Learning about Timor-Leste: tracing the “Timorisation” of curriculum reform

Quinn, M

Learning about Timor-Leste: tracing the “Timorisation” of curriculum reform

Quinn, M

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Publisher:: Universidade Estadual de Maringá
Publication Type:: Journal Article
Citation:: Diálogos, 2022, 7
Issue Date:: 2022-11-01

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Field	Value	Language
dc.contributor.author	Quinn, M https://orcid.org/0000-0002-1518-2623
dc.date.accessioned	2022-09-17T02:03:17Z
dc.date.available	2022-08-04
dc.date.available	2022-09-17T02:03:17Z
dc.date.issued	2022-11-01
dc.identifier.citation	Diálogos, 2022, 7
dc.identifier.issn	2520-5927
dc.identifier.issn	2789-2182
dc.identifier.uri	http://hdl.handle.net/10453/161864
dc.description.abstract	The first national planning document of the newly independent Timor-Leste included in its vision that “East Timor will be a democratic country with a vibrant traditional culture” (East Timor Planning Commission, 2002, p. xviii). Education, as an important arm of nation-building, includes a strong link to culture by including the principle of “Ligasaun ba kultura no maneira moris lokál nian [Connection to culture and way of local life]” (Ministério do Educação [ME], 2014, p. 18). However, much of Timor-Leste’s educational history has been characterised by adherence to goals that rarely addressed Timorese needs or identity. Using content analysis, this paper traces the way in which official and educational documents have considered local people and conditions in the past - during the periods of colonisation and occupation - and those of the present, particularly through the current curriculum for primary school. Also considered are teachers’ responses to a recent survey of understanding of “local life”, suggesting that a greater orientation of learning to the local context is needed in the future to understand how education might strengthen Timorese communities and culture.
dc.language	en
dc.publisher	Universidade Estadual de Maringá
dc.relation.ispartof	Diálogos
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Learning about Timor-Leste: tracing the “Timorisation” of curriculum reform
dc.type	Journal Article
utslib.citation.volume	7
utslib.location.activity	Timor-Leste
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	recently_added	*
pubs.consider-herdc	true
dc.date.updated	2022-09-17T02:03:16Z
pubs.publication-status	Accepted
pubs.volume	7

Abstract:

The first national planning document of the newly independent Timor-Leste included in its vision that “East Timor will be a democratic country with a vibrant traditional culture” (East Timor Planning Commission, 2002, p. xviii). Education, as an important arm of nation-building, includes a strong link to culture by including the principle of “Ligasaun ba kultura no maneira moris lokál nian [Connection to culture and way of local life]” (Ministério do Educação [ME], 2014, p. 18). However, much of Timor-Leste’s educational history has been characterised by adherence to goals that rarely addressed Timorese needs or identity. Using content analysis, this paper traces the way in which official and educational documents have considered local people and conditions in the past - during the periods of colonisation and occupation - and those of the present, particularly through the current curriculum for primary school. Also considered are teachers’ responses to a recent survey of understanding of “local life”, suggesting that a greater orientation of learning to the local context is needed in the future to understand how education might strengthen Timorese communities and culture.

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http://hdl.handle.net/10453/161864