TĀ-VĀ KĀINGA, TIME-SPACE RELATIONSHIPS THEORY OF REALITY AND TONGAN STUDENTS JOURNEY TO ACADEMIC ACHIEVEMENT IN NEW ZEALAND TERTIARY EDUCATION

Authors

Telesia Kalavite, University of Southern QueenslandFollow

Abstract

Tongan students’ academic achievement results when the different contexts of kāinga tā-vā, time-space relationships intersect or interact disharmoniously or harmoniously within and between the Tongan and Western cultures, especially between the students and the bureaucracy (puleʻanga), their families (fāmili), church (siasi), and wider group (their fonua/kāinga). Furthermore, inflexibility or flexibility within the two cultural relationships in terms of tā (time) and vā (space) by all parties could release social tensions, which can, if left to their own devices, provide obstacles to critical learning, or by mediating them through sustained harmony, can consequently enhance academic achievement. Supporting a two–way process, which allows Tongan students to move freely yet carefully within the two cultures, especially if they understand how varying senses of tā and vā are manifested in tensional kāinga relationships and meanings within their learning environments, enhance educational achievement.

Recommended Citation

Kalavite, Telesia (2017) "TĀ-VĀ KĀINGA, TIME-SPACE RELATIONSHIPS THEORY OF REALITY AND TONGAN STUDENTS JOURNEY TO ACADEMIC ACHIEVEMENT IN NEW ZEALAND TERTIARY EDUCATION," Pacific Studies Journal: Vol. 40: No. 1, Article 5.
Available at: https://digitalcollections.byuh.edu/pacific-studies-journal/vol40/iss1/5