Story dialogue known as talanoa is increasingly finding its place as a Pacific research method. The authors situate talanoa as an Indigenous concept of relationally mindful critical oratory. Approaching talanoa from mostly a Tongan lens, it is argued that it can contribute to broader discussions of Indigenous research methods and epistemology. The authors address the talanoa literature that has defined it as an open or informal discussion, and respond to questions that have emerged from challenges in implementing it practically in academic research. Indigenous Oceanic thought is used to interpret talanoa as a mediation between relations of Mana (potency), Tapu ( sacred/restrictions), and Noa (equilibrium), which is a gap in the talanoa literature. Talanoa is grounded as a continuum of Indigenous knowledge production and wisdom present from the past that is adaptable to research settings. Centring Moana (Oceanic) epistemology in talanoa challenges dominant research methods to adapt to Indigenous paradigms, rather than attempting to Indigenize a Western one.

This study examines the perceived changes in the geography of student support for racial/ethnic minoritized students after pursuing federal Minority-Serving Institution (MSI) designation and grants. Specifically, this qualitative multiple-case study examines the decision-making related to, and perceived changes in, space and place aimed at supporting Asian American and Pacific Islander (AAPI) students at three AAPI-serving community colleges. The three themes related to changes in the geography of student support for AAPI students as a result of the MSI grant that emerged from the study were: (a) from symbolic to physical space; (b) supporting AAPIs helped support other minoritized student populations; (c) the last theme demonstrates that, as a result of creating these spaces, students were more integrated into the campus community. A common thread across each of these themes is the saliency of race in the design, creation, and resulting impact of creating space in the geography of student support for AAPI students at each of the campuses. The study concludes with implications regarding the role of postsecondary institutions in (re)creating physical and symbolic spaces. Institutional agents must be mindful of the targeted groups that exist within their campus when considering these implications to create a welcoming campus environment.

Pacific Islanders in diaspora are disproportionately contracting COVID‐19, experience hospitalization and develop complications. In Utah, Pacific Islanders have the highest contraction rate in the state. Pacific Islanders constitute only 2% of the state's population, but represent 4% of the those infected with COVID‐19, begging the question how we might explain the high rates of contraction? As community engaged scholars and practitioners, we offer discussion, insight, and commentary on the COVID‐19 pandemic affecting Pacific Islanders in Utah. Grounding this discussion is a history of the Pacific Islander community as an essential workforce that dates back to the 1850s, before statehood. We argue that historical discrimination against these early Pacific Islanders shaped the way this group is racialized as essential laborers today. The authors offer this assertion along with practices and protocols that honour cultural norms of socialization, which we see is the pathway to provide safe measures that are relevant to the Utah Pasifika community.

State and higher education institutional contexts play a powerful role in either restricting or advancing equitable policies and programs for undocumented students in higher education. This article examines the public discourse on undocumented students in higher education across state contexts (California, Tennessee, and Georgia) through a content analysis of news media. Findings show that the content of the news media varies greatly by state. However, the news about the three states was similar in their portrayal of young undocumented immigrants as all Mexican and deserving of public benefits. A better understanding of the public discourse at the state level has important implications for advancing policies and programs for undocumented students in higher education. The findings call for more research that examines how media shapes the public discourse on undocumented students and how this discourse thereby impacts higher education institutions.