Pacific Research and Policy Centre
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Item Tongan indigenous approaches in the prevention and restoration of family violence : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Albany, New Zealand(Massey University, 2023) Havea (née Taufa), SesimaniSubstantive literature exists on intimate partner violence and the efficacy of various response programmes. There is only limited knowledge of Pacific-indigenous understandings of and responses to violence within the kainga (families). This thesis explores aspects of the inaugural application of the Tongan conceptual framework of Fofola e fala ka e talanoa e kainga (laying out the mat so families can dialogue) as part of the faith-based Kainga Tu’umalie (prosperous families) family violence intervention and prevention programme in Aotearoa New Zealand. The programme is centred around weekend retreats involving Tongan households experiencing family violence. I was culturally immersed in observing, actively engaging in, and evaluating this programme during the retreats that involved 49 Tongan church kainga (families). Additionally, formal talanoa (a Pacific-indigenous way of engaging families in research) were conducted post retreat with seven faith-based community leaders to draw out their depth of cultural knowledge and how it was applied to the development and conduct of the programme. As well as drawing on the evaluative materials, talanoa were conducted with three participating families to further consider their experiences of the programme. Overall, this study found that Tongan indigenous cultural ways infused with faith-based values can be effective, transformational, and restorative for individuals and families experiencing violence. Core findings are encapsulated by three intersecting Tongan-Indigenous cultural concepts of: Ko e makatu’unga mo’ui mo e malohi (a powerful and living platform); Koe kolo malu mo e hufanga (a place of safety & refuge), and Fa’utaha (unity/harmony/peace). These concepts not only represent the interweaving of Christian faith and Tongan indigenous knowledge as symbolised by the Fofola e fala (laying out the mat) framework, but also inform our shared understanding of the intent and impacts of the Kainga Tu’umalie programme. These concepts also enlighten my analysis of the positive impacts of the programme on participating families’ and their commitments to engaging in efforts to transform their everyday interactions to create more harmonious relationships within which they can thrive together. Participant accounts foreground the importance and potential of working with key faith-based and cultural values to address patterns of violence collectively within Tongan kainga (families), and with support from wider community members. This research also speaks to the significance of leveraging collaborative partnerships between community-based agencies and faith-based communities in addressing social issues.Item Tongan women and leadership in New Zealand : a thesis presented in partial fulfilment of the requirements of the degree of Master in Business Studies at Massey University(Massey University, 2016) Paea, Seluvaia TalikivahaThis study aims to explore how Tongan women practice leadership in New Zealand organizations. To understand the Tongan women’s leadership practice involves understanding the factors that underpin the philosophy behind their practice of leadership in their given contexts. The development of this exploration study was completed using a qualitative research framework with a focus on interpretative study interlaced with the Kakala model to produce a feminist interpretive qualitative study. I employed the talanoa method in my data collection to assist the research framework to gather valid and indepth reflections by the participants. I used the thematic analysis to analyse the data. The findings indicated how Tongan women in New Zealand organizations practice leadership based on frames that they observed and experienced during their upbringing and life journey. Numerous factors or strands emerged from the findings that weave together to produce the participants’ understanding and sensemaking of leadership. During the participants’ practice of leadership in their given contexts, they reframed some of the pre-concieved frames that enhance their leadership understanding and leadership practices. I used the metaphorical process of lalanga fala to frame the participants’ ontological narratives on their sensemaking and practice of leadership. This study highlights the value of understanding the frames that shaped the understanding of Tongan women in New Zealand on leadership. How they practice leadership in their given contexts relates to the frames that they see through. The use of framing helped to motivate participants to contribute in leadership acts no matter what position they hold in an organization.Item Kātaki ē mamá moe hopohopokia : perceptions and experiences of Tongan male learners in higher education in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany Campus, New Zealand(Massey University, 2015) Tānaki, 'OlikoniTongans are known as one of the greatest seafaring people, constantly and fearlessly venturing beyond the sunrise in search of new lands and new grounds to conquer and seeking better opportunities away from home. However, settlement and the adjustment and transition into a new life in the new destinations invariably come with sets of unfamiliar challenges and obstacles that demand often rather painful and difficult socio-economic acculturation. Such is the story of the Tongan Aotearoa diaspora. Tongan migrants in Aotearoa New Zealand (A/NZ) have faced quite stringent challenges resulting in their having been largely distracted and diverted from their “New Zealand-the promised-land” dream. The Tongan experience in, and encounters with, the New Zealand education system is a standout example of the most serious of these challenges as evidenced predominantly by the lack of numeracy and literacy skills. As direct result of this gap Tongans along with, and similar to, their fellow Pasifika students are quite conspicuous amongst those seen as failures in the education system in A/NZ. Literature shows a widening gap between policies and practises and the need to address the issue urgently. Responding to concerns about these increasing barriers, this study specifically provides ethnic gender specificity by exploring the experiences of Tongan males at higher education in A/NZ. In my research, and as presented in this thesis, I use the Tongan methodologies of talanoa, tālanga, and tālave with the Kakala framework to provide comfortable space and time where the experiences, perceptions, and voices of Tongan male learners at higher education were unravelled. Makatūkia and makatuʻu were identified and discussed, and various overarching institutions such as kāinga, lotu, self and cosmos were identified to play dual roles in the failures and successes of Tongan male learners. This research also develops and presents a new conceptual framework; Kalia-Langimālie which is grounded on the theoretical orientations of tā-vā kāinga, fashioned by the understanding that vā is mutual, interpersonal, and reciprocal with tā to represent movements, beat, and rhythms. The result of this undertaking empirically concurs that when policies and practises are grounded within, and built on, meaningful values that understand Tongans’ tā-vā through their worlds of self, kāinga, lotu and cosmos, success is attainable.Item Tongans in Auckland : a preliminary investigation of the Tongan community in the Central Auckland urban area : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in geography at Massey University(Massey University, 1974) Whitehead, David WarwickThe minority Polynesian community examined in this thesis required more than those research techniques familiar to students of migrant groups. Specific interviewing difficulties and solutions to these are proposed for interviewing Tongans. Suggestions to overcome the suspicions of respondents and the dangers of ethnocentrisim on the part of the researcher are also suggested. A questionnaire is included and its design, to include internal checks and ease in tabulation are noted. Chapter Two deals with migration motives, both real and stated. These motives are confined in the main, to those acting at the source, Tonga, and include population pressures on land, housing, employment and capital. Data is provided from recent surveys in Tonga, together with the results of a survey of Tongans residing in the Central Auckland Urban Area, 1974. An examination of data provided by the Department of Statistics, concerning arrivals and departures, is included in Chapter Three. This is supplemented with data on airfares and the manner in which the migrant raised sufficient capital to purchase his passage, from the survey. Special attention is paid to permits and the reason why some Tongans have overstayed their legally permitted stay. Chapter Four compares the demographic and social characteristics of Tongans with other Polynesians in New Zealand. Age, marital status, dependents, sex, religion, birthplace and educational qualifications of migrants in the survey are recorded. The results of an investigation into the occupational and residential characteristics of Tongan migrants are recorded in Chapters Five and Six. Comparison is drawn between the unskilled occupations of Tongans and other Polynesians and the location of place of work and residence is noted. The method of securing initial employment revealed the social and psychological pressures impinging on the recent migrant and reasons and results suggested. Using data supplied by the Department of Statistics the spatial distribution of Tongans in New Zealand, and in particular each statistical subdivision of Auckland is recorded. Movement over time within the Central Auckland Urban Area is discussed using indices of segregation and a Lorenz Curve.Item Langa fonua : in search of success : how a Tongan Kainga strived to be socially and economically successful in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Public Policy at Massey University(Massey University, 2005) Tuʼitahi, SioneIn search of social and economic success, Tongans started to migrate to New Zealand more than 40 years ago. Government studies and other research show that Tongans and other Pacific ethnic minorities are on the lowest rung of the socio-economic ladder (Statistics New Zealand, 2002a; Pacific Directions Report, 1999). In the midst of these negative statistics, there are pockets of success, but no detailed research has been conducted in this area (Pacific Directions Report, 1999). This thesis explores the diverse perspectives on and attitudes to, social and economic success in four generations of a migrant Tongan kainga (extended family). It examines the insights and understanding of this particular kainga of the concept of success, and analyses the values and motives that drive them to achieve it. It investigates the strategies they employ to achieve goals, the challenges they face, and why they are successful. An exploratory study, this thesis argues that more research should be conducted on the socio-economic success of Tongans. Findings from such research can inform policies and strategies for socio-economic development for Tongan families and community groups in Aotearoa New Zealand. This research will contribute to the construction of a larger and more representative study of successful Tongan kainga that can inform the development of social and economic policies for Tongans in New Zealand.Item A Tongan talanoa about conceptualisations, constructions and understandings of mental illness : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Nursing at Massey University, Albany, Auckland, New Zealand(Massey University, 2014) Vaka, Sione LavenitaThe New Zealand Mental Health Survey, Te Rau Hinengaro (Oakley-Browne, Wells, & Scott, 2006), reported that Tongan people have high prevalence rates of mental illness, do not utilise mental health services, and the risks of mental illnesses were different between Tongan people born in Tonga and those who were born in New Zealand. The risks were higher for those who were born in Aotearoa New Zealand (A/NZ). The overall aim of this research is to explore the meaning of mental illness for Tongan people in A/NZ, and the research question is, what is the meaning of mental illness for Tongan people in A/NZ? The Tongan cultural framework talanoa was used as a conceptual framework to inform this research and also as a method for collecting the data. Using talanoa engaged this research in the circular and collective ideologies of Tongan people. Tongan cultural contexts are used to strengthen this engagement and the collection of data, and Tongan concepts are used to discuss the findings. Thematic analysis was utilised to analyse the data. These Tongan concepts construct (tufunga) mental illness from Tongan perspectives and interpretations. This research found that Tongans in New Zealand perceive and interpret mental illness in three ways: through traditional Tongan interpretations, through Western and biomedical influences, and also through an intersection of Tongan interpretations and Western/ biomedical influences. These interpretations are presented as themes. These themes were tufunga faka-Tonga (Tongan constructions of mental distress); tufunga faka-paiōsaikosōsiolo (biopsychosocial constructions of mental distress), and the tufunga fepaki mo e fetaulaki he vaha‘a ‘o e tufunga faka-paiōsaikosōsiolo mo e tufunga faka-Tonga (intersections between biopsychosocial and Tongan constructions of mental distress). The research findings, therefore, highlight challenges associated with applying a biomedical linear, individually focused Western mental health system to a traditional Tongan, circular, and collective community in A/NZ.Item Higher education in New Zealand : a form of fakalakalaka for educated Tongan women? : a consideration of the perspectives of educated Tongan women on their experiences of higher education in New Zealand, and how this relates to fakalakalaka : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Massey University(Massey University, 2012) Faleolo, Ruth LuteThe key focus of this research is to understand whether or not higher education in New Zealand is a meaningful form of fakalakalaka for educated Tongan women. This research firstly considers the analytic frames of educated Tongan women derived from theories in literature about Pasifika education, holistic dimensions, fakalakalaka, Tongan culture and identity. Secondly, this research considers these ‘everyday’ frames of thought alongside the images built up from the data gathered from talanoa (dialogue) with educated Tongan women in New Zealand. It is in the comparison of these two aspects of information that we can ‘challenge’ theories in literature, as well as ponder the range of ‘perspectives’ presented in talanoa of educated Tongan women (Ragin, 2011). This consideration of the perspectives of educated Tongan women seeks to inform university educators and New Zealand tertiary sector policy-writers of the significance of supporting the holistic dimensions of learners, particularly Pasifika, in their higher education. The talanoa of the educated Tongan women have been captured and re-told in this study with the hope that it will better pave the pathway of further fakalakalaka for the next generation seeking higher education in New Zealand.Item Tongan mothers' contributions to their young children's education in New Zealand = Lukuluku 'a e kau fa'ē Tonga' ki he ako 'enau fānau iiki' 'i Nu'u Sila : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand(Massey University, 2008) MacIntyre, Lesieli I. KupuThis study investigates the complex nature of how Tongan mothers in New Zealand contribute to their young children's ako (learning, and general education) in their homes, in the early childhood centre and primary school settings, and in church and the community. It argues that the mothers' contribution to their children's ako is based mainly on their cultural background, educational experience in Tonga, and their Christian faith, plus new knowledge they have picked up in New Zealand. Through the use of talanoa (conversation, questions and discussion) in Tongan and English languages, data were gathered from a small community in a town in the North Island, New Zealand and were coded, analysed, and presented. The participants draw on skills and knowledge of child-rearing strategies and educational practices experienced in Tonga before their migration to this country. However, when implemented in New Zealand, some aspects prove contradictory to the current practice in Aotearoa. The mothers find these emerging tensions frustrating, yet ongoing, but new learning in this country and their Christian faith help enhance their practice. The findings show that the mothers' use of Tongan language, cultural values, beliefs, and practices, with the lived experience of their Christian faith, is effective in teaching the children social and moral education, while contributing to their academic learning and still be preserving their Tongan culture, language, and identity. The mothers' shared use of Tongan language, cultural values and Christian faith enable them to create and maintain good relationships with teachers and other mothers for making worthwhile contributions to their children's ako in the selected contexts. Most of the mothers are involved in most activities, and nearly all participate where Tongan language is used and Tongan culture and Christianity are practised. It is acknowledged that some contributions create dilemmas and mismatches of expectations between the women and mainstream educational institutions. The women's efforts, accessing information in Tongan, and operating in education using faka-Tonga ways, and creating warm relationships among the mothers, teachers, and children who contribute to one another's learning reveal the complex nature of mothers' contributions to their children's education. They shuttle from one context to another, using their faka-Tonga ways, views and practices to fulfill their obligations and responsibilities, while going through transformation in their participation. Based on these findings, implications for mothers, teachers/educators, researchers, and policymakers are considered, and suggestions for future research directions are made that may benefit the growing Tongan population since it is they who have the main responsibility for young Tongan children's ako in Aotearoa-New Zealand.
