Nurturing Relationships and Honouring Responsibilities: A Pacific Perspective

Thaman, Konai Helu

doi:10.1007/978-1-4020-9816-1_11

Cited by 20 publications

(26 citation statements)

References 5 publications

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“…Timo knew that his choice conflicted with his parents' wishes, but he also considered his decision as the best option for everyone concerned. Whilst these cultural obligations were highly valued as important strategies for strengthening family and community connectedness and upholding PI values of obligation and reciprocity amongst family members locally (Thaman, 2008), this study found they had minimal effect on learners' schooling experiences or pathways when compared to the more serious impact of financial unaffordability.…”

Section: Cultural Commitmentsmentioning

confidence: 62%

“…Family connectedness is viewed by PI as a central purpose for life and living, where obligation and reciprocity are important virtues (Fairbairn-Dunlop, 2010;Thaman, 2008). These virtues, however, may not always have positive implications on the ways that young PI perceive their schooling or career choices.…”

Section: Cultural Commitmentsmentioning

confidence: 99%

“…Conversely, connectedness with and support for community diaspora was an important source of strength for some learners and families who benefitted from the sharing of important information and knowledge (Thaman, 2008) about education, employment, and welfare opportunities and services available within the communities. Within the various communities also, learners were able to identify with successful education, sports and arts role models, as well as teachers and family members.…”

Section: Cultural Commitmentsmentioning

confidence: 99%

“…The post-compulsory stage of schooling can be a vulnerable time for many young people as their physical and emotional independence increases and they become more self-aware of the opportunities or limitations that can affect the choices they make about their futures (Bourne, 2008). For some PI learners, this is a particularly difficult time as the choices made can have broad implications and consequences not only on themselves and their education or employment goals, but also on the socio-economic wellbeing of their families and their extended cultural communities (Fairbairn-Dunlop, 2010;Samu, 2007;Thaman, 2008). This paper looks specifically at the intersections between migration history, socio-economic background, and financial unaffordability amongst PI families, and the consequences of these factors on the educational experiences and transitions of a group of second-generation PI migrant learners living and studying in Melbourne's western region from 2012 to 2015.…”

mentioning

confidence: 99%

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Migration background and educational affordability amongst Pacific Islander migrant learners in Melbourne’s western region

Paulsen

2018

Journal of Social Inclusion

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Section: Cultural Commitmentsmentioning

confidence: 62%

Section: Cultural Commitmentsmentioning

confidence: 99%

Section: Cultural Commitmentsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Migration background and educational affordability amongst Pacific Islander migrant learners in Melbourne’s western region

Paulsen

2018

Journal of Social Inclusion

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“…Research can be an avenue to revitalize cultural knowledge and practices for indigenous communities (Crazy Bull, ). These cultural spaces also allow us to get beyond our professional titles and get to know one another as whole people (Thaman, ).…”

Section: Discussion and Future Directionsmentioning

confidence: 99%

Waimānalo Pono Research Hui: A Community–Academic Partnership to Promote Native Hawaiian Wellness through Culturally Grounded and Community‐Driven Research and Programming

Chung‐Do

Ho-Lastimosa

Keaulana

et al. 2019

American J of Comm Psychol

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Although Hawai‘i is often portrayed as an idyllic paradise and is recognized as one of the healthiest States in the United States, pervasive health disparities exist among Native Hawaiians. Similar to other indigenous populations across the globe, these disparities are linked to unjust social and economic policies rooted in colonization and historical trauma. Western‐centric efforts to address these disparities have yielded limited results. Consequently, indigenous frameworks to decolonize western‐centric research processes have emerged. The Waimānalo Pono Research Hui is an example of a community–academic partnership that uses indigenous methodologies and principles of community‐based participatory research as the foundation to engage Native Hawaiian community members in research. Monthly gatherings are held where community members and academic researchers share a meal and discuss community priorities with the goal of shaping research and programming that are rooted in Native Hawaiian values. A mission for the group has been created as well as protocols for community engagement to ensure all projects that work with the Waimānalo Pono Research Hui are ethically sound and grounded in the community's preferences, cultural knowledge, and lived experiences. Our community members continually report that the Waimānalo Pono Research Hui has positively transformed their perception of and willingness to engage in research. Similarly, university students and academic researchers express how much their knowledge about working with communities has grown and inspired them. Creating spaces for communities and researchers to build authentic relationships and engage in ongoing conversations can promote culturally grounded and community‐driven research and programming.

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Pacific Parental Engagement and Intergenerational Storytelling in Aotearoa New Zealand

2022

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In this article, we focus on how Pacific family support places success of individuals within a wider narrative of intergenerational family stories, contributing to successful futures for the participating Pacific youth and their families. Guided by Pacific research principles, we used interviews with families and adolescents to explore the role of family narratives, in ten Pacific families in Aotearoa New Zealand, which supported academic success for their children. Our data sources included conversations with youth, their families, and visual representations created by the youth to illustrate their perceptions of parental support. The findings highlighted the role of families’ stories in supporting their children’s education. Strong intergenerational expectations were expressed from the dual perspectives of parents and their children. The formative role of family stories within the youths’ experiences of success provides opportunity to acknowledge the relational foundations of intergenerational stories.

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Nurturing Relationships and Honouring Responsibilities: A Pacific Perspective

Cited by 20 publications

References 5 publications

Migration background and educational affordability amongst Pacific Islander migrant learners in Melbourne’s western region

Migration background and educational affordability amongst Pacific Islander migrant learners in Melbourne’s western region

Waimānalo Pono Research Hui: A Community–Academic Partnership to Promote Native Hawaiian Wellness through Culturally Grounded and Community‐Driven Research and Programming

Pacific Parental Engagement and Intergenerational Storytelling in Aotearoa New Zealand

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