Jeanne Teisina
Biographic Data
| ID | 85400 |
|---|---|
| NAME | Jeanne Teisina |
| GIVEN NAMES | Jeanne |
| FAMILY NAME | Teisina |
| SIGNATURE | TEISINA J |
| AFFILIATIONS | Auckland University of Technology, Auckland, New Zealand |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Reimagining teacher subjectivity in Pacific early childhood education in New Zealand
This article presents a transnational Moana talanoa 1 between two Pacific early childhood education scholars. Calling on both Samoan and Tongan indigenous understandings that breathe life into a Moana subjectivity is inclusive of ways of knowing, relating and becoming. We turn our attention to the importance of talanoa (stories/storying) in reconstituting olaga 2 and tangata kakato 3 in the act of decolonising Pacific 4 personhood in New Zealand …
Situating decolonization
Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indig…
Ko E Hā Ha'Atau Poa Ki he Mole 'Etau Lea Faka-Tongá
The aim of this commentary is to address, in the Tongan language, the challenges of language and cultural loss by Tongan people in Aotearoa/New Zealand, and what Tongan people are doing about the imposition. The comments, ideas and perspectives advanced here are based on the assumption that Tongan language and culture are knowledge-and wisdom-different from the philosophies of the West. The discussion focuses on talanoa, a Tongan social construct…
Situating decolonization
Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indig…
Ko E Hā Ha'Atau Poa Ki he Mole 'Etau Lea Faka-Tongá
The aim of this commentary is to address, in the Tongan language, the challenges of language and cultural loss by Tongan people in Aotearoa/New Zealand, and what Tongan people are doing about the imposition. The comments, ideas and perspectives advanced here are based on the assumption that Tongan language and culture are knowledge-and wisdom-different from the philosophies of the West. The discussion focuses on talanoa, a Tongan social construct…
Situating decolonization
Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indig…
Reimagining teacher subjectivity in Pacific early childhood education in New Zealand
This article presents a transnational Moana talanoa 1 between two Pacific early childhood education scholars. Calling on both Samoan and Tongan indigenous understandings that breathe life into a Moana subjectivity is inclusive of ways of knowing, relating and becoming. We turn our attention to the importance of talanoa (stories/storying) in reconstituting olaga 2 and tangata kakato 3 in the act of decolonising Pacific 4 personhood in New Zealand …
Epistemology (3 works) · Gender Studies (3 works) · Political science (3 works) · Social science (3 works) · Sociology (3 works) · Children's Rights and Participation (2 works) · Law (2 works) · Pedagogy (2 works) · Aesthetics (1 work) · African cultural and philosophical studies (1 work)