Comparative & international higher education, Aug 3, 2021
Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwine... more Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwined processes of coloniality and globalisation have contributed to spreading a dominant set of Western knowledge, values, and practices discrediting local Indigenous knowledges and wisdom (Thaman, 2003). Achieving Sustainable Development Goal 4 (SDG4), to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", requires educators to recognise that non-Western students continuously negotiate the disconnect between their formal Western education and their cultures. Developing educational sustainability requires resetting this educational imbalance. Culturally sustaining pedagogy acknowledges and encourages cultural pluralism something often absent in the teaching of Western Modern Science. Here I describe the 'Ulungaanga faka-Tonga Fonu model, a response to Thaman's directive that embedding Indigenous knowledges in higher education institutions' formal curriculum enriches 158 student experience by providing diverse understandings, perspectives, and wisdoms. This model demonstrates a way to engage with Tongan knowledge in formal teaching spaces.
ABSTRACT Very few studies have investigated motivational differences between pathological gambler... more ABSTRACT Very few studies have investigated motivational differences between pathological gamblers (PG) and non-problem gamblers (NPG), or between men and women. Motives for starting gambling have not been distinguished from motives for continuing gambling. From a ...
The Australian journal of Indigenous education, Dec 14, 2022
Engagement and success are prominent in education discussions, research and policy in Aotearoa Ne... more Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who participated in talanoa (open discussion without an agenda) about their engagement, enjoyment and success in secondary and university science education in Aotearoa, and, for some, their schooling in Tonga. The Manulua framework (Fonua, 2021) informed how their stories were gathered, analysed and woven together. The article presents the Fata ho poto model to demonstrate how engagement, enjoyment and success are considered by successful Tongan science learners. This model is useful for those increasing Tongan and Moana/Pacific learning achievement. It offers important insights related to the role of education policy and practice in shaping notions of engagement, enjoyment and success among Tongan and Moana/Pacific learners.
The New Zealand Annual Review of Education, Jul 1, 2021
Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex c... more Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.
When researching with Moana (ocean) or Pacific peoples, a key research consideration is which met... more When researching with Moana (ocean) or Pacific peoples, a key research consideration is which methodological approach will best acknowledge, engage, and value what is shared. The Manulua (two birds) Framework explores the experiences of successful Tongan science learners in Aotearoa New Zealand and the Kingdom of Tonga. The Manulua Framework draws on four very different theoretical or conceptual frameworks and methods, complementing (1) Tongan and Moana or Pacific approaches to research with aspects of (2) critical realism, (3) relationality through vā (space), and the (4) multiscience framework. Epeli Hau’ofa’s seminal essay Sea of Islands, and the articles of support and critique found in A New Oceania helped situate Oceania as the context, connector, and source of my participants’ stories. This article describes how this combination acknowledged Moana or Pacific values, protocols, knowledge, and beliefs during data collection, analysis, and reflection, offering a way for researchers to consider how to draw upon multiple theoretical or conceptual frameworks and methods in their work.
Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in... more Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous knowledge is not included (Howlett et al., 2008). Culturally sustaining pedagogy (Paris, 2012) acknowledges cultural pluralism, yet many science educators lack the cultural capital to comfortably reference Indigenous knowledge in their teaching. In this article, I describe some of the tensions, benefits and considerations that need to be acknowledged and addressed when encouraging non-Indigenous university science educators to incorporate and embed Mäori and Pacific values, culture and knowledge in their teaching practice and learning spaces. This article discusses findings from a research project on embedding Indigenous knowledge, values and culture in university science teaching, with a particular focus on relationship building.
ABSTRACT This study investigates what teaching practices in the ‘non-lecture context of a foundat... more ABSTRACT This study investigates what teaching practices in the ‘non-lecture context of a foundation programme’ help or hinder Māori and Pasifika students’ success in a New Zealand university. This two-year qualitative project used Kaupapa Māori and Pasifika Research (KM/PR) methodologies conducted in three phases: (1) needs analysis, (2) intervention and (3) evaluation. Twenty-eight Māori or Pasifika students were interviewed using the Critical Incident Technique identifying 798 incidents grouped into four themes for institutional development: (I) use effective practices for teaching and learning, (II) grow independent learners, (III) support the empowerment of the learner and (IV) harness the positive cohort effect. Initially, students reported that intensive support provided by the foundation programme was not preparing students well for success in degree-level study. Following interventions of institutionally-led changes, students reported better preparation for ongoing study. The overall learning environment and provision of Māori and Pasifika academic and pastoral support were important factors for success.
The International Education Journal: Comparative Perspectives, Oct 5, 2019
aimed to explore, celebrate, and deepen Oceanic relationalities. This special issue of the Intern... more aimed to explore, celebrate, and deepen Oceanic relationalities. This special issue of the International Education Journal: Comparative Perspectives responds to this call for scholarship to examine how Comparative and International Education (CIE) can be repositioned around the notion of relationality to contribute theoretically, practically, and spiritually to education at global, regional, national, and community levels. In this Special Edition, we celebrate the work of seven new and emerging researchers from OCIES. This paper introduces us as a community of scholars, connected geographically by sea, yet it is our shared commitment to relationality that has enabled us to further the scholarship of CIE within our region.
A.s 11 110n-i11dige11011s science edurntor, I hare embraced tile idea of critical reflexire pract... more A.s 11 110n-i11dige11011s science edurntor, I hare embraced tile idea of critical reflexire practice in order to be more responsire to the cultures a11d rnlues of my Pasifika stude11ts and to become more incfusi,•e of their indigenous knowledge::.. /11 this article I share three 11•ays I haw negotiated the incorporation of Pasifika ,•alues and knml'iedge into my teaching, based 011 my doctoral journey. Illis work is stilf in progress. ./1,{Y research uses both Grounded T71eory and Pasifika (partirnlarly Tongan) methodologies to e.1plore successful To11ga11 st11de11ts' experiences and ,•ie11•s of their secondary schooli11g e.1perie11ce in Aotearoa ,Veir Zealand, Tonga and at 1111i1"ersiry-lerel science studies lerel in Ne,v Zealand. Three examples show how data from my study has shaped my teaching practice. I co11te11d that i11 order to impro.-e the quality and equity of uni,•ersiry science teaching, it makes sense to utilise the rnlture of studellts who are stmggling in a system dominated by a different 1rorld1•iew.
International Journal of Mental Health and Addiction, Apr 14, 2012
In multicultural countries such as New Zealand, it is particularly important that gambling resear... more In multicultural countries such as New Zealand, it is particularly important that gambling research take into account possible cultural differences. Many New Zealanders come from cultures that do not have a history of gambling, including the Mäori (New Zealand indigenous people), Pacific Islanders, and recent migrants. Little research has examined the reasons why people start and continue to gamble, especially among different ethnic groups. This research project thus aimed to develop a framework to explain how environmental, cultural, and social factors interact with personal attributes to determine gambling behaviors. In a qualitative study, 131 people broadly representative of Mäori, Pacific, Asian, and Päkehä/New Zealand European groups residing in New Zealand were interviewed individually or in focus groups. They included social and problem gamblers,
Higher education research and development, Jun 16, 2021
In Aotearoa New Zealand, despite decades of education policy reforms attempting to address Moana/... more In Aotearoa New Zealand, despite decades of education policy reforms attempting to address Moana/Pacific underachievement, Moana/Pacific knowledge is often still absent in universities. Moana/Pacif...
Journal of Comparative & International Higher Education, 2021
Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwine... more Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwined processes of coloniality and globalisation have contributed to spreading a dominant set of Western knowledge, values, and practices discrediting local Indigenous knowledges and wisdom (Thaman, 2003). Achieving Sustainable Development Goal 4 (SDG4), to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, requires educators to recognise that non-Western students continuously negotiate the disconnect between their formal Western education and their cultures. Developing educational sustainability requires resetting this educational imbalance. Culturally sustaining pedagogy acknowledges and encourages cultural pluralism something often absent in the teaching of Western Modern Science. Here I describe the ‘Ulungaanga faka-Tonga Fonumodel, a response to Thaman’s directive that embedding Indigenous knowledges in higher education institutions’...
Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex c... more Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.
MAI Journal: A New Zealand Journal of Indigenous Scholarship, 2020
Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in... more Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous knowledge is not included (Howlett et al., 2008). Culturally sustaining pedagogy (Paris, 2012) acknowledges cultural pluralism, yet many science educators lack the cultural capital to comfortably reference Indigenous knowledge in their teaching. In this article, I describe some of the tensions, benefits and considerations that need to be acknowledged and addressed when encouraging non-Indigenous university science educators to incorporate and embed Mäori and Pacific values, culture and knowledge in their teaching practice and learning spaces. This article discusses findings from a research project on embedding Indigenous knowledge, values and culture in university science teaching, with a particular focus on relationship building.
Diaspora, Indigenous, and Minority Education, 2021
ABSTRACT Indigenous education within urban contexts is diverse within Oceania. Pacific peoples’ m... more ABSTRACT 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.
Comparative & international higher education, Aug 3, 2021
Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwine... more Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwined processes of coloniality and globalisation have contributed to spreading a dominant set of Western knowledge, values, and practices discrediting local Indigenous knowledges and wisdom (Thaman, 2003). Achieving Sustainable Development Goal 4 (SDG4), to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all", requires educators to recognise that non-Western students continuously negotiate the disconnect between their formal Western education and their cultures. Developing educational sustainability requires resetting this educational imbalance. Culturally sustaining pedagogy acknowledges and encourages cultural pluralism something often absent in the teaching of Western Modern Science. Here I describe the 'Ulungaanga faka-Tonga Fonu model, a response to Thaman's directive that embedding Indigenous knowledges in higher education institutions' formal curriculum enriches 158 student experience by providing diverse understandings, perspectives, and wisdoms. This model demonstrates a way to engage with Tongan knowledge in formal teaching spaces.
ABSTRACT Very few studies have investigated motivational differences between pathological gambler... more ABSTRACT Very few studies have investigated motivational differences between pathological gamblers (PG) and non-problem gamblers (NPG), or between men and women. Motives for starting gambling have not been distinguished from motives for continuing gambling. From a ...
The Australian journal of Indigenous education, Dec 14, 2022
Engagement and success are prominent in education discussions, research and policy in Aotearoa Ne... more Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who participated in talanoa (open discussion without an agenda) about their engagement, enjoyment and success in secondary and university science education in Aotearoa, and, for some, their schooling in Tonga. The Manulua framework (Fonua, 2021) informed how their stories were gathered, analysed and woven together. The article presents the Fata ho poto model to demonstrate how engagement, enjoyment and success are considered by successful Tongan science learners. This model is useful for those increasing Tongan and Moana/Pacific learning achievement. It offers important insights related to the role of education policy and practice in shaping notions of engagement, enjoyment and success among Tongan and Moana/Pacific learners.
The New Zealand Annual Review of Education, Jul 1, 2021
Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex c... more Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.
When researching with Moana (ocean) or Pacific peoples, a key research consideration is which met... more When researching with Moana (ocean) or Pacific peoples, a key research consideration is which methodological approach will best acknowledge, engage, and value what is shared. The Manulua (two birds) Framework explores the experiences of successful Tongan science learners in Aotearoa New Zealand and the Kingdom of Tonga. The Manulua Framework draws on four very different theoretical or conceptual frameworks and methods, complementing (1) Tongan and Moana or Pacific approaches to research with aspects of (2) critical realism, (3) relationality through vā (space), and the (4) multiscience framework. Epeli Hau’ofa’s seminal essay Sea of Islands, and the articles of support and critique found in A New Oceania helped situate Oceania as the context, connector, and source of my participants’ stories. This article describes how this combination acknowledged Moana or Pacific values, protocols, knowledge, and beliefs during data collection, analysis, and reflection, offering a way for researchers to consider how to draw upon multiple theoretical or conceptual frameworks and methods in their work.
Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in... more Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous knowledge is not included (Howlett et al., 2008). Culturally sustaining pedagogy (Paris, 2012) acknowledges cultural pluralism, yet many science educators lack the cultural capital to comfortably reference Indigenous knowledge in their teaching. In this article, I describe some of the tensions, benefits and considerations that need to be acknowledged and addressed when encouraging non-Indigenous university science educators to incorporate and embed Mäori and Pacific values, culture and knowledge in their teaching practice and learning spaces. This article discusses findings from a research project on embedding Indigenous knowledge, values and culture in university science teaching, with a particular focus on relationship building.
ABSTRACT This study investigates what teaching practices in the ‘non-lecture context of a foundat... more ABSTRACT This study investigates what teaching practices in the ‘non-lecture context of a foundation programme’ help or hinder Māori and Pasifika students’ success in a New Zealand university. This two-year qualitative project used Kaupapa Māori and Pasifika Research (KM/PR) methodologies conducted in three phases: (1) needs analysis, (2) intervention and (3) evaluation. Twenty-eight Māori or Pasifika students were interviewed using the Critical Incident Technique identifying 798 incidents grouped into four themes for institutional development: (I) use effective practices for teaching and learning, (II) grow independent learners, (III) support the empowerment of the learner and (IV) harness the positive cohort effect. Initially, students reported that intensive support provided by the foundation programme was not preparing students well for success in degree-level study. Following interventions of institutionally-led changes, students reported better preparation for ongoing study. The overall learning environment and provision of Māori and Pasifika academic and pastoral support were important factors for success.
The International Education Journal: Comparative Perspectives, Oct 5, 2019
aimed to explore, celebrate, and deepen Oceanic relationalities. This special issue of the Intern... more aimed to explore, celebrate, and deepen Oceanic relationalities. This special issue of the International Education Journal: Comparative Perspectives responds to this call for scholarship to examine how Comparative and International Education (CIE) can be repositioned around the notion of relationality to contribute theoretically, practically, and spiritually to education at global, regional, national, and community levels. In this Special Edition, we celebrate the work of seven new and emerging researchers from OCIES. This paper introduces us as a community of scholars, connected geographically by sea, yet it is our shared commitment to relationality that has enabled us to further the scholarship of CIE within our region.
A.s 11 110n-i11dige11011s science edurntor, I hare embraced tile idea of critical reflexire pract... more A.s 11 110n-i11dige11011s science edurntor, I hare embraced tile idea of critical reflexire practice in order to be more responsire to the cultures a11d rnlues of my Pasifika stude11ts and to become more incfusi,•e of their indigenous knowledge::.. /11 this article I share three 11•ays I haw negotiated the incorporation of Pasifika ,•alues and knml'iedge into my teaching, based 011 my doctoral journey. Illis work is stilf in progress. ./1,{Y research uses both Grounded T71eory and Pasifika (partirnlarly Tongan) methodologies to e.1plore successful To11ga11 st11de11ts' experiences and ,•ie11•s of their secondary schooli11g e.1perie11ce in Aotearoa ,Veir Zealand, Tonga and at 1111i1"ersiry-lerel science studies lerel in Ne,v Zealand. Three examples show how data from my study has shaped my teaching practice. I co11te11d that i11 order to impro.-e the quality and equity of uni,•ersiry science teaching, it makes sense to utilise the rnlture of studellts who are stmggling in a system dominated by a different 1rorld1•iew.
International Journal of Mental Health and Addiction, Apr 14, 2012
In multicultural countries such as New Zealand, it is particularly important that gambling resear... more In multicultural countries such as New Zealand, it is particularly important that gambling research take into account possible cultural differences. Many New Zealanders come from cultures that do not have a history of gambling, including the Mäori (New Zealand indigenous people), Pacific Islanders, and recent migrants. Little research has examined the reasons why people start and continue to gamble, especially among different ethnic groups. This research project thus aimed to develop a framework to explain how environmental, cultural, and social factors interact with personal attributes to determine gambling behaviors. In a qualitative study, 131 people broadly representative of Mäori, Pacific, Asian, and Päkehä/New Zealand European groups residing in New Zealand were interviewed individually or in focus groups. They included social and problem gamblers,
Higher education research and development, Jun 16, 2021
In Aotearoa New Zealand, despite decades of education policy reforms attempting to address Moana/... more In Aotearoa New Zealand, despite decades of education policy reforms attempting to address Moana/Pacific underachievement, Moana/Pacific knowledge is often still absent in universities. Moana/Pacif...
Journal of Comparative & International Higher Education, 2021
Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwine... more Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwined processes of coloniality and globalisation have contributed to spreading a dominant set of Western knowledge, values, and practices discrediting local Indigenous knowledges and wisdom (Thaman, 2003). Achieving Sustainable Development Goal 4 (SDG4), to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, requires educators to recognise that non-Western students continuously negotiate the disconnect between their formal Western education and their cultures. Developing educational sustainability requires resetting this educational imbalance. Culturally sustaining pedagogy acknowledges and encourages cultural pluralism something often absent in the teaching of Western Modern Science. Here I describe the ‘Ulungaanga faka-Tonga Fonumodel, a response to Thaman’s directive that embedding Indigenous knowledges in higher education institutions’...
Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex c... more Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.
MAI Journal: A New Zealand Journal of Indigenous Scholarship, 2020
Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in... more Mäori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous knowledge is not included (Howlett et al., 2008). Culturally sustaining pedagogy (Paris, 2012) acknowledges cultural pluralism, yet many science educators lack the cultural capital to comfortably reference Indigenous knowledge in their teaching. In this article, I describe some of the tensions, benefits and considerations that need to be acknowledged and addressed when encouraging non-Indigenous university science educators to incorporate and embed Mäori and Pacific values, culture and knowledge in their teaching practice and learning spaces. This article discusses findings from a research project on embedding Indigenous knowledge, values and culture in university science teaching, with a particular focus on relationship building.
Diaspora, Indigenous, and Minority Education, 2021
ABSTRACT Indigenous education within urban contexts is diverse within Oceania. Pacific peoples’ m... more ABSTRACT 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.
Recent provocations by Māori and Pacific/Pasifika academics have
called for a collective response... more Recent provocations by Māori and Pacific/Pasifika academics have 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.
Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex c... more Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.
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Papers by Sonia Fonua
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.