. The most active publication period started from 2009 and since then there have been two “waves” of published articles devoted to expatriate academics: 2009–2014 and 2017–2021. The significant number of studies appeared in Journal of Global Mobility followed by Personnel Review, IJHRM, Higher Education. The thematic analysis revealed six themes which have been already researched on expatriates academics: (1) motives, (2) adjustment, (3) job factors and work outcomes, (4) academic missions, (5) academic career, (6) women and men in academia.Practical implicationsPractitioners and university management might find this article useful as the article allows to manage this pool of international academics more efficiently with mutual benefits for expatriates and organisations. This study may assist the university authorities to develop systemic approach to attract foreign academics; adjust the same in work and culture domain through effective training; support in organisational, financial and career field; create the performance criteria of expatriate work related to three missions: research, teaching and service; introduce metrics and indicators to evaluate the contribution and work outcomes of foreign scientists into the host university.Originality/valueThis review shows that there are many new perspectives and models through which the academic expatriation can be analysed. This paper gives an insight into the academic literature on academics expatriates. The paper is innovative and has contributed to research by doing an SLR in a new area (academic expats) and tackling all the areas that has been covered by academic research so far. New research directions have been recommended for future research, to open the field further.

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Section: Resultsmentioning

confidence: 99%

Expatriate academics: what have we known for four decades? A systematic literature review

Przytuła¹

2023

JGM

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“…They were taught to copy what the teacher wrote on the blackboard or to write within the very narrow framework given by the teacher. Such writing practice at school had become a mere ritual of transferring labels rather than communicating concepts (McLaughlin, 1997). As most participants 4 who attended the first Maiwala writers' workshop had schooling at least up to Grade 6, they had some literacy skills in English.…”

Section: Writing Stories In Maiwala For the First Timementioning

confidence: 99%

“…When western schooling was introduced to PNG, the local people had no choice but to accept the teaching at school, although most of what was taught was not relevant to everyday life (McLaughlin, 1997). In recent years, new educational theories and practices have been introduced to these schools without having the teachers' full understanding.…”

Section: Introductionmentioning

confidence: 99%

From Enjoyment to Critical Thinking: A Journey of Developing Creativity and Critical Awareness in Story Writing in a Melanesian Community

Nagai¹

2008

New Writing

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Unlike the previous one-way transmission of Western knowledge to indigenous societies, this study presents an incorporation of local knowledge when introducing educational theories and practices to a local community in Papua New Guinea. This study also describes a process of local people with strong oral tradition beginning to understand theories of creative writing by actually practising to create stories. It is a collaborative study between local indigenous teachers, who play the major role, and the researcher, who plays the role of facilitator.

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“…Ob Anggen children are learning new concepts associated with a foreign worldview. If schooling is to prepare children to participate and lead in an "era of globalisation" then this is an essential part of their formal education: the ability "to communicate, liaise and negotiate with outsiders" (Nichol, 2011, 34) does not just necessitate learning new skills, it necessitates learning new ways of thinking (Mclaughlin, 1997). In school, children have to learn to operate within an environment in which time scarcity is assumed.…”

Section: Imagining Children's Futuresmentioning

confidence: 99%

Learning, labour and leisure

Shah¹

2016

Education, Learning and the Transformation of Development

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Schooling is widely used as a tool of international development. One of the arguments for this is that, in contrast with models of development in which solutions are given to communities in response to problems perceived by foreigners, education is a long-term development solution that "empowers" people by giving them the skills considered necessary for negotiating with outsiders and for making informed decisions about the future of their own communities. This perspective, which supports the use of schooling as a development tool has, of course, been challenged. The exportation of formal schooling to regions that did not have a formal education system before has its roots in colonisation and there is widespread recognition of the fact that schooling is not neutral (e.g.

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The Clash of Cultures: Learning Through English in Papua New Guinea

Cited by 7 publications

References 7 publications

Expatriate academics: what have we known for four decades? A systematic literature review

Expatriate academics: what have we known for four decades? A systematic literature review

From Enjoyment to Critical Thinking: A Journey of Developing Creativity and Critical Awareness in Story Writing in a Melanesian Community

Learning, labour and leisure

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