Diaspora, Indigenous, and Minority Education Studies of Migration, Integration, Equity, and Cultural Survival, 2021
Indigenous education within urban contexts is diverse within Oceania. Pacific peoples' movements ... more Indigenous education within urban contexts is diverse within Oceania. Pacific peoples' movements in the diaspora, including their educational journeys and responsibilities, are ongoing and fluid. This paper employs talanoa vā, an indigenous Pacific approach to understanding the negotiations of educational processes and practices in urban education contexts across the diaspora of Tonga, Fiji, Samoa, and Aotearoa-New Zealand. We utilize talanoa as a method of gathering narrative data based on transoceanic education experiences. We argue indigenous education within urban contexts in the diaspora is fluid yet dynamic. The continuous movement of people for improved life and education further emphasizes the diverse ways Moana communities mobilize their knowledges and practices as well as educational aspirations across multiple networks in the diaspora. Indigenous education therefore is context-specific, inclusive of the negotiations across time and space that enable the sense making of educational experiences that empower the next generation in Oceania.
Uploads
Papers by Betty Loto
Articles by Betty Loto
called for a collective response to the under-representation of
Pacific/Pasifika academics in universities across Aotearoa New
Zealand. Drawing from Indigenous concepts and frameworks
foregrounds Pacific language and ideas as being central to our
worldviews and validates the lived realities of Pacific peoples in
higher education. We, the authors, collectively respond to Naepi
et al.’s call by sharing our stories, experiences, and efforts to
wayfind academia and provide a possible solution that is
transformative in supporting early career Pacific academics. This
led to the development of the Mentoring Oceanic Academics
Navigating Academia in education (MOANA ed.) network at the
University of Auckland’s Faculty of Education and Social Work as
a way to mobilise, collectivise, mentor, nurture, and empower our
next generation of Pacific/Pasifika academics. In this article, we
utilise ‘talanoa’ as a methodological framework that privileges the
worldviews and stories associated with academic mobilities and
pathways for Pacific/Pasifika researchers based in Aotearoa New
Zealand. At the pragmatic level, we employ talanoa as a method
of gathering and analysing the stories. As part of talanoa as a
dialogical process and to honour the stories shared, the authors
agreed to (re)present and capture the nuances in our stories
through vignettes.
called for a collective response to the under-representation of
Pacific/Pasifika academics in universities across Aotearoa New
Zealand. Drawing from Indigenous concepts and frameworks
foregrounds Pacific language and ideas as being central to our
worldviews and validates the lived realities of Pacific peoples in
higher education. We, the authors, collectively respond to Naepi
et al.’s call by sharing our stories, experiences, and efforts to
wayfind academia and provide a possible solution that is
transformative in supporting early career Pacific academics. This
led to the development of the Mentoring Oceanic Academics
Navigating Academia in education (MOANA ed.) network at the
University of Auckland’s Faculty of Education and Social Work as
a way to mobilise, collectivise, mentor, nurture, and empower our
next generation of Pacific/Pasifika academics. In this article, we
utilise ‘talanoa’ as a methodological framework that privileges the
worldviews and stories associated with academic mobilities and
pathways for Pacific/Pasifika researchers based in Aotearoa New
Zealand. At the pragmatic level, we employ talanoa as a method
of gathering and analysing the stories. As part of talanoa as a
dialogical process and to honour the stories shared, the authors
agreed to (re)present and capture the nuances in our stories
through vignettes.