title: Pasifika students' perceptions of using talanoa as an assessment tool in NCEA level 2 mathematics

authors: Naulivou Sisitoutai, Tafa

subjects: Culturally Responsive Assessments

abstract: This study explored Pasifika students’ perceptions of Talanoa as a culturally responsive assessment tool in NCEA Level 2 Mathematics, addressing the educational challenges faced by Pasifika learners within conventional Western assessment frameworks. Despite growing recognition of the need for culturally responsive teaching, limited research exists on how alternative assessment tools like Talanoa can reshape students’ engagement and outcomes in mathematics.
Using a qualitative methodology grounded in the Kakala Research Framework and employing Talanoa as both a method and research approach, data were collected from six Year 12 Pasifika students in a New Zealand secondary school. Key findings revealed that Talanoa fosters trust, enhances cultural competence, deepens understanding, builds self-confidence, and creates an engaging learning environment. Together, these elements transformed students’ attitudes, making the assessment experience more inclusive, supportive, and effective.
This study contributes to addressing systemic inequities in education by proposing culturally aligned assessment tools and offering practical solutions for a more inclusive learning environment. It highlights the potential of integrating culturally responsive practices like Talanoa to improve educational outcomes for Pasifika students, with insights that may also benefit other culturally diverse learners.
Future research could explore how Talanoa-informed frameworks can be incorporated into other subject areas, teacher training programmes, or education policies to create a wider impact on culturally responsive practices. Such studies would help determine the broader applicability of Talanoa as a holistic educational tool beyond mathematics.

text: Pasifika students' perceptions of using talanoa as an assessment tool in NCEA level 2 mathematics This study explored Pasifika students’ perceptions of Talanoa as a culturally responsive assessment tool in NCEA Level 2 Mathematics, addressing the educational challenges faced by Pasifika learners within conventional Western assessment frameworks. Despite growing recognition of the need for culturally responsive teaching, limited research exists on how alternative assessment tools like Talanoa can reshape students’ engagement and outcomes in mathematics.
Using a qualitative methodology grounded in the Kakala Research Framework and employing Talanoa as both a method and research approach, data were collected from six Year 12 Pasifika students in a New Zealand secondary school. Key findings revealed that Talanoa fosters trust, enhances cultural competence, deepens understanding, builds self-confidence, and creates an engaging learning environment. Together, these elements transformed students’ attitudes, making the assessment experience more inclusive, supportive, and effective.
This study contributes to addressing systemic inequities in education by proposing culturally aligned assessment tools and offering practical solutions for a more inclusive learning environment. It highlights the potential of integrating culturally responsive practices like Talanoa to improve educational outcomes for Pasifika students, with insights that may also benefit other culturally diverse learners.
Future research could explore how Talanoa-informed frameworks can be incorporated into other subject areas, teacher training programmes, or education policies to create a wider impact on culturally responsive practices. Such studies would help determine the broader applicability of Talanoa as a holistic educational tool beyond mathematics.

year: 2024-08-16

title: A hydrological drought index for the Clutha catchment, New Zealand

authors: Taylor, Malcolm

subjects: Clutha

abstract: The Clutha River is New Zealand’s largest river, both in terms of discharge and catchment size. It has a large seasonal flow variability with large spring and summer flows and very low flows in winter. The river is important for its contribution to energy production from two large hydro dams, irrigation for agriculture and horticulture, and tourist activities. The Clutha River flows are modified by discretionary releases of water from the only storage lake in the catchment, at Hawea. The mountainous South Island topography to the west means that a large part of the catchment is in a rain shadow and is regularly subject to long periods without any significant precipitation, similar to many other rain shadow catchments globally.

text: A hydrological drought index for the Clutha catchment, New Zealand The Clutha River is New Zealand’s largest river, both in terms of discharge and catchment size. It has a large seasonal flow variability with large spring and summer flows and very low flows in winter. The river is important for its contribution to energy production from two large hydro dams, irrigation for agriculture and horticulture, and tourist activities. The Clutha River flows are modified by discretionary releases of water from the only storage lake in the catchment, at Hawea. The mountainous South Island topography to the west means that a large part of the catchment is in a rain shadow and is regularly subject to long periods without any significant precipitation, similar to many other rain shadow catchments globally.

year: 2019

title: Kei ō tātou ringa te rongoa? Is the remedy already at hand?
The assertion and application of tikanga as a valid and credible response to contemporary issues.

authors: Taitoko, Mikaere

subjects: tikanga

abstract: This thesis examines the notion that tikanga is well positioned to address issues confronting Māori and other indigenous groups who strive to achieve self-determination and the freedom to be and to do.  This work is inspired by the late John Te Rangi-āniwaniwa Rangihau’s statement, “Ko te rongoā kei roto i ō tātau ringa” (1987, p. 24), which promotes the notion that through culture and identity Māori already have within their grasp the answers to contemporary matters of import in te ao Māori.  This thesis inverts that statement and presents it as a question querying whether indeed the remedy is at hand and, if so, could tikanga and cultural identity be that remedy.  To that end this study deliberately sets out to examine if the rongoa of self-determination, power and freedom can be achieved by the assertion and application of Māori ways of being and doing, that is to say by exercising tikanga.
Understanding notions of tikanga, sovereignty, and indigeneity is pivotal to this study as is articulating the notion of third space.  This thesis argues that these four notions are interconnected when considering ideas of self-determination for disempowered groups.  A case study forms a large part of this work and focuses on an indigenous group operating from a pre-contact tupuna worldview and based on He Whakaputanga o te Rangatiratanga o Nu Tireni 1835/Declaration of Independence of New Zealand 1835.  This particular group was chosen because it presented as being a point of intersect for the four notions of tikanga, sovereignty, indigeneity and the third space.
This thesis argues that whilst tikanga is a powerful mechanism for determining and rationalising ways of being and doing it has less to offer at a pragmatic level when it comes to effecting change in the status quo.  However, when overlaid with the third space lens new perspectives can be enunciated and new opportunities detected which in turn can lead to determining new actions.  Through this study it becomes clear that the assertion and application of tikanga contributes to, but on its own is not, the whole answer.

text: Kei ō tātou ringa te rongoa? Is the remedy already at hand?
The assertion and application of tikanga as a valid and credible response to contemporary issues. This thesis examines the notion that tikanga is well positioned to address issues confronting Māori and other indigenous groups who strive to achieve self-determination and the freedom to be and to do.  This work is inspired by the late John Te Rangi-āniwaniwa Rangihau’s statement, “Ko te rongoā kei roto i ō tātau ringa” (1987, p. 24), which promotes the notion that through culture and identity Māori already have within their grasp the answers to contemporary matters of import in te ao Māori.  This thesis inverts that statement and presents it as a question querying whether indeed the remedy is at hand and, if so, could tikanga and cultural identity be that remedy.  To that end this study deliberately sets out to examine if the rongoa of self-determination, power and freedom can be achieved by the assertion and application of Māori ways of being and doing, that is to say by exercising tikanga.
Understanding notions of tikanga, sovereignty, and indigeneity is pivotal to this study as is articulating the notion of third space.  This thesis argues that these four notions are interconnected when considering ideas of self-determination for disempowered groups.  A case study forms a large part of this work and focuses on an indigenous group operating from a pre-contact tupuna worldview and based on He Whakaputanga o te Rangatiratanga o Nu Tireni 1835/Declaration of Independence of New Zealand 1835.  This particular group was chosen because it presented as being a point of intersect for the four notions of tikanga, sovereignty, indigeneity and the third space.
This thesis argues that whilst tikanga is a powerful mechanism for determining and rationalising ways of being and doing it has less to offer at a pragmatic level when it comes to effecting change in the status quo.  However, when overlaid with the third space lens new perspectives can be enunciated and new opportunities detected which in turn can lead to determining new actions.  Through this study it becomes clear that the assertion and application of tikanga contributes to, but on its own is not, the whole answer.

year: 2013