title: Moetolo ‘sleep-crawlers’: A Samoan therapeutic approach to sexual abuse

authors: Seiuli, Byron Malaela Sotiata

abstract: Sexual abuse behaviour remains a global concern that accounts for child sexual abuse, rape and other sexual assaults. Much of these acts of violation are perpetuated, but not entirely, carried out by men against women and children. Moetolo (moetotolo) or ‘sleep crawler’ is a Samoan term that is used to describe a person who sexually violates another while they or their family are asleep. This paper provides a case study presentation and discussion with the aim of examining this challenge from a Samoan viewpoint. Insights are drawn from the authors’ psychological engagement with a sexual offender while also engaging appropriate literature to inform and provide interpretation to the case. It is through such an examination that this article seeks to make a valuable contribution to understanding patterned responses of Samoan people to sexual abuse behaviours such as moetolo, and steps to remedy such concerns within their communities.

text: Moetolo ‘sleep-crawlers’: A Samoan therapeutic approach to sexual abuse Sexual abuse behaviour remains a global concern that accounts for child sexual abuse, rape and other sexual assaults. Much of these acts of violation are perpetuated, but not entirely, carried out by men against women and children. Moetolo (moetotolo) or ‘sleep crawler’ is a Samoan term that is used to describe a person who sexually violates another while they or their family are asleep. This paper provides a case study presentation and discussion with the aim of examining this challenge from a Samoan viewpoint. Insights are drawn from the authors’ psychological engagement with a sexual offender while also engaging appropriate literature to inform and provide interpretation to the case. It is through such an examination that this article seeks to make a valuable contribution to understanding patterned responses of Samoan people to sexual abuse behaviours such as moetolo, and steps to remedy such concerns within their communities.

year: 2016

title: An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands

authors: Walani, Nathan Douglas

subjects: Formative

abstract: A key purpose of this qualitative study was to gain an understanding of classroom
teachers' perceptions of the value and impact of formative assessment in
secondary schools in Solomon Islands. The process of data collection included
initial interviews with five classroom teachers selected from four secondary
schools in Honiara, Solomon Islands. The interviews were conducted using semistructured
interviews with each of the teachers and ended with a focus group
conversation. The findings of this study indicated that formative assessment, as a
classroom strategy, does have a place in secondary schools in Solomon Islands.
Assessment for learning (AfL) is currently employed by these teachers, but the
form of formative assessment as reported being used in Solomon Islands
secondary school classrooms is limited by policies, systems and methods
employed by schools.
This study suggests that if classroom teachers are to become effective 'mediators
of learning' they must have a better theoretical understanding of social
constructivism and metacognition. Otherwise, assessment will always sit outside
the process of learning, and classroom teachers and learners will always play
traditional rather than contemporary roles in the learning and teaching (and
assessment) process. For improvements to be made in areas highlighted in this
study, focus must be on teacher knowledge and ability and the policies and
practices of schools. Unless teachers, students, parents and policymakers see and
value the potential of formative assessment, it will continue to be underemphasized,
under-valued and under-used.

text: An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands A key purpose of this qualitative study was to gain an understanding of classroom
teachers' perceptions of the value and impact of formative assessment in
secondary schools in Solomon Islands. The process of data collection included
initial interviews with five classroom teachers selected from four secondary
schools in Honiara, Solomon Islands. The interviews were conducted using semistructured
interviews with each of the teachers and ended with a focus group
conversation. The findings of this study indicated that formative assessment, as a
classroom strategy, does have a place in secondary schools in Solomon Islands.
Assessment for learning (AfL) is currently employed by these teachers, but the
form of formative assessment as reported being used in Solomon Islands
secondary school classrooms is limited by policies, systems and methods
employed by schools.
This study suggests that if classroom teachers are to become effective 'mediators
of learning' they must have a better theoretical understanding of social
constructivism and metacognition. Otherwise, assessment will always sit outside
the process of learning, and classroom teachers and learners will always play
traditional rather than contemporary roles in the learning and teaching (and
assessment) process. For improvements to be made in areas highlighted in this
study, focus must be on teacher knowledge and ability and the policies and
practices of schools. Unless teachers, students, parents and policymakers see and
value the potential of formative assessment, it will continue to be underemphasized,
under-valued and under-used.

year: 2009

title: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika

authors: Bidois, Devyn

abstract: Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

text: Kia tata mai te pae tāwhiti: Nurturing success in psychology for Māori and Pasifika Embarking on the university education journey is commonly perceived as a pathway to success and enhanced career prospects. However, for Māori and Pasifika students in psychology, this trajectory is distinctly burdened with challenges beyond their control, particularly concerning low clinician representation and educational achievement. This thesis thus explores the experiences, barriers, and aspirations of Māori and Pasifika students engaged in psychology studies in Tauranga Moana. Guided by the principles of Kaupapa Māori, the overarching goal of this thesis is to empower and advocate for students, shedding light on their unique journeys and fostering a platform for meaningful change within the academic landscape. Two group interviews with undergraduate students and two individual interviews with postgraduate students were conducted to explore the research topic. These were then analysed using inductive thematic analysis, and a social constructionist epistemology within a Kaupapa Māori paradigm, to contextualise participant experiences. Three core themes are identified in this analysis. The first theme, the Western Educational Environment, underscores the challenges students face within a system shaped by Western norms. A monocultural, individualistic approach to curriculum, assessments, and teaching methods impacts the diverse cultural perspectives of students, shaping their overall study experiences. The second theme, Pathways, explores the nuanced journeys of tauira navigating various options related to papers, qualifications, and future career prospects. The third theme, Equity, critically examines the (lack of) equity in relation to facilities and services at the Tauranga campus compared to those in Hamilton. Recommendations for the School of Psychology focus on improving discipline relevance for Māori and Pasifika students through methods integrating Kaupapa Māori content and strategies as well as addressing historical issues aims to empower, retain, and support students to higher positions in psychology.

year: 2024