Fua, Seu'ula J.
(2020)
Motutapu: A Relational Space for Collaborative Research-Practice in Oceanic Education.
In:
Relationality and Learning in Oceania - Contextualizing Education for Development.
Koninklijke Brill NV, Leiden, The Netherlands, pp. 42-56.
ISBN 978-90-04-42529-3
Abstract
This chapter upholds the significance of context in understanding the domains of social relationships - 'the context behind the context' - within which school communities exist (Sanga, cited in Airini et al., 2010). Fundamental to the 'relationality' theme which underpinned the research-practice education intervention informing this and other chapters, is the recognition that cultural identity formation within indigenous Oceanic societies is relational rather than individualistic. Education is acknowledged as a relational activity, one in which the space connecting researcher-practitioners and educational communities focuses on the development of contextually appropriate and robust research practices that can lead to the generation of new knowledge and understanding for improved learning. Motutapu is posited as a relational space for the interventions which brought together researchers and practitioners from small island 'developing' countries and from New Zealand. With particular reference to the Literacy and Leadership Initiative (LALI) in Tonga, the chapter recalls the dialogue and actions that progressed and challenged the relationships within the team and with school communities. Central to this is the notion of vā - the socio-spatial connection between persons, a relational concept which articulates the connectedness between people and between people and their environment, and which must be tauhi vā (nurtured) and tauhi vaha'a (protected) - so it remains strong (Thaman, 2008).
Keywords: Motutapu - relational - research - practitioner - collaboration - vā - socio-spatial - connectedness
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