Carpenter, VSiteine, ATu'i'onetoa, Alison2013-02-282013https://hdl.handle.net/2292/20090Full text is available to authenticated members of The University of Auckland only.This thesis is an ethnographic case study of the Free Wesleyan Church of Tonga (FWCT) education system. Over a period of two years I have worked alongside staff in the office, kindergartens and schools improving the provision of FWCT education through resourcing, school management and staff appraisal, educational programmes to promote FWCT schools as a viable option for Tongan students. This experience has informed a critical analysis of the educational provision, and reflection on ways forward for the system as a whole. There are clear challenges for Pacific education in the 21st century. Pacific educational researchers have called for greater recognition of indigenous knowledge and practices in response to increasing marginalisation of Pacific communities in a global world. Tonga has gone through rapid social change as Tongans join the diaspora in search of educational and economic opportunities, and Tonga has begun a new era of more democratic leadership. Education must respond to the increasingly young population who will remain in Tonga. Current educational practices have developed from the origin of formal Western schooling brought with the missionaries, and been influenced by government policies, international aid contributions and professional guidance for education specialists, and by the policies and processes of the FWCT church. This thesis outlines the nature of educational provision in the FWCT schools and reveals some of the influences which promote and impede effective practice. Teachers are increasingly accessing improved curriculum materials, and workshops designed to enhance pedagogical practices. Professional performance however demonstrates adult-child relationships and interactions reflective of the historical beginnings of the church education system. There remains a tension between the understanding of education as a knowledge ‘banking’ process, and education which develops critical thought to promote creativity, adaptability and entrepreneurial skills to respond to the challenges of life in modern Tonga - education as a process whereby all students are able to develop competencies which will equip them to contribute to their families, communities, church and the society. The thesis contributes to understanding of current educational practice in the context of Tongan society and the Free Wesleyan church, and suggests how the development of successful future focused education in the FWCT system would benefit from developing dialogical, collaborative relationships, encouraged by leaders with vision, professionalism and a commitment to every student.Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.Restricted Item. Available to authenticated members of The University of Auckland.https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmhttps://creativecommons.org/licenses/by-nc-nd/3.0/nz/ThesisCopyright: The AuthorQ112901766