{"title":"In Our Language: Imagining a Pacific research journal in terms of language and stakeholder position and engagement","authors":"K. Hemi, S. Aporosa","doi":"10.15663/WJE.V26I1.856","DOIUrl":"https://doi.org/10.15663/WJE.V26I1.856","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89843271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a consideration of how the method/methodology of talanoa and vā, can be used online by Pacific researchers to respond to the current pandemic’s effect on the traditional face-to-face physical spaces used for knowledge-sharing. The following discussion examines and explores the two concepts: talanoa and vā. It is important to understand how these research approaches work in a multi-sited research context, particularly when travel regulations and social distancing rules require Pacific researchers and their informants to keep physically apart. Virtual sociocultural spaces have become increasingly important to Pacific knowledge-sharing. As a Pacific researcher, I share my thoughts on talanoa and vā and how these concepts have been transferred online in previous research (2015–2019) and more recently, during COVID-19.
{"title":"Talanoa moe vā: Pacific knowledge-sharing and changing sociocultural spaces during COVID-19","authors":"R. Faleolo","doi":"10.15663/wje.v26i1.763","DOIUrl":"https://doi.org/10.15663/wje.v26i1.763","url":null,"abstract":"This paper is a consideration of how the method/methodology of talanoa and vā, can be used online by Pacific researchers to respond to the current pandemic’s effect on the traditional face-to-face physical spaces used for knowledge-sharing. The following discussion examines and explores the two concepts: talanoa and vā. It is important to understand how these research approaches work in a multi-sited research context, particularly when travel regulations and social distancing rules require Pacific researchers and their informants to keep physically apart. Virtual sociocultural spaces have become increasingly important to Pacific knowledge-sharing. As a Pacific researcher, I share my thoughts on talanoa and vā and how these concepts have been transferred online in previous research (2015–2019) and more recently, during COVID-19.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74241365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Thomsen, Litia Tuiburelevu, Moeata Keil, Marcia Leenen-Young, Sisikula Palu Sisifa, Karamia Müller, Analosa Veukiso-Ulugia, Sam Manuela, Sereana Naepi
During New Zealand’s unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand’s largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods; however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the vā/wā with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.
{"title":"Practising Pacific pedagogies during New Zealand's level four lockdown: Pacific early career academics and COVID-19","authors":"P. Thomsen, Litia Tuiburelevu, Moeata Keil, Marcia Leenen-Young, Sisikula Palu Sisifa, Karamia Müller, Analosa Veukiso-Ulugia, Sam Manuela, Sereana Naepi","doi":"10.15663/WJE.V26I1.754","DOIUrl":"https://doi.org/10.15663/WJE.V26I1.754","url":null,"abstract":"During New Zealand’s unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand’s largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods; however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the vā/wā with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80753188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Grounding Pacific practice: Fono at the fale and veiqaraqaravi vakavanua","authors":"S. Aporosa, D. Fa’avae","doi":"10.15663/WJE.V26I1.852","DOIUrl":"https://doi.org/10.15663/WJE.V26I1.852","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76683694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Hemi, Sianiti Nakabea Bulisala, S. Aporosa, D. Fa’avae
The appointment of the University of Waikato’s first Assistant Vice-Chancellor Pacific in February 2019 was an important milestone, not only recognising years of work and dedication by numerous Pacific and Māori staff, but triggering a new strategic direction for ‘Pacific at Waikato’. This paper explains that journey, one that is underpinned by Pacific cultural legacies, strengths, values and identity; built on talanoa-vā; informed by research, data analytics, student and community voice; combined with strategic thought and planning; and outworked in the pan-Pacific epithet, ‘imua’. This is a story of resilience, determination, negotiating a pandemic, problem-solving and innovation in an environment that seeks a ‘culture of belonging’ and where Pacific learners are encouraged to be themselves in the pursuit of educational achievement. This paper will be of interest to education providers, stakeholders and policy makers.
{"title":"Imua: Reflections on imua, talanoa-vā and leadership in the ongoing strategic journey of a New Zealand university","authors":"K. Hemi, Sianiti Nakabea Bulisala, S. Aporosa, D. Fa’avae","doi":"10.15663/WJE.V26I1.855","DOIUrl":"https://doi.org/10.15663/WJE.V26I1.855","url":null,"abstract":"The appointment of the University of Waikato’s first Assistant Vice-Chancellor Pacific in February 2019 was an important milestone, not only recognising years of work and dedication by numerous Pacific and Māori staff, but triggering a new strategic direction for ‘Pacific at Waikato’. This paper explains that journey, one that is underpinned by Pacific cultural legacies, strengths, values and identity; built on talanoa-vā; informed by research, data analytics, student and community voice; combined with strategic thought and planning; and outworked in the pan-Pacific epithet, ‘imua’. This is a story of resilience, determination, negotiating a pandemic, problem-solving and innovation in an environment that seeks a ‘culture of belonging’ and where Pacific learners are encouraged to be themselves in the pursuit of educational achievement. This paper will be of interest to education providers, stakeholders and policy makers. ","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79964464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate the experiences of Solomon Islands students during the shift to online, remote teaching during the coronavirus (COVID-19) pandemic. It utilises the tokstori to collect data from 16 Solomon Islands students of the University of the South Pacific’s (USP) Suva and Honiara campuses. It is framed and analysed data using Khan’s eight dimensions of gauging successful e-learning experiences. Prior to COVID-19, many of the courses at the USP were offered in blended mode, which encompasses both online and face-to-face delivery. However, with a sudden move to fully online offerings, and the associated fears resulting from the unknowns of COVID-19, this was disruptive and traumatic for many students. However, analysis identified several key factors aiding student success including many Solomon Islands students being able to eventually cope with the disruption and displayed independence and resilience. It is also found that Solomon Island students got to experience new applications and tools such as, for example, having to be in Zoom or having to sit an online exam. This study has potential to inform higher education institutes (HEIs) in the Pacific Islands and beyond, and the need to carefully navigate the practical realities of the islands in the interaction between digital technologies, instructors and students to facilitate online learning post-pandemic.
{"title":"COVID-19 and online learning experiences of Solomon Islands students at the University of the South Pacific","authors":"J. Dorovolomo, P. Rodie, B. Fito'o, L. Rafiq","doi":"10.15663/wje.v26i1.768","DOIUrl":"https://doi.org/10.15663/wje.v26i1.768","url":null,"abstract":"This study aims to investigate the experiences of Solomon Islands students during the shift to online, remote teaching during the coronavirus (COVID-19) pandemic. It utilises the tokstori to collect data from 16 Solomon Islands students of the University of the South Pacific’s (USP) Suva and Honiara campuses. It is framed and analysed data using Khan’s eight dimensions of gauging successful e-learning experiences. Prior to COVID-19, many of the courses at the USP were offered in blended mode, which encompasses both online and face-to-face delivery. However, with a sudden move to fully online offerings, and the associated fears resulting from the unknowns of COVID-19, this was disruptive and traumatic for many students. However, analysis identified several key factors aiding student success including many Solomon Islands students being able to eventually cope with the disruption and displayed independence and resilience. It is also found that Solomon Island students got to experience new applications and tools such as, for example, having to be in Zoom or having to sit an online exam. This study has potential to inform higher education institutes (HEIs) in the Pacific Islands and beyond, and the need to carefully navigate the practical realities of the islands in the interaction between digital technologies, instructors and students to facilitate online learning post-pandemic.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86757138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Under the following terms Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial—You may not use the material for commercial purposes ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
{"title":"Continuity and interaction: Editorial","authors":"K. Earl, D. Fa’avae","doi":"10.15663/wje.v25i0.794","DOIUrl":"https://doi.org/10.15663/wje.v25i0.794","url":null,"abstract":"Under the following terms Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial—You may not use the material for commercial purposes ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"169 1","pages":"1–7-1–7"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79236057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cooperative Pedagogy specific to Tongans can enhance students’ academic success in New Zealand’s tertiary education. Tongan students’ success depends on teachers’ recognition and understanding of Tongan students’ sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because ‘Pacific’ is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term ‘Pacific’ tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students’ culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungāue Cooperative Pedagogy is rooted in Tongan students’ sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungāue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.
{"title":"Toungāue cooperative pedagogy for Tongan tertiary students’ success","authors":"Telesia Kalavite","doi":"10.15663/wje.v25i0.783","DOIUrl":"https://doi.org/10.15663/wje.v25i0.783","url":null,"abstract":"Cooperative Pedagogy specific to Tongans can enhance students’ academic success in New Zealand’s tertiary education. Tongan students’ success depends on teachers’ recognition and understanding of Tongan students’ sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because ‘Pacific’ is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term ‘Pacific’ tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students’ culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungāue Cooperative Pedagogy is rooted in Tongan students’ sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungāue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"85 1","pages":"18-29"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85835678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a microteaching setting. Using 20 pre-service teachers’ postmicroteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their own MT. The findings indicate that pre-service teachers find both peer and lecturer feedback useful in terms of identifying their strengths and weaknesses as well as providing incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on selfknowledge. The findings reaffirm the importance of peer and self-evaluation in teacher education.
{"title":"Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation","authors":"H. Dayal, Reema Alpana","doi":"10.15663/wje.v25i0.686","DOIUrl":"https://doi.org/10.15663/wje.v25i0.686","url":null,"abstract":"Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a microteaching setting. Using 20 pre-service teachers’ postmicroteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their own MT. The findings indicate that pre-service teachers find both peer and lecturer feedback useful in terms of identifying their strengths and weaknesses as well as providing incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on selfknowledge. The findings reaffirm the importance of peer and self-evaluation in teacher education.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"22 1","pages":"73-83"},"PeriodicalIF":0.0,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84303259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.
{"title":"Culturally responsive pedagogy for sustainable quality education in the Cook Islands setting","authors":"A. Ava","doi":"10.15663/wje.v25i0.714","DOIUrl":"https://doi.org/10.15663/wje.v25i0.714","url":null,"abstract":"The provision of a culturally responsive pedagogy is considered to be an important part of delivering a quality education that is ongoing and able to be sustained over time in Pacific developing nations. A quality sustainable education is considered to encourage cultural inclusivity, policy and curriculum practices in schools. By ensuring an inclusive and quality education, education can serve as a powerful vehicle for wider sustainable economic development in the Pacific region. To meet this end, United Nations Pacific signatories pledged support for the educational goal, endorsing an inclusive and equitable quality education for all that promotes relevant learning. \u0000The implementation of culturally relevant teaching and learning environments have long remained a challenge for Pacific nations. In order to realise a sustainable quality education, the question that needs to be asked is: what does sustainable education look like in Pacific regions? This paper explores how the tivaevae as a culturally responsive pedagogy model creates opportunities for a sustainable education and curriculum in the Pacific region and, in turn, contributes to an inclusive and quality education.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"50 1","pages":"31-41"},"PeriodicalIF":0.0,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78774779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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