A tok stori about tok stori. Melanesian relationality in action as research, leadership and scholarship

Abstract

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COVID-19 and online learning experiences of Solomon Islands students at the University of the South Pacific

“…Tokstori is a process, cultural norm and relational in nature (Sanga et al, 2018) and is also linked to the wantok system, which is a network of relationships. Tokstori is relational and involves interconnectedness and the origins of the term is from pidgin-speaking Melanesia (Sanga et al, 2018). Sanga et al (2018) added that tokstori is an "element of negotiating relatedness in an ongoing way.…”

“…Tokstori is relational and involves interconnectedness and the origins of the term is from pidgin-speaking Melanesia (Sanga et al, 2018). Sanga et al (2018) added that tokstori is an "element of negotiating relatedness in an ongoing way. Being a wantok through tokstori implies being involved in the creation of a negotiated understanding of the world" (p. 7).…”

Pacific Academic Migrants: Re-shaping Spaces in Dynamic Times (Dispatch)

“…Storying is a pedagogy with deep roots in the Pacific region. Tok stori, for example, is a Melanesian form of communication, whereby a shared reality is created through storying (Sanga & Reynolds, 2019;Sanga et al, 2018). Those who contribute to a storying session are understood to be experts in their own experiences.…”

“…This alternative space needs to be nurtured and explored. Through research and exploratory applications along the lines of the emerging scholarship on Tongan talanoa (Fa'avae et al, 2016) and Solomon Islands tok stori (Sanga et al, 2018), we can deepen our understanding of the storying pedagogy and improve its portability for the varied Pacific academic contexts (Sanga et al, 2020) and elsewhere. This is a fusion of methodology and experience aiming to build on the cultural strengths of the past in order to find relevance in the here and now.…”

Re-thinking Contextualisation in Solomon Islands school leadership professional learning and development

“…However, looking deeper into the inception, design and delivery of the GCSL there are further layers of contextualisation that challenge habitual practice in the field of donor-funded PLD provision. These include: the direction of the initial call for the programme; relationality as a basis for inter-institutional arrangements; tok stori (Sanga and Reynolds, 2019;Sanga, Reynolds, Paulsen, Spratt, and Maneipuri, 2018) in programme negotiation and as PLD delivery mode; attention to gender as an element of culture; a strengths-based approach to local languages; and the creation of a learning village involving mentors, educational administrators, school leaders, teachers and wider local communities so that all benefit from a shared vision of leadership.…”