Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Sonia Fonua"'
Publikováno v:
The Australian Journal of Indigenous Education, Vol 51, Iss 2 (2022)
Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and
Externí odkaz:
https://doaj.org/article/fa8444721df84df68d02916d7a71b2c0
Publikováno v:
The Australian Journal of Indigenous Education, Vol 51, Iss 2 (2022)
Coloniality in Aotearoa’s education systems has persisted by forcing Māori to assimilate into Western norms, tracking Māori into subordinate occupational roles, and constraining Māori self-determination. Through use of storytelling, we demonstra
Externí odkaz:
https://doaj.org/article/b7f83806b5bf42a2a12c2b3e1c3a3f14
Autor:
Sonia Fonua
Publikováno v:
Journal of Comparative & International Higher Education. 13:157-179
Sustainable development requires the valuing of Indigenous knowledges. The complex and intertwined processes of coloniality and globalisation have contributed to spreading a dominant set of Western knowledge, values, and practices discrediting local
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::437931ac59afe6cb8d7752c38c5c3685
https://doi.org/10.32674/jcihe.v13isummer.3164
https://doi.org/10.32674/jcihe.v13isummer.3164
Publikováno v:
Pastoral Care in Education. 39:250-268
Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neolibe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1085a9794dddf2fae0e8a9504f8f8e5f
https://doi.org/10.1080/02643944.2021.1951339
https://doi.org/10.1080/02643944.2021.1951339
Publikováno v:
The New Zealand Annual Review of Education. 26:83-89
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. Ne
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::13d503c99103d70392de5ddfb6fc5432
https://doi.org/10.26686/nzaroe.v26.6896
https://doi.org/10.26686/nzaroe.v26.6896
Autor:
Aiono Manu Fa’aea, Sonia Fonua
Publikováno v:
Higher Education Research & Development. 41:1499-1513
In Aotearoa New Zealand, despite decades of education policy reforms attempting to address Moana/Pacific underachievement, Moana/Pacific knowledge is often still absent in universities. Moana/Pacif...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e54c1937238d0f48bea1c9b447cec9c
https://doi.org/10.1080/07294360.2021.1937954
https://doi.org/10.1080/07294360.2021.1937954
Autor:
Sonia Fonua
Publikováno v:
AlterNative: An International Journal of Indigenous Peoples. 17:254-264
When researching with Moana (ocean) or Pacific peoples, a key research consideration is which methodological approach will best acknowledge, engage, and value what is shared. The Manulua (two birds) Framework explores the experiences of successful To
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5e3ad4af671db38da9b83c21d9952f1b
https://doi.org/10.1177/11771801211017557
https://doi.org/10.1177/11771801211017557
Autor:
Sonia Fonua
Publikováno v:
MAI Journal: A New Zealand Journal of Indigenous Scholarship. 9
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4a056da160dd8489d628b85054c55d69
https://doi.org/10.20507/maijournal.2020.9.1.6
https://doi.org/10.20507/maijournal.2020.9.1.6
Autor:
Janine Wiles, Sonia Fonua, Yannan Jiang, Airini, Louise McMillan, Robert Loto, Erena Wikaire, Elana Curtis, David M. Salter, Melissa Hori, Rochelle Newport, Papaarangi Reid, Teri Ko, Rowan Herbert
Publikováno v:
Assessment & Evaluation in Higher Education. 42:151-167
Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridgin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8473faaa4161d9c5e804e29502b1c27f
https://doi.org/10.1080/02602938.2015.1087463
https://doi.org/10.1080/02602938.2015.1087463