title: Climate change education in Tongan secondary schools

authors: Havea, 'Elisapesi Hepi

abstract: Children are among the most vulnerable groups to the adverse impacts of climate change. They can be psychologically disturbed and rendered powerless by the magnitude of its impacts. Tonga and its island groups are extremely vulnerable to the impacts of climate change and these impacts affect the environment, the people and their livelihoods. Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) directs countries to consider education, training, and public awareness as integral responses to climate change. Climate change education empowers children to learn about how to minimise the impacts of climate change and learn to adapt and live sustainably in an environment already affected by climate change. In order to plan and design effective climate change education, it is crucial to determine students’ and teachers’ conceptions and misconceptions of climate change, their attitudes and motivations to act about climate change, and the climate change curricula in schools. This research then explored secondary school teachers’ and students’ awareness, knowledge, attitudes about climate change and their motivations to act upon it. This research also explored the place of climate change in the school curriculum in Tonga. This research also examined how talanoa as a form of interactive engagement and communication could help students to learn to understand and address climate change and its impacts. 
Talanoa, which is a Pacific research methodology, was used in this research to inform and guide its data collection. This study adopted a mixed method approach, in which culturally appropriate methods such as talanoa fakataautaha (one-on-one talanoa) and talanoa fakatokolahi (group talanoa) and vakavakai’i (observation) were mixed with Western methods, including questionnaires and document analysis. Talatalanoa and tālanga were the two methods of talanoa used to conduct the talanoa fakataautaha and talanoa fakatokolahi. Data were collected in two phases. Phase One involved questionnaires and talanoa fakatokolahi with Class 10 teachers and students from two secondary schools in Tonga, and talanoa fakataautaha with officials from the Ministry of Education and Training (MET) and the Ministry of Meteorology, Energy, Information, Disaster Management, Climate Change and Communications (MEIDECC) in Tonga. The document analysis included documents such as the current school curriculum and syllabuses.
The findings indicated that students and teachers are aware of and worried about climate change, but they lacked a rich conceptualization of the issue and held misconceptions. Data indicated that both students and teachers in Tonga were unsure of causes of climate change but were aware of impacts. Students expressed concern, and a desire to learn more, about climate change.  The findings also indicate that Tonga is lacking curriculum integration of climate change education. Teachers stated that climate change issues are not addressed by the syllabus effectively, and reported that they needed professional development to enhance their knowledge and understanding about climate change-related issues. 
A climate change education intervention was then designed based on theoretical principles of climate change education, students’ and teachers’ perceptions, recommendations from Government officials and recommendations from literature. The climate change education intervention was trialled with one class and their teacher at a secondary school in Tonga. Talanoa was employed as a teaching and learning approach using ideas of talanoa fakatoka, talanoa felāfoaki, and talanoa kavekavehoko. Firstly, a professional development was conducted with the teacher through talanoa and was effective in using talanoa felāfoaki or co-construction to help improve the teacher’s knowledge about climate change. Secondly, the talanoa approach sought to build relationships within the classroom, recognise students’ experiences and understandings and give voice to their concerns. 
The outcomes of the intervention indicated that climate change education could enhance and improve students’ and teachers’ knowledge about climate change-related issues, high student engagement, successful learning and a motivation to play a part in their own futures. Students and the teacher who implemented the climate change intervention recommended talanoa as an effective approach to teach and to learn about climate change in Tonga. The implementation of the three types of talanoa contributed to their successful learning of the topic. They helped to create an environment for learners to interact and communicate effectively. They also helped to explore learners’ existing knowledge about climate change, and areas that were needed to be addressed during the teaching and learning process. Students indicated that talanoa helped them to co-construct ideas and helped them learn more from their peers. 
This research contributes to an understanding of how climate change education, and use of talanoa could enhance students’ and teachers’ awareness of, knowledge and attitude about climate change, and their motivation to act upon climate change. In addition, this research indicates that climate change education could address and correct alternative conceptions that are commonly held among students and teachers in Tonga about climate change. The outcomes of this research could give urgency to the Tonga Ministry of Education and Training to re-consider the importance of including climate change education in the school curriculum and across various disciplines.

text: Climate change education in Tongan secondary schools Children are among the most vulnerable groups to the adverse impacts of climate change. They can be psychologically disturbed and rendered powerless by the magnitude of its impacts. Tonga and its island groups are extremely vulnerable to the impacts of climate change and these impacts affect the environment, the people and their livelihoods. Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) directs countries to consider education, training, and public awareness as integral responses to climate change. Climate change education empowers children to learn about how to minimise the impacts of climate change and learn to adapt and live sustainably in an environment already affected by climate change. In order to plan and design effective climate change education, it is crucial to determine students’ and teachers’ conceptions and misconceptions of climate change, their attitudes and motivations to act about climate change, and the climate change curricula in schools. This research then explored secondary school teachers’ and students’ awareness, knowledge, attitudes about climate change and their motivations to act upon it. This research also explored the place of climate change in the school curriculum in Tonga. This research also examined how talanoa as a form of interactive engagement and communication could help students to learn to understand and address climate change and its impacts. 
Talanoa, which is a Pacific research methodology, was used in this research to inform and guide its data collection. This study adopted a mixed method approach, in which culturally appropriate methods such as talanoa fakataautaha (one-on-one talanoa) and talanoa fakatokolahi (group talanoa) and vakavakai’i (observation) were mixed with Western methods, including questionnaires and document analysis. Talatalanoa and tālanga were the two methods of talanoa used to conduct the talanoa fakataautaha and talanoa fakatokolahi. Data were collected in two phases. Phase One involved questionnaires and talanoa fakatokolahi with Class 10 teachers and students from two secondary schools in Tonga, and talanoa fakataautaha with officials from the Ministry of Education and Training (MET) and the Ministry of Meteorology, Energy, Information, Disaster Management, Climate Change and Communications (MEIDECC) in Tonga. The document analysis included documents such as the current school curriculum and syllabuses.
The findings indicated that students and teachers are aware of and worried about climate change, but they lacked a rich conceptualization of the issue and held misconceptions. Data indicated that both students and teachers in Tonga were unsure of causes of climate change but were aware of impacts. Students expressed concern, and a desire to learn more, about climate change.  The findings also indicate that Tonga is lacking curriculum integration of climate change education. Teachers stated that climate change issues are not addressed by the syllabus effectively, and reported that they needed professional development to enhance their knowledge and understanding about climate change-related issues. 
A climate change education intervention was then designed based on theoretical principles of climate change education, students’ and teachers’ perceptions, recommendations from Government officials and recommendations from literature. The climate change education intervention was trialled with one class and their teacher at a secondary school in Tonga. Talanoa was employed as a teaching and learning approach using ideas of talanoa fakatoka, talanoa felāfoaki, and talanoa kavekavehoko. Firstly, a professional development was conducted with the teacher through talanoa and was effective in using talanoa felāfoaki or co-construction to help improve the teacher’s knowledge about climate change. Secondly, the talanoa approach sought to build relationships within the classroom, recognise students’ experiences and understandings and give voice to their concerns. 
The outcomes of the intervention indicated that climate change education could enhance and improve students’ and teachers’ knowledge about climate change-related issues, high student engagement, successful learning and a motivation to play a part in their own futures. Students and the teacher who implemented the climate change intervention recommended talanoa as an effective approach to teach and to learn about climate change in Tonga. The implementation of the three types of talanoa contributed to their successful learning of the topic. They helped to create an environment for learners to interact and communicate effectively. They also helped to explore learners’ existing knowledge about climate change, and areas that were needed to be addressed during the teaching and learning process. Students indicated that talanoa helped them to co-construct ideas and helped them learn more from their peers. 
This research contributes to an understanding of how climate change education, and use of talanoa could enhance students’ and teachers’ awareness of, knowledge and attitude about climate change, and their motivation to act upon climate change. In addition, this research indicates that climate change education could address and correct alternative conceptions that are commonly held among students and teachers in Tonga about climate change. The outcomes of this research could give urgency to the Tonga Ministry of Education and Training to re-consider the importance of including climate change education in the school curriculum and across various disciplines.

year: 2020

title: Tertiary teaching: Reflecting on human change and influence from the crucible

authors: Kelly, Janette

abstract: This article draws on the metaphor of ‘a crucible’ to describe the tertiary classroom context, where I work in initial teacher education with early childhood education (ECE) student teachers. Stories are told about the classroom participants (students and an educator) in an attempt to find meaning in terms of development, both the students and mine. This storytelling highlights ongoing questions for me about the impact of what happens in the classroom we bring our selves to, and the significance of informed actions for social justice for teachers and teaching. In telling these stories I highlight my deepening understanding of education pedagogy, and perception of myself as a teacher, a practitioner of human influence and change. I hope that these stories echo and illuminate the experiences of other educators as they too seek to understand their practice.

text: Tertiary teaching: Reflecting on human change and influence from the crucible This article draws on the metaphor of ‘a crucible’ to describe the tertiary classroom context, where I work in initial teacher education with early childhood education (ECE) student teachers. Stories are told about the classroom participants (students and an educator) in an attempt to find meaning in terms of development, both the students and mine. This storytelling highlights ongoing questions for me about the impact of what happens in the classroom we bring our selves to, and the significance of informed actions for social justice for teachers and teaching. In telling these stories I highlight my deepening understanding of education pedagogy, and perception of myself as a teacher, a practitioner of human influence and change. I hope that these stories echo and illuminate the experiences of other educators as they too seek to understand their practice.

year: 2011

title: An evaluation of the effectiveness of social equity strategies for Maori students in the School of Science and Technology

authors: Rua, Mohi

subjects: Maori students

abstract: In 1991 the School of Science and Technology (SOSAT) at the University of Waikato
had a very low participation rate of Maori and students from other non-dominant
ethnic groups. This situation was serious enough to concerned the then Dean of the
School and strategies were developed to change this situation. Four major strategies
are used to encourage, support and retain Maori students to successfully pursue and
complete a degree in Science. They are: the Te Putahi o te Manawa programme - a
mentoring programme; a scholarship and grant writing strategy (in particular
assistance with Tuapapa Putaiao Maori Fellowships(TPMFs) administered by FRST);
school visits; and field trips with secondary schools in the Waikato region that have a
high proportion of Maori students. The Maori & Psychology Research Unit (MPRU) was contracted by Gary Bramley of
the Equity Office of the SOSAT to conduct this evaluation. Evaluative information was gathered through administering questionnaires,
completing key informant interviews, and completing focus group interviews. In this evaluation we sought to determine the effectiveness of the social equity
strategies for Maori students in the SOSAT at the University of Waikato.

text: An evaluation of the effectiveness of social equity strategies for Maori students in the School of Science and Technology In 1991 the School of Science and Technology (SOSAT) at the University of Waikato
had a very low participation rate of Maori and students from other non-dominant
ethnic groups. This situation was serious enough to concerned the then Dean of the
School and strategies were developed to change this situation. Four major strategies
are used to encourage, support and retain Maori students to successfully pursue and
complete a degree in Science. They are: the Te Putahi o te Manawa programme - a
mentoring programme; a scholarship and grant writing strategy (in particular
assistance with Tuapapa Putaiao Maori Fellowships(TPMFs) administered by FRST);
school visits; and field trips with secondary schools in the Waikato region that have a
high proportion of Maori students. The Maori & Psychology Research Unit (MPRU) was contracted by Gary Bramley of
the Equity Office of the SOSAT to conduct this evaluation. Evaluative information was gathered through administering questionnaires,
completing key informant interviews, and completing focus group interviews. In this evaluation we sought to determine the effectiveness of the social equity
strategies for Maori students in the SOSAT at the University of Waikato.

year: 1999-11-11