All posts by mzantsi

How to move with honour between laws of the south?

Shaun McVeigh

Associate Professor, Law School, University of Melbourne

I welcome the opportunities that this congress creates to discuss and reflect on many of the relationships formed across the South.

For many Australia is viewed politically, juridically and economically as an outpost of the North. The Australian state has done little to alter the colonial forms of belief and government by which Australia was established as a sovereign nation. It continues the expropriation of the life, land, and laws of the South. However, there are also many involved in assisting Australia take up its place again as a pacific nation of the South, a nation able to live with justly with its own laws and one capable of honouring the laws of the Indigenous and non-indigenous peoples of the South. At the centre of this lies a concern with the conduct of lawful relations. For the non-Indigenous peoples of Australia and elsewhere who live by laws inherited from the North it is necessary to think again about what it means to live lawfully and to honour laws. Only one part of this will be concerned with human duties and human rights.

At present as a jurist and jurisprudent I am involved in two projects engaging a lawful South. One, with Kevin Murray, involves developing ways in which designers from Australia might engage with artisans and crafts people of the south in ways that create honourable relations of exchange and trade. Another, with Sundhya Pahuja, involves maintaining international law as a meeting places of laws rather than as an administrative domain of the North.


How do we conduct ourselves with honour as we move within and between the laws of the South?

¿Cómo nos comportamos con honor como nos movemos dentro y entre las leyes del Sur?

A statement and question offered to participants of the symposium Diálogo Trans-Pacífico y Sur-Sur: Perspectivas Alternativas a la Cultura y Pensamiento Eurocéntrico y Noroccidental, University of Santiago, 8-9 January 2013

Comaroffs: ‘Theory from the South

A recent journal article from the Comaroffs rallies the cause for a southern perspective. But it leaves much work to be done in developing the critical tools that might achieve this.

‘The Global South’ has become a shorthand for the world of non-European, postcolonial peoples. Synonymous with uncertain development, unorthodox economies, failed states, and nations fraught with corruption, poverty, and strife, it is that half of the world about which the ‘Global North’ spins theories. Rarely is it seen as a source of theory and explanation for world historical events. Yet, as many nation-states of the Northern Hemisphere experience increasing fiscal meltdown, state privatization, corruption, and ethnic conflict, it seems as though they are evolving southward, so to speak, in both positive and problematic ways. Is this so? In what measure? What might this mean for the very dualism on which such global oppositions rest? Drawing on recent research, primarily in Africa, this paper touches on a range of familiar themes—law, labor, and the contours of contemporary capitalism—in order to ask how we might understand these things with theory developed from an ‘ex-centric’ vantage. This view renders some key problems of our time at once strange and familiar, giving an ironic twist to the evolutionary pathways long assumed by social scientists.

Jean Comaroff and John L. Comaroff ‘Theory from the South: Or, how Euro-America is Evolving Toward Africa’ Anthropological Forum Vol. 22, No. 2, July 2012, 113–131

PNG Symposium on Traditional Knowledge


To be held at the University of Goroka, 31 October – 2 November 2012


Ian Saem Majnep was a member of the Kalam tribe from the Kaironk Valley in Madang Province who was born around 1948. He worked closely with the late Ralph Bulmer, the Foundation Professor of Anthropology at the University of PNG, and also with Andrew Pawley, now Emeritus Professor of Linguistics at the Australian National University, on the documentation of the Kalam language and traditional environmental knowledge. Saem’s work on the documentation of traditional Kalam knowledge was recognized through the award of an honorary doctorate by the University of PNG in 1989. The Saem Majnep Memorial Symposium (‘the Symposium’) is named in honour one of PNG’s first internationally recognized indigenous knowledge experts, who sadly passed away in 2007. The basic aim of the Symposium is to enhance the capacity of universities in PNG to train students in the appreciation and documentation of traditional environmental knowledge, engage them in deeper processes of interaction with the local holders of such knowledge, and involve them in wider processes of biocultural education, expression, and revitalization.


Indigenous knowledge holders are increasingly demanding recognition for their practices without that recognition undermining the position of their knowledge as a socially embedded process. Recognition of Intellectual Property Rights has proved to be an inadequate route to deal with this issue. Whatever ‘indigenous knowledge’ was and is, it is also undergoing transformation in the contemporary world – it does not exist in a vacuum, but is embedded in the changing relationships internal to indigenous communities, and between members of these communities and external interest groups. The development of new models for the documentation and dissemination of such knowledge must therefore be based on recognition of at least three issues:

  1. The growing awareness of external threats to the reproduction of indigenous knowledge and practices, offset by a growing awareness in indigenous communities of the importance of preserving these things for future generations.
  2. The desire of indigenous peoples to present themselves to the outside world as knowledge holders and to gain recognition of their stewardship of lands and environments based on relations of mutual constitution rather than alienable possession.
  3. The opportunities presented by new technologies for recording and transmitting indigenous knowledge and practices in digitally mediated forms.

There is growing evidence that most of the students now entering universities in PNG come from urban family backgrounds, have little experience of rural village life, and are largely unfamiliar with traditional environmental or ecological knowledge (TEK). There is already some provision for the design and delivery of courses relating to TEK in the PNG university system, but much more could be done to improve the resources available for the teaching of such courses. Although some university graduates find employment in non-government or community-level organizations that have some interest in the documentation or revaluation of TEK, they have often received very little in the way of relevant training while at university. The same is true of the vast majority of graduates who find employment in organizations that have no such interest. As the years go by, an increasing proportion of the individuals who count as members of the national elite are losing all connection with the forms of knowledge possessed by village-level experts who commonly have very little in the way of formal education. Some provision is already made for the teaching of TEK in PNG’s secondary school curriculum, but there is again a notable shortage of suitable curriculum materials. The University of Goroka can play a key role in helping to fill this gap because of its role in training and current and future secondary school teachers.

Outcomes of the Symposium

We expect the short-term outcomes of the Saem Majnep Memorial Symposium to include:

  1. A review of what has so far been achieved in the documentation and dissemination of TEK in and from PNG, with particular focus on partnerships between scientific and local experts, and on the relationship between research and education.
  2. A review of new technologies for documentation and dissemination of TEK at local, national and international scales, with appropriate recognition of issues involving intellectual property rights.
  3. An outline for the first edition of a textbook or manual to be used in training tertiary students (including secondary school teachers) in practical techniques for the documentation and dissemination of TEK.
  4. Plans for development of additional funding proposals for development of institutional capacity and resources to undertake such documentation and dissemination through the formal education system in PNG.
  5. Plans to connect this type of activity with the integration of TEK into local-level land use and resource management systems in PNG.

Longer term plans to build institutional capacity to document and disseminate TEK in PNG will be based on these short-term outcomes. All participants will be asked to formally approve the use of their contributions to the Symposium in any future publication or in any document used for teaching purposes.

Organisation of the Symposium

Key participants in the Symposium will include:

  • Scientific and local experts who have been involved in the documentation of TEK in PNG through partnerships of the kind pioneered by Ralph Bulmer and Saem Majnep;
  • Individuals with particular expertise and experience in teaching university students about TEK in PNG;
  • Individuals with particular expertise and experience in developing the use of new technologies for the documentation and dissemination of TEK; and
  • People with a professional interest in the potential use of TEK as a means to promote the conservation of biological diversity or the management of local ecosystems in PNG.

The Symposium organisers are planning to invite approximately 30 participants from outside Goroka, including 10 local experts in TEK from Eastern Highlands and surrounding provinces with road connections to Goroka. In addition, we plan to invite another 20 participants from Goroka itself, including UOG staff and staff of partner organisations based in Goroka.

The Symposium will be advertised in PNG’s national newspapers, as well as by means of posters in UOG, in order to boost attendance by interested members of the public (including schoolteachers) from Goroka and surrounding areas, as well as by interested staff and students of UOG (including school-teachers taking in-service courses). Part if not all of the Symposium proceedings will be conducted in Tok Pisin in order to facilitate the participation of local indigenous knowledge experts who do not speak English.

A Symposium Steering Committee (SSC) has already been established at UOG. The SSC is responsible for the identification of individuals to be invited to the Symposium and for sending out the invitations, but is receiving support and advice from partner organisations in the identification of individuals to be invited to the Symposium from outside Goroka.

Expressions of Interest

If you would like to be funded to participate in the Symposium, please send a short (maximum 200-word abstract) of the topic on which you would like to speak and an even shorter (maximum 100-word) note about your past and current interest in the documentation and dissemination of TEK in PNG to:

If you are able to fund your own travel to Goroka and would like to participate as an observer or discussant, please just send a short note about your past and current interest in the documentation and dissemination of traditional environmental knowledge in PNG.

A Symposium program will be developed when the list of likely expert participants has been established and they have indicated the topics on which they would like to speak.

We aim to have a draft program ready for circulation before the end of September, so would like to receive expressions of interest by Friday 21 September at the latest.

Kim Scott: “Language & Nation”

An important event not to miss if you are in Melbourne on 25 July:

Kim Scott: “Language & Nation”
Hosted by Australian Indigenous Studies, School of Culture and Communication, Faculty of Arts

Professor Kim Scott of Curtin University is  one of Australia’s most signi?cant authors.   His major works That Deadman Dance (2011),  Benang (1999) and True Country (1993) have  received a host of literary prizes including the Miles Franklin Literary Award, Victorian  Premier’s Literary Award, Commonwealth  Writers Prize, and Western Australian  Premier’s Book Award. Professor Scott has also been named West Australian of the Year  2012 for his work in Indigenous language regeneration as well as his contributions to Australian literature.

Professor Scott’s fiction is uncompromising in its identification and contestation of  reader expectations of Indigenous writing  and authorship. His command of Nyoongah,  Aboriginal, Australian and English literary forms produces complex narratives about  intimacy, identity and history in the Australian context. This combined with his work in the  area of Indigenous language revitalisation creates new possibilities for communication  and expression. Professor Scott’s masterful use of genre and social commentary calls  for a new type of reader who is willing to engage in breaking down existing codes of  representation, politics and repression that  continue to operate in contemporary Australian  society.

In a wide-ranging address Professor Scott will bring together his concerns with Indigenous cultural renewal though language revitalisation and the role of literature in an evolving vision of Australia in the twenty-first century. 

Wednesday, 25 July 2012
7.00pm – 8.00pm
The Basement Theatre
Spot Building
The University of Melbourne
Admission is free. Bookings are required. Seating is limited.
To register visit:

International Conference on “University Leadership for Integrating Knowledge Diversity for Sustainability”

Sub-themes: Regenerating Social Science with (1) Locally Relevant (Indigenous) Knowledge Systems and (2) Sustainability Principles
October 5-7, 2012
Venue: AlBukhary International University, Alor Setar, Kedah, Malaysia (
Conference organisers: AiU and Multiversity
Suppported by Ministry for Higher Education, Malaysia/AKEPT – Higher Education Leadership Training Academy

The International Conference on “University Leadership for Integrating Knowledge Diversity for Sustainability” scheduled for October 2012 is taking place at a most turbulent time in the lives of universities and higher education.

Several universities have been seriously considering disassociating themselves progressively from decades-long dependence on imported Western academic frameworks and to replace these with more productive interactions with diverse knowledge traditions including local or indigenous knowledge available within local, regional and national arenas. In contrast with Western knowledge frameworks, local knowledge systems carry inbuilt sustainability features.

At the global level, despite numerous declarations and initiatives to formulate and implement more just, resilient, environmentally sustainable policies, change has come slowly, in fact too slowly, for the planet.

Post Rio+20, higher education (HE) was to play a more critical leadership role in the changing intellectual landscape especially in the effort to redefine the paradigm of knowledge and learning at least at the institutional level and bring this in line with sustainability directives.

However, the HE system is not finding it easy to transform itself to meet the requirements of the new construct required with a clear change in purpose. The challenges expected include the extensive reorganisation and transformation of knowledge to enable universities to allow for a more integrated approach to address urgent and serious global issues and overall strengthening of the capacity of social science to generate socially useful, culturally harmonious and relevant knowledge and information.  Hence the proposed October Conference.

The new approach which the October Conference seeks to host proposes to cut across conventional knowledge disciplines and is encompassed within a holistic framework which includes careful study, revalidation and use of thousands of non-western technologies, values and wisdom that have been generated in diverse, local, national and regional contexts.  

The conference follows closely on the themes of the international conference on “Decolonising Our Universities” held by Universiti Sains Malaysia in June 2011. However, where the earlier conference dwelt largely on a comprehensive critique of the existing – admittedly Eurocentric – university system and the need to change, the AiU October Conference proposes to transcend those boundaries and provide leadership in the challenging sphere of revalidating culture-based knowledges, in addition to proposing alternative knowledge structures that further sustainability and sustainable livelihoods, thereby strengthening social science.

The AiU International conference is thus designed to tackle two fundamental sub-themes:

  • Higher education for sustainability which will look at the new construct with a clear change in purpose to transform existing knowledge structures in social science to allow for a more integrated approach to sustainability problems facing the planet.
  • Examination, revalidation and use of indigenous knowledge, wisdom and values within the university (higher education) system leading to serious consideration and integration of these knowledge systems at the national, regional and global levels.
  • The conference is inviting international and local experts and practitioners to discuss the sub themes with a view to:
  • Appraise the existing knowledge system within the framework of sustainable development directives of the international community and to generate an informed critique, as it is widely accepted that conventional frameworks of higher education and development are unsustainable and that the existing structure of knowledge generation in social science does not lead to sustainable practice.
  • Examine current gaps in the support of sustainable education and discuss alternative knowledge constructs, especially indigenous knowledge, to fill these gaps.
  • Achieve a credible target of integrating indigenous knowledge, wisdom and values with conventional social science in order to implement the internationally endorsed directives relating to sustainability.

The conference will be of two full days’ duration on both the proposed themes and will host approximately 100 people both from the international arena and from Malaysia. It will commence on 5th October (Friday afternoon) and conclude on 7th evening. There will be an official opening ceremony and two key note addresses for each of the sub-themes.

Call for Papers: South-South Symposium (7-10 January 2013)

The symposium South-South Dialogue: Alternative Perspectives to Western Culture and Thought will be held as part of the Third International Congress Sciences, Technologies and Cultures: A Dialogue Among The Disciplines of Knowledge, 7-10 January 2013, at University of Santiago of Chile (Usach). For more information, see link:

In recent years, perspectives have emerged that contest the universal status of Western knowledge. Post-colonial thinking has recently been joined by new alternative paradigms, including Peripheral Thought, Southern Theory, Indigenous Studies and Decolonialism. Each posits the possibility of a knowledge that is particular to the South. This provides a basis for a south-south dialogue about alternatives or critiques of Western knowledge, involving researchers and intellectuals from non-Western regions (Latin America, Oceania, Africa and Asia).

Common questions emerge:

  • Is Western thought to be superseded by these new paradigms?
  • What are themes that are shared in common across the South?
  • Is the goal of knowledge for its own sake specific to the West?
  • How can we implement an ecological approach to knowledge?
  • Is knowledge relative to the location from where it emerges?

This symposium welcomes contributions to the evolution of critical approaches to Western thought. This includes reflections on colonisation, independence movements, notion of ‘Third World’ and ‘Developing Countries’, ‘Global South’ and neo-liberalism. As well as critiques of the West, this symposium aims to foster constructive alternatives that reflect the values of participating countries.

Expression of interest

The abstract must be sent to e-mails of coordinators with following specifications:

  • Deadline: 30 June 30th 2012
  • Length: 200 words maximum
  • Academic or professional status (PhD, Master, professor, field of professional activity, etc.)
  • Organisation
  • Send to:
Final paper

The paper must be sent to coordinators´ e-mails with following specifications:

  • Deadline: 31 August 2012
  • Length: 15 pages (Times New Roman, size 12, double spacing).
Entry fee
  • Academics and professionals from research organizations: 95US$
  • Post graduate Students (Master or PhD): 70 US$
  • Undergraduate Students: 30 US$
  • Participants without presentation: 30US$

Términos Claves De La Teoría Postcolonial Latinoamericana: Despliegues, Matices, Definiciones


I Coloquio del Centro de Investigaciones y Estudios en Teoría Poscolonial, Facultad de Humanidades y Artes, UNR
2, 3 y 4 de julio de 2012
Facultad de Humanidades y Artes
Universidad Nacional de Rosario, Argentina

Conferencia Inaugural

University of Michigan – Miembro del CIETP
Conferencia de Cierre

New York University Buenos Aires– CONICET – Miembro del CIETP

Presentación especial y debate

Universidad Nacional de Salta

También presentaremos

CONICET, CCT Mendoza, Miembro del CIETP

Objetivos y ejes de reflexión

Este I Coloquio del Centro de Investigaciones y Estudios en Teoría Poscolonial tiene como objetivo inaugurar un espacio de discusión interdisciplinario e interregional sobre los conceptos y términos claves de la teoría poscolonial, y articular un diálogo crítico sobre los mismos desde el entorno específico de América Latina. Dicho diálogo tendrá como fin matizar las distintas ramas crítico-teóricas y los campos de aplicación relacionados con esta heterogénea vertiente teórica (tales como la teoría poscolonial latinoamericana, el giro decolonial, los estudios subalternos, los estudios latinoamericanos, los estudios coloniales), y cotejar su circulación y difusión a la luz de la meta más amplia de la descolonización epistémica, disciplinaria y académica. Nos interesa recibir trabajos que aborden alguno de los siguientes ejes, a fines de promover una reflexión crítica colectiva e interdisiciplinaria sobre los mismos.

  • El impacto del pensamiento decolonial en el arte y la literatura latinoamericanos desde la colonia hasta hoy. Arte, literatura y subjetividades (pos)coloniales. Diálogos e intercambios entre las producciones artísticas y/o literarias contemporáneas y las configuraciones culturales surgidas en la etapa colonial: discrepancias, sincronías o convergencias. Crónicas visuales, estrategias gráficas y contradiscursos en el campo de la imagen.
  • El impacto de la teoría poscolonial y sus vertientes latinoamericanistas en el ámbito de disciplinas específicas, sus metodologías, sus categorías críticas, y la propuesta transdisciplinaria en este marco, especialmente en el ámbito institucional y político de las universidades e instituciones académicas latinoamericanas.
  • Subjetividades (pos)coloniales: cuestiones de raza, etnia, género, sexualidad.
  • Problemas, desafíos y ventajas de la inclusión de la teoría poscolonial en sus diferentes vertientes en la currícula universitaria.
  • Reflexiones crítico-teóricas sobre términos claves tales como: colonial, imperial, poscolonial, sujeto colonial, hibridez, ambivalencia, entrelugar, subalternidad, diáspora, nación, colonialismo interno, descolonización, etc.
  • Problemas de traducción, circuitos de producción y recepción de la teoría (pos)colonial.
  • La recepción, problematización, formulación y/o reformulación de términos tales como colonialidad/modernidad, decolonialidad, liberación, raza, género, imperialismo, subalterno/subalterna, territorio, colonialismo académico, etc. en Latinoamérica, a través del estudio crítico de las teorías del grupo colonialidad/modernidad/decolonialidad.
  • La recepción, problematización, formulación y/o reformulación de términos tales como discurso colonial, semiosis colonial, discursividad mestiza, discursividad criolla, sujeto colonial, agencias criollas, mestizaje, mulatez, sincretismo, transculturación, etc. en los estudios coloniales y (pos)coloniales latinoamericanos.

Instrucciones para el envío de resúmenes y ponencias
Enviar un mensaje de correo electrónico a [email protected]. Especificar en asunto del mensaje “Coloquio 2012”

En el cuerpo del mensaje de correo electrónico, por favor consignar los siguientes datos:

  1. Nombre completo
  2. Afiliación académica y/o pertenencia institucional
  3. Dirección Postal
  4. Teléfono
  5. Email

En un archivo adjunto (.doc o .rtf, por favor no enviar archivos en .docx),  guardado bajo título APELLIDODEL AUTOR.doc o APELLIDODEL AUTOR.rtf (por ej. Martínez.doc o Martínez.rtf), incluir:

  1. Título
  2. Resumen (200 palabras, en castellano )
  3. Palabras clave (en castellano)

Fecha límite para la recepción de resúmenes: 30 de abril, 2012
Fecha límite para la recepción de ponencias: 21 de junio, 2012

La propuesta será evaluada y se comunicará su aceptación antes del 15 de mayo de 2012.

Costo de la inscripción
Expositores/as: Podrá abonarse en la inscripción durante el Coloquio.
Nacionales $ 150
Nacionales Estudiantes $ 90
América Latina U$S 65
Otros U$S 100

Asistentes: Será abonado durante los días del Coloquio.
Nacionales $ 50.
Nacionales Estudiantes $ 20.
América Latina U$S 20.
Otros U$S 30.

Publicación de las ponencias

Está prevista la publicación de las actas del Coloquio. Tras la realización del Coloquio, se enviará la información sobre el modo de presentación de los trabajos para participar de dicha publicación.

Southpaw on Climate


Southpaw issue 2: ‘The climate’

Southpaw is a new literary journal dedicated to publishing fiction, poems, critical cultural commentary and many other forms of writing and image-making from and about the global South. Each issue is loosely themed around a concept, issue or experience (and we hope their mutual relationship) affecting or of interest to those who live in the South. By the ‘South’ we mean both the geographical South (the Southern hemisphere) and those regions and peoples relegated by global forces to much less powerful, and sometimes invisible status, in the play of global cultural relations.

The editors are seeking fiction, creative non-fiction, poetry, play scripts, reviews and essays of 500 to 3000 words and images in colour and black and white for Southpaw issue 2.

The theme of our first issue (2012) was ‘displacement’. The theme of issue 2 will be ‘The Climate’. We expect writers and artists will take this theme up in more and less literal terms. The climate is a pressing question for the global community, but especially for many southern communities – whether south-east Australia and its increasingly fire-prone countryside or Indian Ocean and Pacific island communities’ immediate struggle with the effects of rising sea levels. Another point of departure could be Australia and South America’s special relationship in the mutuality of the la nina and el ninocycles that have shaped cultures on either side of the southern Pacific for millennia. And Southern climates generally, to put it another way, speak of other, and sometimes contrary colours and tones to those dominant in the North, and may have a connection with colonial and anti-colonial settings and experiences.

‘The climate’ carries over into every level of our personal and communal relations, and we hope that this notion will inspire collateral thinking about what ‘climate’ might mean to us in all its shades.

Deadline: 15 September 2012

Send to: [email protected]com

Tribal Pacific indigenous responses to development, education and schooling



Rural & Remote Schools In Udu, Fiji

Vanua, Indigenous Knowledge, Development and Professional Support for Teachers & Education

Nabobo-Baba, U. (2012).Fiji: University of the South Pacific-FALE & Native Academy Publishers. Four Parts, 412 pages. $40.00USD. (Paperback).ISBN: 978-982-01-0886-8.

[Unaisi Nabobo-Baba; Sereima Naisilisili; Samu Bogitini; Tupeni Lebaivalu Baba With Govinda Lingam]


The University of the South Pacific (USP), one of two regionally owned universities in the world-the other being the University of West Indies serves its 12 member Pacific Island countries where much of the population live in rural, remote and isolated islands. These “unseen” populace and their realities are necessary to our discourses and debates in education and development. The ideas and philosophies of their ways of life, their struggles, their responses to development needs of the school and of teaching as a profession, must be researched and should constitute an important agenda of research. The Academy in this case the USP must continue to find ways to attend to rural students, schools, teachers and communities in creative ways, The challenges of a regional institution like USP to do so and do so effectively will continue to pose challenges – challenges that are decades old as well as those that are as old as the countries themselves.

In the vanua (tribe) context, the regional university evidently like the government that pays the teachers and provides the school curriculum must work with and acknowledge vanua processes. Community processes like the vanua processes as in the case of Udu schools mediate how schools, teachers carry out their business. An understanding of the context of the community especially its decision making processes and economic power bases may enhance the academy in its attempt to “reach” rural teachers. This is also true of Government in its attempt to service rural schools and their communities given that local governance processes in Fiji’s 20 year history of military coups, as well as globalisation, pose new possibilities and challenges to teachers and schools in rural and remote places. Advances in ICT is proving to be a solution but can also create further digital divide if care is not taken to address not exacerbate existing disparities among the rich and poor within regions of a country like Fiji and other Pacific islands countries. Begs the question – Must a university heavily subsidise its services in order that its third world clientele get the development “goods” others elsewhere enjoy?. The role of national governments in ICT development and access for its rural communities also come into question here. Perhaps regional alternatives too of access and equity to education and training are needed and may be an agenda for regional leaders’ fora as education has historically been a force for good but it has also been a force that promotes inequity and differential delivery. The future must see us continually asking questions to redress past inequalities and address potential future developments of the same.

Guided closely by post-colonial critiques of knowledge and especially of the attempt worldwide to question the dominance of certain knowledge framings in research and writing, the study conscientiously framed its work given the methodological debates by Smith (1999) and the alternatives to methodologies (Grant and Giddings, 2002). This is to ensure the IK and processes of Fijians and specifically Udu peoples are embraced and acknowledged. The study utilized ethnographic techniques of in-depth interviews, participant observations and document study. The study was guided closely by Fijian Vanua Research Frameworks honouring local wisdoms and processes of knowledges, indigenous to context. This is why the book also highlights iluvatu as metaphor and derivative of Vanua framings to situate its findings and processes in the vanua Cuku (as home of the iluvatu mat) and Udu Point.

Decolonizing research allows us to refine institutional agendas to serve the under-privileged, the “unseen”. Rural and remote places also are places of positive struggles and sheer hard work and determination. Tribal Pacific indigenous responses to development, education and schooling as well as continuous research into our educational practices will provide us new insights into professional development ideas, models and strategies for such “far –away” places. Research such as this provide fresh and deep insights into of teachers, students and school communities we serve especially within the post colonial framings and notions of “voice” and access and equity. Suggestions for policy in educational ICT and teacher development are also highlighted. The book written by organic intellectuals provide as well an interesting perspective in the role women play in school and development of island peoples not often publicly acknowledged. The reflective pieces in the last part by the authors suggest the authors are not only engaging in theoretical masterfully scripted ideas but are effectively persons that live and have come through rural, remote island realities and have made it through schools and makes the book all the more interesting, deeply moving and interesting