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Article

Open Access

An Investigation of Samoan Student Experiences in Two Homework Study Groups in Melbourne

Author(s)

Vaoiva Ponton

Full-Text PDF Download XML 1272 Views

DOI:10.17265/2159-5526/2017.07.001

Affiliation(s)

Auckland University of Technology, New Zealand

ABSTRACT

This research examines Samoan student’s experiences in two Homework Study Groups (HSGs) in Melbourne using a researcher-practitioner approach. It highlights that school teachers need to acknowledge students’ preferred learning methods, especially those of minority backgrounds like the Samoan participants in this investigation. A detailed exploration of the experiences of students in two HSGs finds that while students and their families place a high priority on learning, their cultural practices are not compatible with standard Western learning approaches. The HSGs provided a social space in which students could ask the teacher questions without fear of appearing foolish, in which they could apply themselves to study. It provided a physical study space away from the demands some Samoan families place on their young people, and it provided a cultural space in which the students could learn according to fa’aSamoa (traditional values and beliefs). This research makes a contribution to an understanding of the motivations of Melbourne-based Samoan students to learn, of what concerns them, and of impediments to their educational success. It also offers insight into the benefits that set up a specific space for students’ offers, when its specific intent is influencing the merging of Samoan and Western ideas to further learning.

KEYWORDS

Samoan student’s learning experiences, homework study groups, Pacific community engagement

Cite this paper

Sociology Study, July 2017, Vol. 7, No. 7, 349-363

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