Celebration of the Niuean Language and Culture Ko E Tau Fakafiafiaaga
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Maori & Pasifika Infants and Toddlers
Tangata Pasifika: Sustaining cultural knowledge and language competency for Pacific peoples. Presentation at the Victoria University Autumn Research Seminar, May 2018. Ali Glasgow Faculty of Education Language, culture, identity • A leai se gagana, ona leai lea o sa ta aganu’u, a leai la ta aganu’u ona po lea o le nu’u (Samoan proverb) • If there is no language, then there is no culture, • If there is no culture, then all of the village will be in darkness Presentation outline • My background • Pacific context • Aoteroa New Zealand context – culture, language • Research findings – Vuw Summer Scholarship (2015), TLRI ( Teaching and Learning Research Initiative, 2017). Ali – Kuki Airani – Tongareva Atoll Pacific perspectives • Pacific region located historically, contextually and geographically within Oceania, more particularly in the region of the Southern Pacific referred to as the Polynesian triangle (Ritchie & Ritchie, 1970) • ‘Our sea of islands ( Hau’ofa, 1993) Reclaiming & Reconceptualising Pacific Education • Pacific Education (currently) prioritises the voice and worldview of the outside which amputates our capacity for human agency. Within the Pacific the bulk of what we teach and learn in our schools and at our universities and colleges in the Pacific is what has been conceptualised and developed in and for the Western world (Koya-Vakauta,2016). • The indigenous peoples of the Pacific need to create their own pedagogy... rooted in Pacific values, assumptions, processes and practices ( Glasgow, 2010; Mara, Foliaki & Coxon, 1994; Tangatapoto,1984 & Taufe’ulungake, 2001). Aspiration Statement ( MOE, 2017, p.5) • Competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. -
Singing the Niuean ‘Fetuiaga Kerisiano' on a Distant Shore
On Becoming a Liquid Church: Singing the Niuean ‘Fetuiaga Kerisiano' on a Distant Shore A thesis submitted to Charles Sturt University for the Doctor of Philosophy degree November 2015 By Matagi Jessop Don Vilitama 11393581 Faculty of Arts Department of Theology Charles Sturt University 2 Table of Contents Abstract ............................................................................................................. 5 Certificate of Authorship .................................................................................. 7 Acknowledgments ............................................................................................ 9 Glossary - Niuean Words ............................................................................... 11 Chapter 1 On the Need for a Niu-e (New) Way of Thinking ......................... 19 1. The Task: Ko e Fekau ............................................................................ 19 2. Method: Moving into the Future through the Past .................................. 21 3. Crossing the Moana ............................................................................... 29 4. Experiencing Diaspora ........................................................................... 34 5. The Focus of this Research: Tu Kupega ................................................ 37 6. Moving Fakafetuiaga .............................................................................. 46 7. Coming Out of Silence ............................................................................ 50 8. The Importance -
Laulōtaha; Tongan Perspectives of 'Quality' in Early Childhood Education Dorothy Lorraine Pau'uvale a Thesis Submitted To
Laulōtaha; Tongan Perspectives of ‘Quality’ in Early Childhood Education Dorothy Lorraine Pau’uvale A thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for a degree of Master of Education (MEd) 2011 School of Education i Table of Contents List of Tables ..................................................................................................................... vi Attestation of Authorship .................................................................................................. vii Fakamālō/ Acknowledgements ........................................................................................ viii Ethical Approval .............................................................................................................. xiii Abstract ............................................................................................................................... 1 Chapter 1: Talateu/ Introduction ......................................................................................... 2 1.1 Introduction .......................................................................................................... 2 1.2 Purpose of the study .................................................................................................. 2 1.3 Context of the study .................................................................................................. 3 1.4 Importance of the study ........................................................................................... -
Gender & Interaction in a Globalizing World: Negotiating the Gendered
Chapter 13 Gender and interaction in a globalizing world: Negotiating the gendered self in Tonga* Niko Besnier 1. Gender and language in microscopic and macroscopic perspectives One of the more important developments in our understanding of the rela- tionship between language and gender in the last couple of decades is the recognition that the gendering of language is semiotically complex. Indeed, linguistic forms and practices do not define “women’s language” and “men’s language”, as earlier researchers argued (e.g., Lakoff 1975), but articulate with a host of social categories and processes that surround gen- der and help construct it. The clearest articulation of this position is Ochs’ (1992) demonstration that gendered linguistic practices are both indexical and indirect. Indexicality captures the insight that features of language (phonological, syntactic, discursive, etc.) “point to”, or suggest, gendered identities, and do not refer to gender in an unequivocal fashion, as linguistic symbols would. In this respect, the relationship between language and gen- der is no different from the relationship between language and any other aspect of socio-cultural identity, as we have known since the early days of sociolinguistics (Labov 1966a). However, the indexical linking of language and gender presents another layer of complexity: linguistic resources are semiotically connected to gender through the mediation of other aspects of the socio-cultural world. For example, features of language and interaction invoke social roles (e.g., mother, CEO, construction work), demeanors (e.g., politeness, authority, or the lack thereof), and activities (e.g., forms of work and play), all of which are in turn indexically associated with gender (see Figure 1). -
Samoan Research Methodology
VolumePacific-Asian 23 | Number Education 21 | 2011 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 23, Number 2, 2011 SPECIAL ISSUE Inside (and around) the Pacific Circle: Educational Places, Spaces and Relationships SPECIAL ISSUE EDITORS Eve Coxon The University of Auckland, New Zealand Airini The University of Auckland, New Zealand SPECIAL ISSUE EDITORIAL COMMITTEE Elizabeth Rata The University of Auckland, New Zealand Diane Mara The University of Auckland, New Zealand Carol Mutch The University of Auckland, New Zealand EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Airini, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean, Texas A & M University, USA Leesa Wheelahan, University of Melbourne, Australia Rob Strathdee, Victoria University of Wellington, New Zealand Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia ISSN 1019-8725 Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 23, Number 2, 2011 CONTENTS Editorial Eve Coxon 5 Articles Tala Mai Fafo: (Re)Learning from the voices of Pacific women 11 Tanya Wendt Samu Professional development in the Cook Islands: Confronting and challenging 23 Cook Islands early childhood teachers’ understandings of play. -
Tüi Tüi Tuituiä Race Relations in 2008
Tüi Tüi Tuituiä Race Relations in 2008 Human Rights Commission Te Kähui Tika Tangata www.hrc.co.nz ContaCt the Commission Tamaki Makaurau – Auckland 10th Floor, Tower Centre, Cnr Queen and Customs Streets PO Box 6751, Wellesley Street, Tamaki Makaurau Auckland 1141 Waea Telephone (09) 309 0874 Waea Whakähua Fax (09) 377 3593 Te Whanganui a Tara – Wellington PO Box 12411, Thorndon, Te Whanganui a Tara Wellington 6144 Waea Telephone (04) 473 9981 Waea Whakähua Fax (04) 471 6759 Otautahi – Christchurch PO Box 1578, Otautahi Christchurch 8140 Waea Telephone (03) 379 2015 Waea Whakähua Fax (03) 353 0959 Human Rights Commission InfoLine 0800 496 877 (toll free) Language Line (an interpreting service) is available upon request Appointment with sign language interpreter available on request TTY (teletypewriter) 0800 150 111 Fax (09) 377 3593 (Attn: InfoLine) Email [email protected] http://www.hrc.co.nz The cover artwork was designed by Studioworx for the Human Rights Commission’s Race Relations Day poster, titled People In Your Neighbourhood. ISBN: 978-0-478-32935-3 ISBN: 978-0-478-32936-0 (PDF) Published March 2009 Aotearoa New Zealand Design: Gang Design, www.gang.co.nz HUMAN RIGHTS COMMISSION | RACE RELATIONS REPORT 2008 1 The Human Rights Commission • facilitating the New Zealand Diversity Action and Race Relations Programme, and maintaining programme networks for issues such as interfaith cooperation, media, language The main functions of the Human Rights Commission policy and refugees under the Human Rights Act 1993 are to promote and protect human rights; to encourage the development • organising the annual New Zealand Diversity Forum of harmonious relations; to promote equal employment • acknowledging positive contributions to race relations opportunities; and to provide a dispute resolution service through the award of certificates and the publication of for complaints of discrimination on the grounds (among the awards in a widely distributed monthly e-newsletter others) of colour, race, and ethnic or national origins. -
Artist: Period/Style: Patron: Material/Technique: Form
TITLE:The Ambum Stone LOCATION: Papua New Guinea DATE: 1500 BCE ARTIST: PERIOD/STYLE: Prehistoric Oceanic Art PATRON: MATERIAL/TECHNIQUE:Greywacke FORM: A composite human/animal figure, perhaps an anteater head and a human body. It has a pleasing shape and smooth surface, and the slightly shiny patina on some of its raised details suggest it has been well handled. It was made from greywacke stone, and its finished shape may suggest the original shape the stone it was carved from. Carved in the form of some kind of animal, its features are rounded and include a freestanding neck, elegantly curved head and long nose, and upper limbs that hug its torso and appear to enclose a cupped space above its belly. FUNCTION: The Ambum Stone is a decorative pestle. Sculpted stones uncovered in Papua New Guinea fall into three different categories: figurines, mortars, and pestles. These objects take the form of both land- and air-dwelling animals, anthropomorphic creatures, and human figures. The Ambum Stone is one of the earliest stone objects, hailing from way back in 3500 B.C.E., and would have been created as a pestle. It's likely that the Ambum Stone was used for fertility or burial rituals. The discovery of the Ambum Stone sheds light on the supernatural and religious beliefs of the ancient New Guinea peoples. The early stone sculptures have supernatural significance. These special mortars and pestles were used in religious rituals. New Guinea peoples believed the supernatural powers of these sculptures and the animals they depicted helped with fertility, hunting, and burial rites. -
1 Bilingual Education in Aotearoa/New Zealand Richard Hill
Bilingual education in Aotearoa/New Zealand Richard Hill University of Waikato, New Zealand 1.1 Abstract Bilingual education in the New Zealand context is now over 30 years old. The two main linguistic minority groups involved in this type of education; the Indigenous Māori, and Pasifika peoples, of Samoan, Tongan, Cook Islands, Niuean and Tokelauan backgrounds have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels. This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the Pasifika context, extending government and local support would not only safeguard the languages, but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand. 1 1.2 Introduction Aotearoa/New Zealand has two main bilingual education contexts, Māori and Pasifika.1 Both forms involve minority groups; the Māori language is the Indigenous language of Aotearoa/New Zealand, while the languages of the Pasifika people were brought to this country from the islands of Polynesia from the 1960s onwards. -
Pe Structure Cf Tongan Dance a Dissertation
(UNIVERSITY OF HAWAII LIBRARY P E STRUCTURE CF TONGAN DANCE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION CF THE UNIVERSITY OF HAWAII IN PARTIAL FUIFILDffiNT CF THE REQUIREMENTS FOR THE DEGREE CF DOCTOR OF PHILOSOPHY IN ANTHROPOLOGY JUNE 1967 By _\G Adrienne L? Kaeppler Dissertation Committee: Alan Howard, Chairman Thomas W. Maretzki Roland W. Force Harold E. McCarthy Barbara B. Smith PREFACE One of the most conspicious features of Polynesian life and one that has continually drawn comments from explorers, missionaries, travelers, and anthropologists is the dance. These comments have ranged from outright condemnation, to enthusiastic appreciation. Seldom, however, has there been any attempt to understand or interpret dance in the total social context of the culture. Nor has there been any attempt to see dance as the people themselves see it or to delineate the structure of dance itself. Yet dance has the same features as any artifact and can thus be analyzed with regard both to its form and function. Anthropologists are cognizant of the fact that dance serves social functions, for example, Waterman (1962, p. 50) tells us that the role of the dance is the "revalidation and reaffirmation of the aesthetic, religious, and social values shared by a human society . the dance serves as a force for social cohesion and as a means to achieve the cultural continuity without which no human community can persist.” However, this has yet to be scientifically demonstrated for any Pacific Island society. In most general ethnographies dance has been passed off with remarks such as "various movements of the hands were used," or "they performed war dances." In short, systematic study or even satisfactory description of dance in the Pacific has been virtually neglected despite the significance of dance in the social relations of most island cultures. -
Is Niuean an Endangered Language Species? Annotated Results of a Niue Schools Language Survey1
Is Niuean an Endangered Language Species? Annotated Results of a Niue Schools Language Survey1 Wolfgang B. Sperlich Introduction The aim of this survey, carried out in May 1994, was to obtain data to study language ecology on Niue (cf. Muhlhauser, 1992). The main area in question is the status of the indigenous Niuean language, especially compared to English, which appears to be making inroads and may endanger the survival of Niuean. As the future of Niuean rests with the young people of Niue, it was felt that a language survey should be directed at them. Methodology The one-page questionnaire (see Appendix) consisted of 12 questions. The first four are of a demographic nature, while questions 5 to 9 inquire into the use and domains of spoken and written language. The last three questions were designed to elicit attitudes towards Niuean and English. 'This is a revised version of a survey report first prepared for the Niue Dictionary Project and members of the Niuen educational establishment, and subsequently presented as a paper at the Seventh International Conference on Austronesian Linguistics, Symposium on endangered languages, 22-27 August, 1994, Leiden, Holland. 37 The question as to whether or not to conduct the survey in Niuean was given some consideration. Given that the survey was to be conducted at both Niue Primary School and Niue High School, it was pointed out by local educationists that most written material is in English, hence students would be well used to a questionnaire in English. A questionnaire in Niuean would too narrowly restrict the focus on those Niuean students who can read Niuean well (the suggestion being that more students can read English better than Niuean). -
Pseudo Noun Incorporation in Niuean Author(S): Diane Massam Source: Natural Language & Linguistic Theory, Vol
Pseudo Noun Incorporation in Niuean Author(s): Diane Massam Source: Natural Language & Linguistic Theory, Vol. 19, No. 1 (Feb., 2001), pp. 153-197 Published by: Springer Stable URL: http://www.jstor.org/stable/4047915 Accessed: 11-04-2016 16:56 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Springer is collaborating with JSTOR to digitize, preserve and extend access to Natural Language & Linguistic Theory This content downloaded from 216.165.95.8 on Mon, 11 Apr 2016 16:56:25 UTC All use subject to http://about.jstor.org/terms DIANE MASSAM PSEUDO NOUN INCORPORATION IN NIUEAN * ABSTRACT. This paper examines a phenomenon of Niuean (Oceanic) often called Noun Incorporation (NI). It is shown that, since the nominal element in these constructions is a phrase (NP) rather than a head (N0), this phenomenon does not in fact constitute NI in the normal sense of the term. Instead, it is termed PSEUDO NOUN INCORPORATION, or PNI. An analysis is presented in which an object NP (rather than DP) is generated adjacent to a verb. Since NP cannot check absolutive case, it fails to move out of VP, hence it undergoes predicate fronting along with the verb to derive the 'incorporated' order V-O-PARTICLES- S-X: the normal order is V-PARTICLES-S-O-X. -
The Early LDS Missionaries: Teaching English and Converting Tongans.” by Haitelenisia Uhila I Am Indeed Humbled and Yet Honored to Be Here
The Early LDS Missionaries: Teaching English and Converting Tongans.” by Haitelenisia Uhila I am indeed humbled and yet honored to be here. I aim to teach English to my people someday, but I still struggle with the language because it is my second language. Anyway, I heard of this effort that the Tongan history people (‘Uho o Tonga) are doing and they’re trying to read the journals of the missionaries from Tonga and produce papers out of it, and my thought was, “I want to write something about my people,” Then I asked myself the question, “How were these LDS missionaries from the U.S. mainland, who spoke very little Tongan, able to teach Tongans English, a language which they knew very little or maybe nothing at all about and also how it influenced their conversion to the church, thus the topic of my presentation “The Early LDS Missionaries: Teaching English and Converting Tongans.” Before I go on I would like to read a story that was published in the Church News in 1959 that basically touches on all the things I want to talk about in my presentation—using one vehicle to get to another: Elder James R. Walker and Robert A. Smith were tired and hungry. Since morning they had walked from village from village on the Tongan island of Niuafo’ou, distributing tracts and conversing with the people. They had not eaten since leaving the ship that morning and had been unsuccessful in finding a place to spend the night. “You had better go to another village,” they had been told.