FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1858642946> ?p ?o ?g. }

• W1858642946 abstract "Senior educators in Samoa who are currently studying towards a Master of Teaching and Learning degree through the Christchurch College of Education face the usual range of challenges encountered by students studying from a distance. In addition, they face a range of expectations from their jobs, their communities, their churches and their families that are not the norm in the western society through which they are studying. Despite such difficulties, these educators are successful and are leaders in their fields. I was interested to learn how they managed these challenges. This thesis therefore asks, How did a group of senior educators in Samoa undertake their educational journeys? It also traces my cultural and research learning journeys and the pathways I followed as a palagi (white person) undertaking cross-cultural research. It was important that I recognise my limitations as a palagi conducting research in the Pacific and that as far as possible I followed practices and research methodologies sensitive to Pasifika contexts. I therefore adopted a holistic and collaborative approach that entailed consultation with the community throughout the research process. During initial consultation community members confirmed they wished the research to occur, and that they approved of and accepted me as the researcher. We worked collaboratively to determine the topic and the nature of the study. The community drew clear parameters and established the main emphasis of the research as a narrative approach within an ethnographic framework. Ongoing consultation included regular visits to Samoa to meet with the participants where we discussed progress and worked together to co-construct their stories. My research approach O auala i le fa’aPasefika (Pasefika Pathways) guided me throughout the research. This approach, a combination of my own western social constructionist epistemology, Talanoa research methodology and Stephen Filipo’s (2004) research approach O auala i le fa’aSamoa, enabled me to respect and value my participants while at the same time taking cognisance of the cultural limitations under which a palagi works. I was given cultural guidance and support by an advisor in New Zealand appointed by the College of Education. The participants voluntarily took on the role of cultural advisors during my time in Samoa. I gathered data through a combination of fono (interviews), and talanoa (informal conversations) conducted in Samoa, and supplemented this with data from the participants’ journals and from my own research journal. I realised from an early stage that various aspects of the research such as the processes used, cultural aspects and the main themes drawn from the participants’ stories were closely intertwined and difficult to separate. Consequently, I adopted the metaphor of an ietoga (fine mat) to present this thesis. The completed ietoga represents the participants’ individual educational journeys together with my cultural and research learning journeys. I argue that the participants live between two worlds as they balance tensions between the requirements of the western institutions that provide their education and the requirements of fa’aSamoa. The participants’ formal schooling did not take account of fa’aSamoa and its related values. Nor did it take account of Pasifika people’s preference for oral and experiential learning. Codes of behaviour and expectations of fa’aSamoa such as fa’aaloalo (respect) for one’s elders and those in authority have markedly constrained and influenced the participants’ educational journeys. Their responsibilities to family, church and community, for example, have presented barriers to their success. Paradoxically, these same codes of behaviour and expectations have supported the participants and have made it possible for their educational journeys to be successful. I contend that if western institutions wish to provide meaningful programmes and learning experiences for their Pasifika students, it is important that they take cognisance of and plan for these students’ cultural values, beliefs and codes of behaviour. This research determined factors that enabled a group of senior educators in Samoa to be successful. Two questions arise for me and present as opportunities for research to be undertaken by Samoan or other Pasifika peoples. Have the participants been successful in their postgraduate study because they are undertaking this while living in Samoa and therefore have ready access to fa’aSamoa’s support systems? How have the participants’ educational journeys differed from those of other educators who have not achieved the same success? Ietoga: Samoan educators’ educational journeys" @default.
• W1858642946 created "2016-06-24" @default.
• W1858642946 creator A5013053257 @default.
• W1858642946 date "2006-07-01" @default.
• W1858642946 modified "2023-09-23" @default.
• W1858642946 title "Ietoga: Samoan Educators Educational Journeys" @default.
• W1858642946 cites W101301010 @default.
• W1858642946 cites W105461586 @default.
• W1858642946 cites W1189489314 @default.
• W1858642946 cites W120621129 @default.
• W1858642946 cites W1249389930 @default.
• W1858642946 cites W1496830972 @default.
• W1858642946 cites W1509214632 @default.
• W1858642946 cites W1528022241 @default.
• W1858642946 cites W1535110649 @default.
• W1858642946 cites W1544482855 @default.
• W1858642946 cites W1559131556 @default.
• W1858642946 cites W1574482579 @default.
• W1858642946 cites W1578935983 @default.
• W1858642946 cites W1579757209 @default.
• W1858642946 cites W1580973366 @default.
• W1858642946 cites W1589758919 @default.
• W1858642946 cites W1591079427 @default.
• W1858642946 cites W1596231621 @default.
• W1858642946 cites W1627975962 @default.
• W1858642946 cites W1742523322 @default.
• W1858642946 cites W1751493675 @default.
• W1858642946 cites W1791470807 @default.
• W1858642946 cites W1964050315 @default.
• W1858642946 cites W196447555 @default.
• W1858642946 cites W1998655484 @default.
• W1858642946 cites W2028954902 @default.
• W1858642946 cites W2029648951 @default.
• W1858642946 cites W2048752781 @default.
• W1858642946 cites W2061726237 @default.
• W1858642946 cites W2093030710 @default.
• W1858642946 cites W2127665238 @default.
• W1858642946 cites W2136939585 @default.
• W1858642946 cites W2145861873 @default.
• W1858642946 cites W2163186919 @default.
• W1858642946 cites W2171148471 @default.
• W1858642946 cites W2257150869 @default.
• W1858642946 cites W2292288834 @default.
• W1858642946 cites W2321546781 @default.
• W1858642946 cites W2407033410 @default.
• W1858642946 cites W2412976992 @default.
• W1858642946 cites W2560399923 @default.
• W1858642946 cites W2565878067 @default.
• W1858642946 cites W2805487834 @default.
• W1858642946 cites W3003180720 @default.
• W1858642946 cites W3115317944 @default.
• W1858642946 cites W328836790 @default.
• W1858642946 cites W339701613 @default.
• W1858642946 cites W46549184 @default.
• W1858642946 cites W51989063 @default.
• W1858642946 cites W568361235 @default.
• W1858642946 cites W576439575 @default.
• W1858642946 cites W602984300 @default.
• W1858642946 cites W604906320 @default.
• W1858642946 cites W606519001 @default.
• W1858642946 cites W615039001 @default.
• W1858642946 cites W638184888 @default.
• W1858642946 cites W648675710 @default.
• W1858642946 cites W657298083 @default.
• W1858642946 cites W7048579 @default.
• W1858642946 cites W1013410585 @default.
• W1858642946 cites W3142411957 @default.
• W1858642946 doi "https://doi.org/10.26021/9738" @default.
• W1858642946 hasPublicationYear "2006" @default.
• W1858642946 type Work @default.
• W1858642946 sameAs 1858642946 @default.
• W1858642946 citedByCount "1" @default.
• W1858642946 countsByYear W18586429462013 @default.
• W1858642946 crossrefType "journal-article" @default.
• W1858642946 hasAuthorship W1858642946A5013053257 @default.
• W1858642946 hasConcept C138885662 @default.
• W1858642946 hasConcept C144024400 @default.
• W1858642946 hasConcept C17744445 @default.
• W1858642946 hasConcept C179454799 @default.
• W1858642946 hasConcept C19165224 @default.
• W1858642946 hasConcept C19417346 @default.
• W1858642946 hasConcept C199033989 @default.
• W1858642946 hasConcept C2779304628 @default.
• W1858642946 hasConcept C2780817299 @default.
• W1858642946 hasConcept C36289849 @default.
• W1858642946 hasConcept C39549134 @default.
• W1858642946 hasConcept C41895202 @default.
• W1858642946 hasConcept C509550671 @default.
• W1858642946 hasConcept C71924100 @default.
• W1858642946 hasConceptScore W1858642946C138885662 @default.
• W1858642946 hasConceptScore W1858642946C144024400 @default.
• W1858642946 hasConceptScore W1858642946C17744445 @default.
• W1858642946 hasConceptScore W1858642946C179454799 @default.
• W1858642946 hasConceptScore W1858642946C19165224 @default.
• W1858642946 hasConceptScore W1858642946C19417346 @default.
• W1858642946 hasConceptScore W1858642946C199033989 @default.
• W1858642946 hasConceptScore W1858642946C2779304628 @default.
• W1858642946 hasConceptScore W1858642946C2780817299 @default.
• W1858642946 hasConceptScore W1858642946C36289849 @default.
• W1858642946 hasConceptScore W1858642946C39549134 @default.

• next