This paper introduces the development and structure of this unique qualitative research methodology. The methodology was developed during research in New Zealand that explored the use of a community development/health...This paper introduces the development and structure of this unique qualitative research methodology. The methodology was developed during research in New Zealand that explored the use of a community development/health promotion model for Tongans living in an urban environment. It is proposed that Talanga can be a methodology whereby both Tongan and non-Tongan researchers are empowered to conduct effective research with Tongans. Details of the six-step Talanga research framework are discussed along with the advantages of conducting research using Talanga as a qualitative research methodology. The paper also contrasts Talanga （interactive talking with a purpose） with Talanoa （a conversation, an exchange of ideas or thinking, whether formal or informal）. The Talanga methodology would appear to be a superior approach to Talanoa in engaging in research with Tongans due to the way in which Talanga embraces fundamental Tongan cultural values.展开更多
Traditionally, education environments are Eurocentric. They have reinforced ＂pedagogy of the oppressed＂ where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors in...Traditionally, education environments are Eurocentric. They have reinforced ＂pedagogy of the oppressed＂ where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors influencing success in learning remain an area of strong interest particularly in regard to non-traditional students in learning and teaching settings. This study explores the strategies undertaken by first, second, and third generation Paciflc/Pasifika students to overcome challenges whilst studying and utilizing services provided by staff in the Pasifika Learning Village at the Auckland University of Technology in New Zealand. The study adopted a mixed method approach that was adapted by integrating a Pasfika method of talanoa to understand their experiences so that their voices and stories on how they made it through a tertiary environment are heard and valued. Through Pacific/Pasifika lens, a cultural analysis of Pacific/Pasifika students＇ knowledge, values, and beliefs highlighted that supplementary cultural spaces, Pacific/Pasifika staff support, and valuing and acknowledging the social space relationships are imperative factors empowering them to succeed in a New Zealand tertiary setting. This paper argues that cultural pedagogies integrated into mainstream revealed successes that warrant recognition as they have demonstrated that traditional models within contemporary settings empower and enhance Pacific/Pasifika students＇ success.展开更多
文摘This paper introduces the development and structure of this unique qualitative research methodology. The methodology was developed during research in New Zealand that explored the use of a community development/health promotion model for Tongans living in an urban environment. It is proposed that Talanga can be a methodology whereby both Tongan and non-Tongan researchers are empowered to conduct effective research with Tongans. Details of the six-step Talanga research framework are discussed along with the advantages of conducting research using Talanga as a qualitative research methodology. The paper also contrasts Talanga （interactive talking with a purpose） with Talanoa （a conversation, an exchange of ideas or thinking, whether formal or informal）. The Talanga methodology would appear to be a superior approach to Talanoa in engaging in research with Tongans due to the way in which Talanga embraces fundamental Tongan cultural values.
文摘Traditionally, education environments are Eurocentric. They have reinforced ＂pedagogy of the oppressed＂ where Western knowledge is reflected in the university curriculum and ways of learning and teaching. Factors influencing success in learning remain an area of strong interest particularly in regard to non-traditional students in learning and teaching settings. This study explores the strategies undertaken by first, second, and third generation Paciflc/Pasifika students to overcome challenges whilst studying and utilizing services provided by staff in the Pasifika Learning Village at the Auckland University of Technology in New Zealand. The study adopted a mixed method approach that was adapted by integrating a Pasfika method of talanoa to understand their experiences so that their voices and stories on how they made it through a tertiary environment are heard and valued. Through Pacific/Pasifika lens, a cultural analysis of Pacific/Pasifika students＇ knowledge, values, and beliefs highlighted that supplementary cultural spaces, Pacific/Pasifika staff support, and valuing and acknowledging the social space relationships are imperative factors empowering them to succeed in a New Zealand tertiary setting. This paper argues that cultural pedagogies integrated into mainstream revealed successes that warrant recognition as they have demonstrated that traditional models within contemporary settings empower and enhance Pacific/Pasifika students＇ success.
