FAAVAE & FONUA, talatalanoa as ongoing complex conversations and negotiation of practice in HE_2021.pdf
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Fa’avae, D. T. M., & Fonua, S. M. (2021). Talatalanoa as ongoing complex conversations and negotiations of practice in higher education. New Zealand Annual Review of Education, 26, 39–45.
Permanent Research Commons link: https://hdl.handle.net/10289/14491
Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.
Victoria University of Wellington Library
This article is published in the New Zealand Annual Review of Education. Used with permission.
- Education Papers