Local Versus Global Knowledge
Local Versus Global Knowledge
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本地知识与全球知识
DOI：
10.47381/aijre.v16i1.524
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Michael J. Christie
中科院分区：
文献类型：
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作者：
Michael J. Christie
当“远程教育”被视为由外部（根据定义不是远程）机构提供的东西，而不是在家里培养的东西时，它通常被构建为一个劣势问题：我们如何向远程学生提供我们为城市孩子提供的优质国际化教育？教育机会的平等等同于课程的统一。但在北领地，许多接受偏远教育的人都是有意选择住在偏远的地方，因为他们想控制年轻人的教育（包括文化传播），他们需要能够在自己的土地上做到这一点，了解它，关心它，互相关心，确保新一代长大后能继续更新它。这篇论文是关于我在北方参与远程教育的过程中所学到的知识的地方性。
When 'remote education' is seen as something which is delivered from some outside (by definition not remote) agency, rather than something which is grown at home, it is usually constructed as a problem of disadvantage: how do we deliver to remotestudents the quality cosmopolitan education we offer to kids in the city? Equality of educational opportunity is equated with uniformity of curriculum. But in the Northern Territory, many of the recipients of very remote educational delivery live very deliberately by choice in very remote places because they want to be in control of their young peoples' education (including cultural transmission), and need to be able to do this on their own land, knowing it and caring for it and each other, and making sure that new generations are grown up to continue to renew it. This paper is about what I have learnt about the local nature of knowledge in my involvement in remote education in the north.