The status of Indigenous knowledge, environmental issues and Climate Change in Science education: Talanoa from Ha‘apai (Tonga) and Port Vila (Vanuatu) secondary schools

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dc.contributor.authorPuloka-Luey EC
dc.contributor.authorManning, Richard
dc.contributor.authorRatuva, Steven
dc.date.accessioned2024-06-24T04:46:03Z
dc.date.available2024-06-24T04:46:03Z
dc.date.issued2024
dc.description.abstractThis article reviews the doctoral research of Emma Puloka Luey, in order to consider the significance of talanoa (discussions) she conducted with Ha‘apai (Tonga) and Port Vila (Vanuatu) secondary school teachers of science, and their Year 10 students. This research was timely, given that both (case study) communities had recently experienced Category 5 Tropical Cyclones and remain vulnerable to climate change and natural disasters, such as the (2022) explosion of the sub marine volcano, Hunga Tonga–Hunga Haʻapai. First, this article summarises the research problem, objectives, methodology, and the community contexts central to Puloka Luey’s study. Second, it discusses the ongoing relevance of the following four themes that arise from data collected. These are: (i) Connectedness to place; (ii) Indigenous languages as gateways to learning science; (iii) Marginalisation of Traditional Ecological Knowledge; and (iv) Contextualisation of science education via dialogue. Finally, we call for more research of this nature, and for future science education curricula guidelines to become more localised, and inclusive of the Traditional Ecological Knowledge systems of Indigenous communities.
dc.identifier.citationPuloka-Luey EC, Manning RF, Ratuva S (2024). The status of Indigenous knowledge, environmental issues and Climate Change in Science education: Talanoa from Ha‘apai (Tonga) and Port Vila (Vanuatu) secondary schools. Pacific Dynamics: Journal of Interdisciplinary Research. 8(1). 589-610.
dc.identifier.doihttp://doi.org/10.26021/15181
dc.identifier.issn2463-641X
dc.identifier.urihttps://hdl.handle.net/10092/106805
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectIndigenous;
dc.subjectTraditional Ecological Knowledge
dc.subjectMoana
dc.subjectEnvironmental Issues
dc.subject.anzsrc45 - Indigenous studies::4514 - Pacific Peoples education::451402 - Embedding Pacific Peoples knowledges, histories, culture, country, perspectives and ethics in education
dc.subject.anzsrc45 - Indigenous studies::4514 - Pacific Peoples education::451403 - Pacific Peoples curriculum and pedagogy
dc.subject.anzsrc45 - Indigenous studies::4517 - Pacific Peoples sciences
dc.subject.anzsrc45 - Indigenous studies::4515 - Pacific Peoples environmental knowledges::451504 - Pacific Peoples environmental knowledges
dc.subject.anzsrc39 - Education::3901 - Curriculum and pedagogy::390113 - Science, technology and engineering curriculum and pedagogy
dc.subject.anzsrc39 - Education::3901 - Curriculum and pedagogy::390105 - Environmental education curriculum and pedagogy
dc.subject.anzsrc45 - Indigenous studies::4519 - Other Indigenous data, methodologies and global Indigenous studies::451907 - Indigenous methodologies
dc.titleThe status of Indigenous knowledge, environmental issues and Climate Change in Science education: Talanoa from Ha‘apai (Tonga) and Port Vila (Vanuatu) secondary schools
dc.typeJournal Article
uc.collegeFaculty of Education
uc.departmentSchool of Teacher Education
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