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    Beyond women's empowerment : exploring the role of men in family planning among the Mangkong ethnic group in Lao PDR : a thesis presented in partial fulfillment of the requirements for the degree of Master of International Development, Massey University, Palmerston North, Manawatu, New Zealand
    (Massey University, 2019) Lorkuangming, Vanly
    Since the 1994 International Conference on Population and Development (ICPD) in Cairo, men’s involvement in family planning (FP) has been actively promoted as the pinnacle to women’s empowerment, and consequently, gender equality. Previous studies have found that when men are involved in FP, they can become more supportive when decisions about reproductive issues need to be made, which has positive implications elsewhere. Laos as an ethnically diverse country, means making FP universally accessible for its people has been challenging. It is especially problematic for ethnic minorities in rural areas where women are more vulnerable and marginalised, resulting in a high level of unmet need for FP among ethnic women. With ethnic minorities even less participation is evident, coupled with the fact there is a paucity of research on topic. This thesis therefore aims to explore the involvement of Mangkong men in FP. The fieldwork was conducted in seven villages in Nong District, Savannakhet province, Lao PDR. The research is qualitative in design and data was collected via semi-structured interviews with 13 couples, two women and five key informants. Other methods included informal observation, used as part of building rapport and learning about gender roles and lifestyle among the Mangkong, as well as document analysis. This study found that men’s involvement as FP service providers raised awareness of FP among men and women, while men’s involvement as targets of FP programmes improved and increased participation in counselling, integrated outreach, for example. However, this suggests that men’s involvement in FP alone cannot increase women’s empowerment unless broader strategic and practical gender needs are also addressed. Theoretically, the study calls for culturally specific models of empowerment, as the empowerment framework adopted in this study, which was based on Western feminist theories, cannot fully explain Mangkong women’s understandings of empowerment. Findings also suggest that if true empowerment in FP is to be achieved, it is necessary to focus on both men and women as individuals, couples and clients who have the rights to access FP information and services, thus meeting their individual needs. Both men and women are necessary agents of change for gender equality.
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    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, 'Olikoni
    Tongans 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.