Exploring the significance of Pacific knowledges in Pacific health research, teaching and learning through the talanoa methodology: reflections from The University of Auckland PMA Knowledge Hub
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Keywords
Pacific Knowledge hub, Talanoa, e-talanoa, Pacific health, Pacific pedagogies
Abstract
Introduction: This article explores the significance of Pacific knowledges in work that has been conducted to improve Pacific peoples’ wellbeing through The University of Auckland’s PMA Knowledge Hub (KH). This paper responds to three questions: 1. Why are Pacific knowledges are important in the context of the KH’s aims and goals; 2. How have the KH team enacted and mobilised Pacific knowledges in their work programme and; 3. What have been the benefits Pacific knowledges have brought to the KH in progressing towards its stated goals?
Methods: Deploying talanoa as methodology and method, this paper draws its insights from both a written talanoa and hybrid e-talanoa, where members of the KH team responded to a set of talanoa prompts that addressed the research questions. Transcripts for both talanoa were analysed using thematic analysis.
Findings: Four key thematic findings are reported here: serving Pacific communities and journeys to working in Pacific health; Pacific pedagogies as an empowering tool; Pacific knowledges and Pacific ways of doing research; and challenges in academia for Pacific teachers and researchers.
Conclusion: Pacific knowledges are central to the work of the KH and have been enacted through a focus on Pacific pedagogies and leaning on relational connections. Pacific knowledges allow culturally affirming teaching, learning and research experiences to be embedded within advancing the three pou (pillars) of the KH’s stated mission. It is concluded that embedding Pacific knowledges in the work programme and the operations of any Pacific-focused initiative should be seen as essential and not as an optional extra.
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