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ISBN 13: 9789829800121
Being a 'palangis' I will certainly have to rethink my approach to how I will interact with my Tongan colleagues when I am there to deliver training. Thank you for a great book. Hussein rated it it was amazing Dec 26, Mary Mckenna longford rated it really liked it May 11, Andrew rated it it was ok Dec 30, Sara Hepner rated it really liked it Feb 01, Daina Jurika-Owen rated it really liked it Feb 03, Seth rated it it was amazing Feb 02, Dan rated it really liked it Jan 07, Kylie Beman rated it really liked it Jun 26, Mariya rated it it was amazing Jul 19, Maile Shortt-Sua marked it as to-read Mar 27, Aden Date added it Apr 03, Isileli Lavea marked it as to-read Dec 03, Elisi Ofamooni.
Diandektg is currently reading it Mar 02, Nichelle Francis is currently reading it Mar 12, Zahra Musa marked it as to-read Mar 31, Ann marked it as to-read Apr 11, Tony added it Aug 13, Phil Beman added it Oct 03, Denise marked it as to-read Mar 14, Poteki marked it as to-read May 08, Lucy Wilson marked it as to-read Aug 14, Quentin added it Oct 31, Linda Ferrara is currently reading it May 30, Talanoa creates relationships that draw upon trust, honesty, and courage to share our stories about our experiences. The homework center was established in a large suburban secondary school in Auckland in The program was open twice a week in the evening in the department where I worked during the day.
The students were tutored in their most challenging subjects in Tongan and in English by Tongan university graduates. Seven Tongan students in Form Three in were successful in the School Certificate examination in Of the 41 students who tested, 10 accomplished C grades, eight B grades, and three A grades. The importance of this performance lies in the fact that no Tongan candidates prior to obtained A grades in any School Certificate subject in the school.
Read online Making Sense of Tonga PDF, azw (Kindle) - Library
At one level, the parents came together with the school and its affiliated hierarchies to talanoa— question, discuss, clarify, and create ways to change situations that disadvantage Tongan students in the school. At another level, the parents engaged talanoa to deepen their understanding of their social and cultural values, which provided them grounds upon which to question the context of education and its shaping of their lives and their children. Tongan people are continually moving in and out of Tonga, Aotearoa, Australia and the Pacific Rim countries.
In Aotearoa, Tangata Whenua engage in political dialogues and struggles for tinorangatiratanga Maori sovereignty. Talanoa between Tangata Whenua and peoples from the island nations gives them insight into the protocols and values upon which their thinking and ways of being are based.
At the ASB Festival, Tangata Whenua, Tongan, Niuean, Samoan, and Cook Islands Maori parents, teachers, and children, pakeha teachers, and other cultural groups come together to showcase their songs and dances over three days. The festival has been a feature of secondary education for Tangata Whenua and the peoples from Tonga, Niue, the Cook Islands, and Samoa since The performances take place on five stages. The festival is the one time that the students, their parents, secondary schools, and the wider community come together as equals to experience different cultural performing arts.
While each group focuses on its own performing arts there is little or no intercultural education between Tangata Whenua and the diverse Pacific groupings. Furthermore, the performing arts of the island nations are not included in the school curriculum. The festival is an ad-hoc practice in the secondary sector of education.
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Their involvement has been limited to activities such as the festival, sport days, gala days, and fundraising events. While these activities are important to the school, they are marginal to learning curriculum subjects.
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The festival brings together diverse cultural groups and thus provides opportunities for intercultural education. The actions by the parents are specific to the situations experienced by them and their children in the school. For instance, the parents continue to meet to talk about their relationships with the schools, share their stories and social experiences, question issues of achievement by their children, and question the streaming process that marginalizes their children to lower-band classes.