Sonia Fonua
Biographic Data
| ID | 189294 |
|---|---|
| NAME | Sonia Fonua |
| GIVEN NAMES | Sonia |
| FAMILY NAME | Fonua |
| SIGNATURE | FONUA S |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Coloniality, institutional racism and white fragility
Coloniality in Aotearoa’s education systems has persisted by forcing Māori to assimilate into Western norms, tracking Māori into subordinate occupational roles, and constraining Māori self-determination. Through use of storytelling, we demonstrate how these trends carry on in present-day tertiary education settings. We also issue to colleagues and management in the tertiary education sector a wero (challenge) to inspect dimensions of white fragil…
Fata ho poto
Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who partici…
Navigating the digital va-vā
Core Moana/Pacific cultural values and practices are usually considered as unimportant, irrelevant or ineffectual in academic practice or tertiary teaching and learning spaces. While Moana/Pacific ways of knowing and being have flourished for thousands of years, in recent times they have been constantly dismissed and devalued by mainstream or dominant cultures. Nonetheless, those educators who hold Moana/Pacific values as central to their lives, …
Lalanga ha kaha’u monu’ia – Helping science educators to embed Indigenous knowledge, values and cultures in their courses for Māori and Pacific science student success
Māori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous kno…
Open to critique
Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indige…
No prominent works on this page.
Open to critique
Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indige…
Lalanga ha kaha’u monu’ia – Helping science educators to embed Indigenous knowledge, values and cultures in their courses for Māori and Pacific science student success
Māori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous kno…
Navigating the digital va-vā
Core Moana/Pacific cultural values and practices are usually considered as unimportant, irrelevant or ineffectual in academic practice or tertiary teaching and learning spaces. While Moana/Pacific ways of knowing and being have flourished for thousands of years, in recent times they have been constantly dismissed and devalued by mainstream or dominant cultures. Nonetheless, those educators who hold Moana/Pacific values as central to their lives, …
Coloniality, institutional racism and white fragility
Coloniality in Aotearoa’s education systems has persisted by forcing Māori to assimilate into Western norms, tracking Māori into subordinate occupational roles, and constraining Māori self-determination. Through use of storytelling, we demonstrate how these trends carry on in present-day tertiary education settings. We also issue to colleagues and management in the tertiary education sector a wero (challenge) to inspect dimensions of white fragil…
Fata ho poto
Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who partici…
Sociology (5 works) · Indigenous (4 works) · Pedagogy (4 works) · Aotearoa (3 works) · Gender Studies (3 works) · Mathematics education (3 works) · Psychology (3 works) · Ethnic group (2 works) · Higher education (2 works) · Higher Education Research Studies (2 works)