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Research Commons at the University of Waikato Copyright Statement http://waikato.researchgateway.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. FONONGA „A FAKAHALAFONONGA: TONGAN STUDENTS‟ JOURNEY TO ACADEMIC ACHIEVEMENT IN NEW ZEALAND TERTIARY EDUCATION A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at The University of Waikato by Telesia Kalavite University of Waikato 2010 Abstract ABSTRACT There is a national concern in New Zealand about the low academic achievement of Pasifika1 students, including the Tongans as one of the specific groups. The literature shows that the problems associated with the academic achievement of Pasifika students derive from the cultural differences between Pasifika and the dominant Pālangi2 culture. Since Tonga has a unique culture that is not the same as any other cultural group in the Pacific, this research set out to explore specific Tongan socio- cultural aspects that impact on Tongan students‟ academic achievement in New Zealand tertiary education. Culturally specific aspects that impact on Tongan students‟ academic achievement could better inform those who are concerned with the education of Tongans in New Zealand. The purpose of the research is to explore possibilities for enhancing the academic achievement of Tongan students that could bridge the disparity between Pasifika and Pālangi academic achievement. This research used a Tongan, Pasifika, qualitative, phenomenological, ethnographical, methodological framework to explore the views of twenty five Tongan-born participants in New Zealand on the perceived socio- cultural aspects that impact on their academic achievement. It provided opportunities for the participants to reflect on their experiences as university and polytechnic students, as staff and educators, and as 1 The terms Pasifika, Pasifiki or Pasefika refer to Pacific Islanders or Pacific Island people. The New Zealand Ministry of Education use of the term “does not refer to a single ethnicity, nationality or culture but is a term of convenience to encompass the diverse range of peoples from the South Pacific in New Zealand” (Fletcher, Parkhill, Fa'afoi, Taleni, & O'Regan, 2009, p. 25). These are people from the island nations of Samoa, Cook Islands, Tonga, Niue, Fiji, Tokelau, Tuvalu, Kiribati, Vanuatu, Solomon Islands and Papua New Guinea, that is, the Pacific people from the three different racial groups of Polynesia, Melanesia, and Micronesia. (These five terms are used interchangeably throughout this thesis, whenever referring to the same group). 2 Referring to Pākeha or people of European descent in New Zealand. Telesia Kalavite: Page-i Abstract parents. Sociocultural, postmodernism, and the Tongan tā-vā, (time-space) theory of reality were used to interpret the Tongan students‟ inter-cultural learning experiences at two levels of reality; the students‟ realities, and the global realities. The students‟ realities include their individual attitudes and choices based on their cultural worldviews that impact on their academic achievement. The global realities include the trends of postmodernism, biculturalism, multiculturalism, globalisation and change which are beyond the students‟ control. The key findings of this research were that Tongan students perceived they were academically successful when all parties involved had a deep and mutual understanding of, respect for, and practice in, both Tongan and New Zealand social and academic cultures. In particular, the Tongan students and their Tongan supporters need a deep and mutual understanding of, respect for, and practice in, their own Tongan as well as New Zealand social and academic relationships. New Zealanders who are involved with Tongan students‟ education need a deep and mutual understanding of, respect for, and practice in, Tongan social and academic relationships. Furthermore, flexibility within the two cultural relationships in terms of tā (time) and vā (space) should be considered by all parties to release social tensions and consequently enhance academic achievement. This two way process allows Tongan students to move fluidly within the two cultures, especially if they understand how tā (time) and vā (space) are manifested in relationships within their learning environments. This research is highly relevant for anyone concerned with Tongan students‟ academic achievement in New Zealand tertiary education; from the top level policy makers in the government to the Tongan students at the grassroots level. Telesia Kalavite: Page-ii Dedication DEDICATION In loving memory of my great grandmother Telesia Hulutungua Puafisi, grandfather Sanualio Tu‟uta Tau Puafisi, parents-in-law Sailosi and „Ana Taiamoni Kalavite, as well as ten of my close family members who passed on during the course of this study. They were strong pillars and towers of strength throughout my educational journey. May you rest in peace my beloved:- Father: Siosaia Talifolaukovi Tu‟uta Puafisi Brother: Tauheluhelu Puafisi Aunty: Malia Pelenatita Loseli Puafisi Kamoto Uncle: Seteone Fineangakehe Mo‟unga Uncle: Tongo Viliami Mo‟unga Aunty: So‟o Fa‟afiaula Mo‟unga Kioa Uncle: Supileo Leone Lanumata Cousin: Tohikoula Tu‟uta Puafisi Vea‟ila Great Uncle: Tēvita Pāhulu Langi Great Uncle: Tali Langi Telesia Kalavite: Page-iii Acknowledgments ACKNOWLEDGEMENTS „Oku ou tomu‟a tuku ha fakafeta‟i ki he „Otua Māfimafi „i he‟ene tauhi hao, foaki ivi mo e poto ki he finemotu‟a mā‟olalo, masiva mo ta‟e‟iloa ni ke lava ai „o taufonua „a e fononga „i he fekumi fekau‟aki pea mo e ako „a e fānau Tonga „i he ngaahi ako‟anga mā‟olunga „o Nu‟usila. „Ko e koloa „a Tonga ko e fakamālō, ko ia ai „oku „oatu „a e fakamālō loto hounga mo‟oni ki a kimoutolu kotoa pē na‟a mou lave mai ki he feinga ako ni. „Oku te fakatauange pē „e taumalingi atu „a e ngaahi tāpuaki „a e Ta‟ehāmai ki homou ngaahi fāmili „i he tapa kotoa pē ho‟omou mo‟ui lolotonga „etau faai fononga „i he maama ta‟e‟iloa ni. Like my ancestors I have travelled a journey of learning with an uncertain destination but the help of many enabled me to reach it with dignity and modesty. My deepest tribute goes out to all my past and present ancestors, especially the Puafisi and Kalavite families in Nukuleka and Talafo‟ou in Tonga, where my journey in formal education began. In particular, I would like to thank my supervisors, Associate Professor Jane Strachan and Associate Professor Beverley Bell, for their great support, hard work and belief in me throughout this journey. My gratitude also goes out to Andrea Haines, Jennifer Buckle, Pamela Tait, Heather Morrell and Alistair Lamb for helping with the final drafts of this thesis. This research would not have been possible without the twenty five people who willingly participated. Thank you very much for your fervour to share your wisdom about the academic achievement of Tongan students in New Zealand. Much gratitude to the financial assistance of scholarship awards from New Zealand Pasifika Education and the University of Waikato Pacific Committee. My deepest gratitude to the Waikato Institute of Technology (Wintec), for their support of funding and a well resourced office that assisted at the writing stage. I would also express my gratitude to The University of Waikato, especially Russell Yates and the Department of Professional Studies in Education, and Beverley Price at the School of Education Centre for Postgraduate Studies for all the support throughout this academic journey. Many thanks to my colleagues at Wintec: The late matua Dr Hare Puke, Hera White, Korikori Hawkins, Tania Oxenham, Maria Ranga, Brendon Miratana, Tame PokaiaDr Surya Pundey, Dr John Clayton, Rebecca Ericksen, Edgar Wilson, Lisa Benson, Carol Martin, Sarah-Jane Saravani, Telesia Kalavite: Page-iv Acknowledgments Stephen Harlow, Siapu Tyrell, Moheka Williams, Bhadra Chandra, Uma Duddumpudi, Ruth Barrowglough, Silaumea Petersen, Sharlene Strickland, Sukh Deo, Margaret Naufahu, Emilie Sila‟ila‟i, Janice Abo Ganis, Save Kama, Selina Penjueli, Marion Tahana, Marg Cartner, Jane McLeod, Cherie Von Tol, Gail Pittaway, Mathew Sharp, Te Rita Papesch, Mikaere Taitoko, Okeroa Waitai, Moana Andrew and Rama Kete. I would like to express my deepest appreciation for the fellowship and support of my friends: „Eiki Lupe‟olo Halaevalu Tupou Moheofo Virginia Rose Tuita, Paula Nunufai‟ekea Kaho, Dr „Okusitino Māhina, Dr „Ana Koloto, Dr Paul Keown, Dr Melenaite Taumoefolau, Dr Rufina Frederick, Dr Emma Yao, Dr Fred Rohorua, Dr Halahingano Rohorua, Dr Jennifer Cave, Dr Cherie Chu, Dr Xiufang Wang, Dr Ai-Hsin Ho, Dr Charis Brown and Michael Brown, Elizabeth and Wisnoe Amalo, Desmond and Pauline Lee Hang, Suxia Gao, Shirley Xiaoli Ji, Chelsea Blickem, Mele Suipi Fakatava Lātū, Senorita Laukau, Mahomed Shakoo, Joseph Lingawa, Ery Eryansyah, Lesieli Tongati‟o, Margaret Stuart, Jenny McGee, Yvonne Milbank, Glenys Fayen, Dale Hill, Paul Cowan, Gwenda Pennington,
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