ABSTRACT Against a global pandemic, student care is in sharp focus for higher education instituti... more ABSTRACT Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant for its impact on student experiences. To demonstrate care, beyond simply service delivery, it is critical to develop a relational approach, especially for students who are already part of equity groups. The care demonstrated for these students has become more critical during the COVID-19 pandemic, and this paper focuses on Pacific and International students. We discuss the challenges negotiating how to demonstrate care when care is undefined and undervalued. Adding to the complexity, gaps continue in practice despite broad statements made by HEIs regarding cultural inclusivity. We describe our experiences as care practitioners before and during the pandemic in HEIs in Aotearoa New Zealand and the United States (U.S.), what informs our practice, and how we negotiate barriers. Employing talanoa and thematic analysis, we identified commonalities in our experiences. There was a clear gap in institutional definitions of care and understanding approaches by care practitioners. For us, a strong relational approach to care is paramount to effective practice, and even more so during a pandemic; however, this is contrasted by the many tensions described. Finally, we recognise the opportunities that arose from the pandemic for innovation focusing on student equity, which must continue post-pandemic.
The proportion of Pacific academics in permanent confirmation path positions at New Zealand unive... more The proportion of Pacific academics in permanent confirmation path positions at New Zealand universities (1.4 percent) continues to lag far behind the Pacific share of New Zealand’s population (7 percent). In this paper, we use a thematic talanoa to explore the experiences of Pacific early career academics (PECA) at the University of Auckland to highlight the key themes, challenges and features of our daily lives in the colonial, Western, and Pākehā institution that is the university. This paper sheds light on the systemic and structural barriers that impact PECA journeys through higher education and suggests actions that universities in New Zealand can take to further support, nurture, and develop PECA pathways into and upward through the academy.
ABSTRACT Indigenous education within urban contexts is diverse within Oceania. Pacific peoples’ m... more ABSTRACT Indigenous education within urban contexts is diverse within Oceania. Pacific peoples’ movements in the diaspora, including their educational journeys and responsibilities, are ongoing and fluid. This paper employs talanoa vā, an indigenous Pacific approach to understanding the negotiations of educational processes and practices in urban education contexts across the diaspora of Tonga, Fiji, Samoa, and Aotearoa-New Zealand. We utilize talanoa as a method of gathering narrative data based on transoceanic education experiences. We argue indigenous education within urban contexts in the diaspora is fluid yet dynamic. The continuous movement of people for improved life and education further emphasizes the diverse ways Moana communities mobilize their knowledges and practices as well as educational aspirations across multiple networks in the diaspora. Indigenous education therefore is context-specific, inclusive of the negotiations across time and space that enable the sense making of educational experiences that empower the next generation in Oceania.
ABSTRACT Recent provocations by Māori and Pacific/Pasifika academics have called for a collective... more ABSTRACT Recent provocations by Māori and Pacific/Pasifika academics have called for a collective response to the under-representation of Pacific/Pasifika academics in universities across Aotearoa New Zealand. Drawing from Indigenous concepts and frameworks foregrounds Pacific language and ideas as being central to our worldviews and validates the lived realities of Pacific peoples in higher education. We, the authors, collectively respond to Naepi et al.’s call by sharing our stories, experiences, and efforts to wayfind academia and provide a possible solution that is transformative in supporting early career Pacific academics. This led to the development of the Mentoring Oceanic Academics Navigating Academia in education (MOANA ed.) network at the University of Auckland’s Faculty of Education and Social Work as a way to mobilise, collectivise, mentor, nurture, and empower our next generation of Pacific/Pasifika academics. In this article, we utilise ‘talanoa’ as a methodological framework that privileges the worldviews and stories associated with academic mobilities and pathways for Pacific/Pasifika researchers based in Aotearoa New Zealand. At the pragmatic level, we employ talanoa as a method of gathering and analysing the stories. As part of talanoa as a dialogical process and to honour the stories shared, the authors agreed to (re)present and capture the nuances in our stories through vignettes.
Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs... more Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant for its impact on student experiences. To demonstrate care, beyond simply service delivery, it is critical to develop a relational approach, especially for students who are already part of equity groups. The care demonstrated for these students has become more critical during the COVID-19 pandemic, and this paper focuses on Pacific and International students. We discuss the challenges negotiating how to demonstrate care when care is undefined and undervalued. Adding to the complexity, gaps continue in practice despite broad statements made by HEIs regarding cultural inclusivity. We describe our experiences as care pr...
The proportion of Pacific academics in permanent confirmation path positions at New Zealand unive... more The proportion of Pacific academics in permanent confirmation path positions at New Zealand universities (1.4 percent) continues to lag far behind the Pacific share of New Zealand's population (7 percent). In this paper, we use a thematic talanoa to explore the experiences of Pacific early career academics (PECA) at the University of Auckland to highlight the key themes, challenges and features of our daily lives in the colonial, Western, and Pākehā institution that is the university. This paper sheds light on the systemic and structural barriers that impact PECA journeys through higher education and suggests actions that universities in New Zealand can take to further support, nurture, and develop PECA pathways into and upward through the academy.
Diaspora, Indigenous, and Minority Education Studies of Migration, Integration, Equity, and Cultural Survival, 2021
Indigenous education within urban contexts is diverse within Oceania. Pacific peoples' movements ... more Indigenous education within urban contexts is diverse within Oceania. Pacific peoples' movements in the diaspora, including their educational journeys and responsibilities, are ongoing and fluid. This paper employs talanoa vā, an indigenous Pacific approach to understanding the negotiations of educational processes and practices in urban education contexts across the diaspora of Tonga, Fiji, Samoa, and Aotearoa-New Zealand. We utilize talanoa as a method of gathering narrative data based on transoceanic education experiences. We argue indigenous education within urban contexts in the diaspora is fluid yet dynamic. The continuous movement of people for improved life and education further emphasizes the diverse ways Moana communities mobilize their knowledges and practices as well as educational aspirations across multiple networks in the diaspora. Indigenous education therefore is context-specific, inclusive of the negotiations across time and space that enable the sense making of educational experiences that empower the next generation in Oceania.
Against a global pandemic, the care of students is in sharp focus for higher educational institut... more Against a global pandemic, the care of students is in sharp focus for higher educational institutions (HEIs) as students learn to navigate this context alongside their institutions. Despite this, tensions exist between care for students and its value in higher education institutions (HEI). The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant in education for its potential to influence overall student experience. In order to demonstrate care, beyond simply service delivery, it is critical to develop a relational approach to student care, especially for those students who are already part of equity groups. The care demonstrated for equity group students has become more critical during COVID-19, and in this paper we will focus particularly on Pacific and International students. This article refers to the difficulty of negotiating how to demonstrate care when care is undefined and undervalued. This is furth...
Recent provocations by Māori and Pacific/Pasifika academics have
called for a collective response... more Recent provocations by Māori and Pacific/Pasifika academics have called for a collective response to the under-representation of Pacific/Pasifika academics in universities across Aotearoa New Zealand. Drawing from Indigenous concepts and frameworks foregrounds Pacific language and ideas as being central to our worldviews and validates the lived realities of Pacific peoples in higher education. We, the authors, collectively respond to Naepi et al.’s call by sharing our stories, experiences, and efforts to wayfind academia and provide a possible solution that is transformative in supporting early career Pacific academics. This led to the development of the Mentoring Oceanic Academics Navigating Academia in education (MOANA ed.) network at the University of Auckland’s Faculty of Education and Social Work as a way to mobilise, collectivise, mentor, nurture, and empower our next generation of Pacific/Pasifika academics. In this article, we utilise ‘talanoa’ as a methodological framework that privileges the worldviews and stories associated with academic mobilities and pathways for Pacific/Pasifika researchers based in Aotearoa New Zealand. At the pragmatic level, we employ talanoa as a method of gathering and analysing the stories. As part of talanoa as a dialogical process and to honour the stories shared, the authors agreed to (re)present and capture the nuances in our stories through vignettes.
ABSTRACT Against a global pandemic, student care is in sharp focus for higher education instituti... more ABSTRACT Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant for its impact on student experiences. To demonstrate care, beyond simply service delivery, it is critical to develop a relational approach, especially for students who are already part of equity groups. The care demonstrated for these students has become more critical during the COVID-19 pandemic, and this paper focuses on Pacific and International students. We discuss the challenges negotiating how to demonstrate care when care is undefined and undervalued. Adding to the complexity, gaps continue in practice despite broad statements made by HEIs regarding cultural inclusivity. We describe our experiences as care practitioners before and during the pandemic in HEIs in Aotearoa New Zealand and the United States (U.S.), what informs our practice, and how we negotiate barriers. Employing talanoa and thematic analysis, we identified commonalities in our experiences. There was a clear gap in institutional definitions of care and understanding approaches by care practitioners. For us, a strong relational approach to care is paramount to effective practice, and even more so during a pandemic; however, this is contrasted by the many tensions described. Finally, we recognise the opportunities that arose from the pandemic for innovation focusing on student equity, which must continue post-pandemic.
The proportion of Pacific academics in permanent confirmation path positions at New Zealand unive... more The proportion of Pacific academics in permanent confirmation path positions at New Zealand universities (1.4 percent) continues to lag far behind the Pacific share of New Zealand’s population (7 percent). In this paper, we use a thematic talanoa to explore the experiences of Pacific early career academics (PECA) at the University of Auckland to highlight the key themes, challenges and features of our daily lives in the colonial, Western, and Pākehā institution that is the university. This paper sheds light on the systemic and structural barriers that impact PECA journeys through higher education and suggests actions that universities in New Zealand can take to further support, nurture, and develop PECA pathways into and upward through the academy.
ABSTRACT Indigenous education within urban contexts is diverse within Oceania. Pacific peoples’ m... more ABSTRACT Indigenous education within urban contexts is diverse within Oceania. Pacific peoples’ movements in the diaspora, including their educational journeys and responsibilities, are ongoing and fluid. This paper employs talanoa vā, an indigenous Pacific approach to understanding the negotiations of educational processes and practices in urban education contexts across the diaspora of Tonga, Fiji, Samoa, and Aotearoa-New Zealand. We utilize talanoa as a method of gathering narrative data based on transoceanic education experiences. We argue indigenous education within urban contexts in the diaspora is fluid yet dynamic. The continuous movement of people for improved life and education further emphasizes the diverse ways Moana communities mobilize their knowledges and practices as well as educational aspirations across multiple networks in the diaspora. Indigenous education therefore is context-specific, inclusive of the negotiations across time and space that enable the sense making of educational experiences that empower the next generation in Oceania.
ABSTRACT Recent provocations by Māori and Pacific/Pasifika academics have called for a collective... more ABSTRACT Recent provocations by Māori and Pacific/Pasifika academics have called for a collective response to the under-representation of Pacific/Pasifika academics in universities across Aotearoa New Zealand. Drawing from Indigenous concepts and frameworks foregrounds Pacific language and ideas as being central to our worldviews and validates the lived realities of Pacific peoples in higher education. We, the authors, collectively respond to Naepi et al.’s call by sharing our stories, experiences, and efforts to wayfind academia and provide a possible solution that is transformative in supporting early career Pacific academics. This led to the development of the Mentoring Oceanic Academics Navigating Academia in education (MOANA ed.) network at the University of Auckland’s Faculty of Education and Social Work as a way to mobilise, collectivise, mentor, nurture, and empower our next generation of Pacific/Pasifika academics. In this article, we utilise ‘talanoa’ as a methodological framework that privileges the worldviews and stories associated with academic mobilities and pathways for Pacific/Pasifika researchers based in Aotearoa New Zealand. At the pragmatic level, we employ talanoa as a method of gathering and analysing the stories. As part of talanoa as a dialogical process and to honour the stories shared, the authors agreed to (re)present and capture the nuances in our stories through vignettes.
Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs... more Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant for its impact on student experiences. To demonstrate care, beyond simply service delivery, it is critical to develop a relational approach, especially for students who are already part of equity groups. The care demonstrated for these students has become more critical during the COVID-19 pandemic, and this paper focuses on Pacific and International students. We discuss the challenges negotiating how to demonstrate care when care is undefined and undervalued. Adding to the complexity, gaps continue in practice despite broad statements made by HEIs regarding cultural inclusivity. We describe our experiences as care pr...
The proportion of Pacific academics in permanent confirmation path positions at New Zealand unive... more The proportion of Pacific academics in permanent confirmation path positions at New Zealand universities (1.4 percent) continues to lag far behind the Pacific share of New Zealand's population (7 percent). In this paper, we use a thematic talanoa to explore the experiences of Pacific early career academics (PECA) at the University of Auckland to highlight the key themes, challenges and features of our daily lives in the colonial, Western, and Pākehā institution that is the university. This paper sheds light on the systemic and structural barriers that impact PECA journeys through higher education and suggests actions that universities in New Zealand can take to further support, nurture, and develop PECA pathways into and upward through the academy.
Diaspora, Indigenous, and Minority Education Studies of Migration, Integration, Equity, and Cultural Survival, 2021
Indigenous education within urban contexts is diverse within Oceania. Pacific peoples' movements ... more Indigenous education within urban contexts is diverse within Oceania. Pacific peoples' movements in the diaspora, including their educational journeys and responsibilities, are ongoing and fluid. This paper employs talanoa vā, an indigenous Pacific approach to understanding the negotiations of educational processes and practices in urban education contexts across the diaspora of Tonga, Fiji, Samoa, and Aotearoa-New Zealand. We utilize talanoa as a method of gathering narrative data based on transoceanic education experiences. We argue indigenous education within urban contexts in the diaspora is fluid yet dynamic. The continuous movement of people for improved life and education further emphasizes the diverse ways Moana communities mobilize their knowledges and practices as well as educational aspirations across multiple networks in the diaspora. Indigenous education therefore is context-specific, inclusive of the negotiations across time and space that enable the sense making of educational experiences that empower the next generation in Oceania.
Against a global pandemic, the care of students is in sharp focus for higher educational institut... more Against a global pandemic, the care of students is in sharp focus for higher educational institutions (HEIs) as students learn to navigate this context alongside their institutions. Despite this, tensions exist between care for students and its value in higher education institutions (HEI). The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant in education for its potential to influence overall student experience. In order to demonstrate care, beyond simply service delivery, it is critical to develop a relational approach to student care, especially for those students who are already part of equity groups. The care demonstrated for equity group students has become more critical during COVID-19, and in this paper we will focus particularly on Pacific and International students. This article refers to the difficulty of negotiating how to demonstrate care when care is undefined and undervalued. This is furth...
Recent provocations by Māori and Pacific/Pasifika academics have
called for a collective response... more Recent provocations by Māori and Pacific/Pasifika academics have called for a collective response to the under-representation of Pacific/Pasifika academics in universities across Aotearoa New Zealand. Drawing from Indigenous concepts and frameworks foregrounds Pacific language and ideas as being central to our worldviews and validates the lived realities of Pacific peoples in higher education. We, the authors, collectively respond to Naepi et al.’s call by sharing our stories, experiences, and efforts to wayfind academia and provide a possible solution that is transformative in supporting early career Pacific academics. This led to the development of the Mentoring Oceanic Academics Navigating Academia in education (MOANA ed.) network at the University of Auckland’s Faculty of Education and Social Work as a way to mobilise, collectivise, mentor, nurture, and empower our next generation of Pacific/Pasifika academics. In this article, we utilise ‘talanoa’ as a methodological framework that privileges the worldviews and stories associated with academic mobilities and pathways for Pacific/Pasifika researchers based in Aotearoa New Zealand. At the pragmatic level, we employ talanoa as a method of gathering and analysing the stories. As part of talanoa as a dialogical process and to honour the stories shared, the authors agreed to (re)present and capture the nuances in our stories through vignettes.
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Papers by Tim Baice
Articles by Tim Baice
called for a collective response to the under-representation of
Pacific/Pasifika academics in universities across Aotearoa New
Zealand. Drawing from Indigenous concepts and frameworks
foregrounds Pacific language and ideas as being central to our
worldviews and validates the lived realities of Pacific peoples in
higher education. We, the authors, collectively respond to Naepi
et al.’s call by sharing our stories, experiences, and efforts to
wayfind academia and provide a possible solution that is
transformative in supporting early career Pacific academics. This
led to the development of the Mentoring Oceanic Academics
Navigating Academia in education (MOANA ed.) network at the
University of Auckland’s Faculty of Education and Social Work as
a way to mobilise, collectivise, mentor, nurture, and empower our
next generation of Pacific/Pasifika academics. In this article, we
utilise ‘talanoa’ as a methodological framework that privileges the
worldviews and stories associated with academic mobilities and
pathways for Pacific/Pasifika researchers based in Aotearoa New
Zealand. At the pragmatic level, we employ talanoa as a method
of gathering and analysing the stories. As part of talanoa as a
dialogical process and to honour the stories shared, the authors
agreed to (re)present and capture the nuances in our stories
through vignettes.
called for a collective response to the under-representation of
Pacific/Pasifika academics in universities across Aotearoa New
Zealand. Drawing from Indigenous concepts and frameworks
foregrounds Pacific language and ideas as being central to our
worldviews and validates the lived realities of Pacific peoples in
higher education. We, the authors, collectively respond to Naepi
et al.’s call by sharing our stories, experiences, and efforts to
wayfind academia and provide a possible solution that is
transformative in supporting early career Pacific academics. This
led to the development of the Mentoring Oceanic Academics
Navigating Academia in education (MOANA ed.) network at the
University of Auckland’s Faculty of Education and Social Work as
a way to mobilise, collectivise, mentor, nurture, and empower our
next generation of Pacific/Pasifika academics. In this article, we
utilise ‘talanoa’ as a methodological framework that privileges the
worldviews and stories associated with academic mobilities and
pathways for Pacific/Pasifika researchers based in Aotearoa New
Zealand. At the pragmatic level, we employ talanoa as a method
of gathering and analysing the stories. As part of talanoa as a
dialogical process and to honour the stories shared, the authors
agreed to (re)present and capture the nuances in our stories
through vignettes.