Informal learning contexts in Solomon Islands and their implications for the cross-cultural classroom

Abstract

Drawing on participant observation and interview data this paper presents a detailed description and analysis of the contexts in which informal learning occurs amongst rural Melanesian children in Western Province, Solomon Islands (WPSI). Learning contexts identified include key aspects such as cultural values, the maintenance of good relationships, the role of elders, peer groups and acknowledged experts, as well as key sociolinguistic and epistemological contextual elements. The educational implications for cross-cultural classrooms both in WPSI and in other traditionally-oriented societies in general are explored.